Perspectives 3 - Teacher Book

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ON THE COVER
Children look down from inside The Hive at Kew Gardens,
London. The Hive is a giant beehive that visitors to the botanical
gardens can enter and have a multisensory experience. The
lights and sounds are triggered by bee activity in a real beehive.
The Hive was designed to demonstrate the role of bees in Perspectives 1-4
feeding the planet and the challenges that they face.
© Mark Hadden Assessment CD-ROM with ExamView® 978-1-337-29767-7
SAMPLE COPY, NOT FOR DISTRIBUTION

Perspectives
3
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Lesson Planner
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Hugh Dellar
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Andrew Walkley
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Perspectives 3 Lesson Planner © 2018 National Geographic Learning, a Cengage Learning Company
Hugh Dellar and Andrew Walkley
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Publisher: Sherrise Roehr may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
Executive Editor: Sarah Kenney
copyright owner.
Publishing Consultant: Karen Spiller
“National Geographic”, “National Geographic Society” and the Yellow Border
Managing Editor: Angel Alonso
Design are registered trademarks of the National Geographic Society
Editorial Assistant: Gabe Feldstein ® Marcas Registradas
Director of Global Marketing: Ian Martin
Product Marketing Manager: Anders Bylund For product information and technology assistance, contact us at
Cengage Learning Customer & Sales Support, cengage.com/contact
Director of Content and Media Production:
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Michael Burggren For permission to use material from this text or product,
submit all requests online at cengage.com/permissions
Production Manager: Daisy Sosa Further permissions questions can be emailed to
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Manufacturing Customer Account Manager: permissionrequest@cengage.com
Mary Beth Hennebury
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Art Director: Brenda Carmichael Perspectives Level 3 Lesson Planner + Audio CD + DVD
Production Management and Composition: ISBN: 978-1-337-29765-3
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Lumina Datamatics, Inc.
Cover Image: Bernardo Galmarini/ National Geographic Learning
Alamy Stock Photo
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20 Channel Center Street
Boston, MA 02210
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USA
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National Geographic Learning, a Cengage Learning Company, has a mission to

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bring the world to the classroom and the classroom to life. With our English
language programs, students learn about their world by experiencing it. Through
our partnerships with National Geographic and TED Talks, they develop the
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language and skills they need to be successful global citizens and leaders.
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Locate your local office at international.cengage.com/region

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Visit National Geographic Learning online at NGL.Cengage.com/ELT

Visit our corporate website at www.cengage.com
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Printed in China
Print Number: 01 Print Year: 2018

Contents
Introduction iv
1 Travel, Trust, and Tourism 8
2 The Business of Technology 20
3 Faster, Higher, Stronger 32
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4 Cultural Transformation
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44
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5 It’s Not Rocket Science 56
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6 Adapt to Survive 68
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7 Outside the Box 80
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8 Common Ground
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9 Lend a Helping Hand 104

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10 Life-changing 116
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Grammar Reference 128

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Irregular Verb List 148

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Writing Bank 149
Word Lists 154
Audio Script 159
TED Script 168
Communicative Activities 179
Workbook Answer Key 218

Introduction
Perspectives encourages students to develop an open mind, a • Have a vote to choose one activity that the whole class will do.
critical eye, and a clear voice in English. Here are some teaching After the vote, if there is a tie, ask one student from each side to
tips to help you make this happen in your classroom. explain which task is best and have another vote. If there is still
a tie, you can make the decision. Consider having a secret vote,
An open mind since students may be reluctant to choose an activity they like if
As well as developing students’ knowledge and use of English, they think it might be unpopular with the majority of students.
every unit explores one theme from a variety of perspectives and • There may be times when it is necessary for you to decide for
fresh contexts. Perspectives encourages students to keep an open the class. In cases like these, explain why, for example, there
mind about the information that they encounter throughout the isn’t enough time to do the others, or because one activity is
course, and to look at the world in new ways so that they leave better exam preparation than the others.
every lesson a little smarter. • Let students do more than one activity. For example, the
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writing activity may be suitable preparation for the speaking
My Perspective activities activity in a class that finds spontaneous speaking challenging.
In every unit there are several activities called My Perspective,
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which ask students to reflect on the content of the lesson A critical eye
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from their personal point of view. Sometimes you’ll find a My
Students learn the critical thinking skills and strategies they
Perspective activity at the beginning of the unit to engage
need to evaluate new information and develop their own
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students in the theme and get them thinking about what they
opinions and ideas to share. Being able to critically evaluate
already know about it. Here are three ways to use them:
and assess ideas and information is becoming increasingly
• Conduct a class discussion. Let students read the questions,
c important as young people have to deal with fake news and
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then call on individuals to share their ideas. Encourage others one-sided presentations of facts, often distributed online via
to respond and welcome contrasting points of view. social media. Being able to think critically involves a range of
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• Put students into discussion groups. Group work can get more different skills, including developing the ability to interpret data,
students talking, even quieter, less confident class members. ask critical questions, distinguish between fact and opinion, see
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Consider giving students specific roles like chairperson and other points of view, detect bias, and recognize and assess the
merit of supporting arguments.
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spokesperson, the chairperson’s job being to make sure

everyone is focused and gets to speak, while the spokesperson
summarizes the group’s discussion to the whole class. Critical Thinking and Challenge activities
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• Let students work on their own to answer the questions in Lesson B of every unit in Perspectives is based around a reading.
writing or by recording themselves speaking. Not only does this The texts cover a variety of genres, and students are asked to
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allow students time to prepare, it also provides a private space, interact with them in many different ways. Once comprehension
which some students need to be able to express themselves. has been checked, there is often a Critical Thinking focus which
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encourages students to practice a variety of skills in the context

Choose activities
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of specfic texts. The Challenge activities in Lesson D get students

Students are motivated by greater control in their learning. In to engage with the big idea of the TED Talk.
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every unit they get an activity where they have the chance to
choose a task. There are three options, which include one or Both within the Critical Thinking activities and elsewhere,
more speaking and writing tasks. Which activity is best depends there will be plenty of times where students are asked to
on several things, such as what skills the students need to work work together and discuss their ideas, opinions, thoughts, and
on, what is possible with the technology available, and how feelings. Some students may not always be very enthusiastic
much time you have. If you expect students to make good about taking part in pair or group work, so it is important for
decisions, they need to be well informed, so make them aware them to realize its many benefits. These include:
of the issues. Here are three ways to approach Choose activities: • giving learners the chance to brainstorm ideas before they have
• Students choose which task to work on and get into groups to think about the best language to express those ideas in. To
with others who made the same choice. This can create a make things easier for lower levels, brainstorming activities can
happy, productive atmosphere, but keep in mind that some initially be done in the students’ first language.
activities take longer than others, and require varying degrees • giving learners the chance to use language they have just
of teacher input. Be prepared for these issues by having fast recently learned alongside language they are already able to
finisher activities ready, for example. use well.
iv Introduction SAMPLE COPY, NOT FOR DISTRIBUTION
• encouraging students to learn from each other. Obviously, You can also take the ideas in these sections and apply them
this may mean learning new language, but it also means to other language sections in the book. So as you go through a
being exposed to new ideas and opinions. vocabulary or grammar activity, you might:
• developing the class environment and improving • drill individual words, collocations, or whole sentences.
relationships between students. This is especially true if you • help with individual sounds.
mix up the pairs and groups and make sure everyone talks to
everyone else. • draw attention to word and sentence stress, elision, linking,
etc., by marking these features on examples on the board.
• giving you a chance to see how many ideas students have about
a topic, the range of language they are using, and what content, • get students to experiment saying phrases at different speeds
grammar, and vocabulary you should focus on in feedback. or with different intonation or emotion.
There are several things you can do to help students get more Independent learners
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from pair and group work. We can’t cover all the language students need in class, so it is
• Make sure you always explain the activity clearly before important that we help them become independent learners.
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splitting students up into pairs/groups. An essential part of that is for students to make good use of
dictionaries, both bilingual and monolingual.
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• Give models to show the kind of speaking you expect.
• Check understanding by asking the class to tell you what they A bilingual dictionary is good for when they are looking for a word
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are going to do before they do it. in English. You could encourage their use, for example, in the
brainstorming activities mentioned earlier. You might give students
• Give a clear time limit.
the topic of the next unit and, for homework, get them to create a
• Monitor the class carefully to check that everyone is doing
c phrase book that they think may be useful to talk about the topic.
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what you want them to do, and to see how students are
A monolingual dictionary is better when they have the English
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doing with the activity.

word and need to know not just the meaning, but also the
• Have extra activities ready for any students who finish before
grammar, collocations, and other aspects of usage connected
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the others. There are Optional and Expansion activities

with it. You can help students become independent by getting
provided in this book.
them to use a monolingual dictionary when doing vocabulary
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• Finish with some feedback. This may mean looking at errors, activities instead of pre-teaching the key language beforehand.
exploring new language, and/or asking students to share
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their ideas. After Critical Thinking activities, you may also want When you go through answers to activities, you can check the
to comment and expand on students’ ideas. meaning and other aspects of the word by asking students
questions, such as: What other things can you X? Why might you
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A clear voice Y? Can you give three examples of Z?

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Developing a clear voice in English is about learning language You will see specific examples of such questions in the teaching
and expressing your own views, but it is also about how we notes. As well as asking questions like these, you can also: give
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can help students with pronunciation, become independent extra examples, ask students to find examples in a dictionary, and
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learners, and achieve the scores they need on exams. get students to create sentences that are related to their lives.
Exam skills
Help with pronunciation
In the Lesson Planner you will find tips that you can share with
There are activities that focus on aspects of pronunciation in students to help them achieve good scores on their exams.
every unit of Perspectives as well as the Authentic Listening Skills Some of these tips are about being an independent learner,
sections in Lesson D. These highlight features of natural speech using a dictionary, and knowing what to review. That’s because
that may be difficult. In these sections, students can attempt to (as you probably know), fundamentally, students do better
copy speakers’ pronunciation. However, we see these sections when they know more language!
more as opportunities for students to experiment with how
they sound in English and find their own voice, so: The exam skills also give advice on specific activity types in the
Student Book that are commonly found on international and local
• don’t expect students to be perfectly accurate.
exams. Some of these tips may be repeated at different levels and
• treat the answer key as a guide. you might want to reinforce the point by checking if students
• judge students’ efforts according to their intelligibility. remember them each time the activity type comes up in class.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction v

Unit Walkthrough
Vocabulary
Vocabulary gives students the language they need to respond while
they think about the unit theme in new and interesting ways.
High-impact photo engages students’ interest Students relate the content to

in the topic. themselves and their own world.
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6 Adapt to Survive The flag-footed bug
6A Evolution and conservation
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has evolved to hide
among leaves and
Vocabulary Endangered species
flower petals. 1 Work as a class. Discuss the questions.
1 What is evolution? What is conservation?
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2 What reasons are there for a species to adapt? What characteristics about a
species might change?
2 Complete the article about Madagascar with these words.
adapted breed conservation died out endangered extinct

habitat hunting risk saved species survival
c Madagascar is an island famous for its biodiversity. Evolution has created

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thousands of unique (1) that have (2) to
life on the island. In fact, scientists have discovered more than 600 new animals
since the beginning of this century. However, while it may seem that wildlife
is doing well, many animals and plants are in fact at (3)
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because tropical forests are being destroyed to make farmland. Eighty percent
of Madagascar’s human population live in poverty and depend on basic farming
for (4) . The silky sifaka is one of the most (5)
animals. There are only around 250 left in the wild. A (6)
program is trying to preserve its (7) and prevent people from
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(8) it. The national dog of Madagascar, the Coton de Tulear,

was (9) from extinction, and now people (10)
it in several countries. The Madagascan Elephant Bird wasn’t so lucky. It became
(11) in the 17th century. It was three meters tall and may
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have (12) because people stole its huge eggs, which were big
enough to feed a family.
3 Work in pairs. Discuss the questions.
1 What endangered species do you know?
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2 Why are they endangered?

3 How are they being protected?
4 What animals have become extinct? Why?
5 What arguments can you think of for and against conservation?
4 Match each word with the correct group of collocations.
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benefit consequence conservation gene

habitat risk species survival
1 bring a lasting… / a potential… / be of… benefit

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IN thIs uNIt, YOu... 2 …of the fittest / its long-term… / ensure its…
3 at… of extinction / a high… / reduce the… of disease
• discuss evolution and conservation.
4 work in nature… / be involved in a… group / improve energy…
• read about an endangered animal. 5 an endangered… / a… of bird / discover a new…
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6 destroy their… / preserve their… / lose its natural…

• learn about mysterious occurrences.
7 pass on their…s / in its…s / find a… for cancer
• watch a TED Talk about where camels 8 as a… / have serious…s / consider the…s
come from.
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5 Look through the collocations in Activity 4. Underline any phrases that are new
• write a solution to a problem. to you. Write an example sentence for each of the new phrases.
68 Unit 6 Adapt to Survive 69
UpperInt_SB_77143_068-079_U06_AmE_CPrev.indd 68-69 10/24/17 12:30 PM
Words are taught with collocations,

definitions, and/or opposites and practiced
in context.
vi Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

Listening and Grammar 1
Listening and grammar exercises continue to develop structures and skills
through authentic content. Grammar 1 usually reviews previous knowledge
before building on it.
Engaging content teaches students about the world as well Sustained context provides meaningful and
as contextualizing the target grammar. motivating practice.
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lISTEnIng graMMar Modals and meaning 10 Read about National Geographic explorer Cagan 11 Rewrite the underlined parts in Activity 10 using modals.
9 Look at the Grammar box. Then compare the first and Sekercioglu. What similarities can you find with what Use each modal in the Grammar box at least once.
6 Listen to the interview with a conservationist.
you heard in the interview? Think about:
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Who mentions these points—the interviewer (I), second sentence in each item below. Notice the changes
in the use of modals. What is the difference in meaning? 12 Write nine sentences about yourself, using a different
the conservationist (C), or both (B)? 27 1 the rate of extinction. modal in each sentence. Your teacher will read the
1 You might stop weak species from going extinct. 2 the importance of conservation. sentences to the class. Guess who the person is.
1 Most animals have died out.
You will stop weak species from going extinct. 3 what happens to animals that adapt and then face a
2 Conservation goes against evolution.
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2 Maybe we shouldn’t interfere. sudden change. 13 My PErSPEcTIVE
3 Genetic changes through evolution do not make a
species more perfect. We must not interfere. Growing up in Turkey, Cagan Sekercioglu was once taken
3 “The survival of the fittest” can suggest evolution is a kind Make a list of animals, habitats, jobs, languages, customs,
4 Animals can’t choose to adapt to a new environment. to a child psychologist because he (1) constantly brought activities, or skills that are at risk of dying out. Would you
5 Human activity is increasing the number of extinctions. of competition. small animals and insects back to his house. Fortunately, it
“The survival of the fittest” suggests evolution is a kind try to preserve any of them? Why?
6 We must protect endangered species because we can. didn’t end his interest in wildlife, and now he’s a professor
7 Conservation is expensive. of competition. of biology working to protect birds in countries such as
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8 Humans may become extinct sooner rather than later. 4 If that habitat disappeared for whatever reason, they’d Costa Rica, Australia, Ethiopia, the United States, and Turkey.
easily die out. He says (2) losing 25 percent of all bird species this century
7 What reasons for possible human extinction did you hear When the habitat disappears, the animals die out.
hi is a possibility, and that whatever happens to birds (3) is
in the interview? Listen again and check. 27 5 Will you leave it there? certain to happen to other animals and even people. The
Could you leave it there? question is not if (4) it’s better for us to do something about
8 Work in pairs. Discuss the questions. it, but when (5) are we going to decide to do something
Modals and meaning
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1 Do you like television shows about the natural world? and (6) what are we going to decide to do?
A modal (would, will, may, might, could, can, should, shall,
What was the last one you saw? What was it about?
must) adds a general meaning to another verb to show a In Costa Rica, he’s found that species (7) sometimes become
2 Have you studied anything about conservation at school?
speaker’s attitude or intention. endangered because the area of forest they live in shrinks
What other things did you learn?
3 Would you like to be a conservationist? What might be The first thing that will strike people is… as it becomes surrounded by agriculture. The birds are so
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good or bad about the job? = I am certain it strikes people. well adapted to a certain part of the forest that they
4 Have you ever taken action to protect something? What (8) refuse to move, even when bigger areas of forest
The first thing that should strike people is… (9) are possibly close by. Cagan says (10) it’s essential that
did you do? = I believe it strikes people, but I'm not certain. conservationists work with local people to improve the
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Other meanings are: certainty, uncertainty, obligation, situation by explaining to farmers why (11) they’re better
permission, suggestion, possibility, and frequency (habit). off encouraging bird diversity. For example, if farmers
encourage birds to live on their land, (12) the birds will
eat insects that destroy their crops, which could possibly
Check the Grammar Reference for more information
increase farmers’ profits.
and practice.
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baobab trees in Madagascar have

adapted to survive in places where
there is little rainfall. Their wide trunks
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can store large amounts of water.

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70 Unit 6 Adapt to Survive Unit 6 Adapt to Survive 71
Grammar explanations and additional

practice at the back of the book give students A final open-ended activity allows students to
extra support. personalize the language.
My Perspective activities get students reflecting
on their attitudes and actions related to the main
idea of the unit.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction vii

Vocabulary Building, Reading, and Critical Thinking
Reading helps students to become critical consumers of information.
The focus on building vocabulary helps students Reading texts with a global perspective
understand the way words work together. encourage students to think expansively about
the world, and are also recorded for extra
listening practice for classes who need it.
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6B Tree life? 5 Work in pairs. Look at the photo on page 73 and discuss
the questions.
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Vocabulary buIldIng 1 Where do you think this animal is found?
2 What is unusual about it?
compound nouns 3 How do you think the photographer was able to get 10:31 AM 85%
We often use two or more nouns together to create the shot?
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a new meaning. The words in compound nouns can
be joined together, or they can be separated using a
6 Read the article from a website on page 73 to check
your ideas in Activity 5. What else do you learn about
Help sAve THe endAngered
pacific northwest
space or hyphen. The first noun acts like an adjective.
questions 1 and 2 in Activity 5?
It describes the type of thing, its use, the material it is
Tree Octopus
made from, or other aspects of the second noun, such as 7 Which statements are supported by the article?
where it is found.
Underline the parts of the article which helped you make
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Bookstores are dying out in our country because people are your decisions.
buying books online. 1 The tree octopus is the most endangered creature in the
frOm exTincTiOn
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Ice ages caused the extinction of many species. United States.
2 Washington State is one of the wettest places in the US.
3 The tree octopus may provide clues about how early sea ABOUT hElP FaQs SIghTIngS MEdIa acTIVITIES lInkS
1 Choose the correct forms to complete the sentences. creatures adapted to live on land.
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1 We often go skiing in the Olympic Mountains / Mountain 4 The animals often live in small groups. About
28 About Whyitit’s
Why endangered
is endangered
Olympics, north of here. 5 Many companies that cut down trees in the forests are 1 The
ThePacific
PacificNorthwest
Northwesttree treeoctopus
octopus (Octopus
(Octopus Althoughthe
Although thetree
treeoctopus
octopusis isnotnotyetyetononthethe
2 On average, there is 20 centimeters of rainfall / fallrain not doing enough to protect octopuses. Paxarbolis)
paxarbolis)isisonly
onlyfound
found inin the
the forests
forests of 30
30 officiallist
official listofofendangered
endangered animals,
animals, it should
it should
here in March. 6 Octopuses are affected by pollution. WashingtonState,
Washington State,ononthe
theeastern
eastern side
side ofof the be,
be as numbers
numbersare arenow
nowseriously
seriously low.
low.It It faces
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3 Many environmental charities run campaign social 8 Work in groups. Discuss the questions.
OlympicMountains,
Olympic Mountains,ininthetheUnited
United States.
States. faces
manymany threats:
threats: treestrees in Pacific-Northwest
in the Pacific Northwest
media / social media campaigns. Thesecreatures
5 5These creaturesreach
reachan anaverage
average size
size of forests
forestsare
areconstantly
constantlybeing
beingcutcut
down;
down; new
4 Scientists believe there might be many sea creatures / 1 Did you know about the tree octopus before? If not, what between3030and
between and35 35centimetres
centimeters andand live
live for
for roads have cut
new roads off cut
have access
off to water;
access tothe growth
water;
creature seas that still have not been discovered. surprised you most? aroundfour
around fouryears.
years.They
Theyare areunusual
unusual in in that
that 35
35 of local towns has introduced
the growth of local towns has house cats into
introduced
5 I really like our teacher science / science teacher. She brings 2 Should people care about the tree octopus? Why? theylive
liveboth
bothininwater
waterandandonon land,
land, aa fact
fact the region,
catswhich hunt the octopuses;
and theyand
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they house into the region, hunt

the subject to life. madepossible
made possibleby bythe
thevery
veryhigh
high amounts
amounts of of pollution is getting
the octopuses andworse. Immediate
pollution is gettingaction
worse.
9 Look at the source for the article. Do you think it is 10 rainfall in this part of the United States. needs to be action
taken toneeds
stop the treetaken
octopus
6 I avoid all animal products / product animals. I don’t even reliable? What other sources could you check to make 10 rainfall in this part of the United States. Immediate to be to stop
wear shoe leather / leather shoes. from becoming extinct.
sure the information is accurate? Possessing the largest brain of any octopus, the tree octopus from becoming extinct.
Possessing the largest brain of any octopus,
2 Work in groups. Starting with these compound nouns,
the tree octopus explores its surroundings by
the tree octopus explores its surroundings by Become
Becomean anactivist
activist
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10 Listen to a news extract about the tree octopus story. touch and sight. Some scientists believe that Here are some things you can do to help
how many other compound nouns can you create touch and sight. Some scientists believe that 40
Here are some things you can do to help
Answer the questions. 29 the way it has adapted to life in the forest 40
protect the last few tree octopuses:
by changing one word each time? Use a dictionary, if the way it has adapted to life in the forest protect the last few tree octopuses.
15 mirrors the way early life forms adapted to
necessary. 1 Why is the story mentioned? 15 mirrors the way early life forms adapted to
life away from the water. Although they are
• Write to the government to say you are
• worried
Write to the government to say you are
2 What do the findings seem to suggest? life
notaway
socialfrom the water.
animals Although
like humans, theythey
canare
still
and that you feel the tree octopus
farm animal leather shoes rainfall science teacher worriedbeand
should giventhatspecial
you feel the treeand
protection octopus
not social
show animalsbylike
emotions humans,
changing they
their can
skin color: should be
included ongiven special protection
the Endangered and
Species List.
still
redshow emotions
angerby andchanging theirNormally,
skin 45
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indicates white, fear.

ice age: ice cream; cream cheese; cheesecake crITIcal ThInkIng Assessing information 20colour:
though, redthey
indicates anger and white,
are a green-brown fear.
color that
45 included on the Endangered Species List.
• Write to celebrities, asking them to talk in
20 Normally, though, they are a green-brown • interviews
Write to celebrities asking them to talk
about the dangers facing the
You will often see information or read something that is matches their surroundings.
colour that matches their surroundings. about
tree the dangers facing the tree octopus
octopus.
rEadIng unfamiliar. You need to do further reading to check the Every spring, tree octopuses leave their
• Lin interviews.
et the world know about the tree
information is accurate and from a reliable source. Every
homes spring, tree octopuses
and travel to the coast leave their Males
to breed.
3 Choose one animal from these categories that you • octopus:
Let the world know about the tree
tell your family and friends.
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50
homes and travel
soon return toforest,
to the the coast
while to females
breed. Males
are familiar with, and one that you would like to learn 11 Work in pairs. Discuss the questions lay their
25soon return eggs underwater.
to the The young
forest, while femalesthenlay
50 • Toctopus: tell your family and friends.
ell people not to buy products made
more about. spend
25 their eggs their first monthThe
underwater. or so floating
young thennear the
spend • by companies that don’t protect the tree
Tell people not to buy products made
1 Why do you think so many people believe this story? octopus when cutting
by companies down
that don’t trees. the tree
protect
shore
their firstbefore
month moving
or so out of thenear
floating water and
to the
farm animals pets sea creatures wild animals 2 Looking back, is there anything in the story that should
at
beginning
shore beforetheir adultout
moving lives
ofinthethewater
forest.
and • Soctopus when cutting down trees.
tart an online campaign! Encourage
have made you more suspicious?
beginning their adult lives. 55 • people to sign a petition.
Start an online campaign! Encourage
4 Work in groups. Compare the animals you chose. Explain Source: http://zapatopi.net/treeoctopus/
12 My PErSPEcTIVE 55 people to sign a petition.
your choices.
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Work in groups. What are the consequences of fake

news stories?
UpperInt_SB_77143_068-079_U06_AmE_CPrev.indd 72-73 2 lines overflow 10/24/17 12:31 PM
Carefully chosen activity types provide The focus on critical thinking teaches students
practice of common question formats found the skills and strategies they need to evaluate
on international exams. new information.
viii Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar 2
Grammar 2 continues to develop students’ understanding of grammar with
a new topic.
Well-scaffolded pronunciation activities help

students be better understood.
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6C Mysterious changes 5 PronuncIaTIon Weak form of have
When the sentences in Activity 4 are said slowly and
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graMMar Modals and infinitive forms carefully, have is often pronounced differently than how it is
1 Listen to three people. What did they change their minds about? Why? 30
pronounced in fast speech.
a Listen to each sentence from Activity 4. Notice how
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2 Listen to the people again. Complete the sentences. 30
have changes its sound in fast speech. Repeat what
1a I attention when I read about it. you hear. 31
1b All the links about the different kinds of tree octopuses go to the same page. I b Work in pairs. Practice reading the sentences in
really that. Activity 4 slowly and quickly.
1c Even my little brother me that the photos were fake.
2a I mean, you me how cruel it was, and I honestly 6 Complete the summary using the modals and the
c
. correct form of the verbs in parentheses. Make one
dinogorgon became extinct a quarter of a billion
2b I don’t know, but if it was that, it an impact because I’ve modal negative.
years ago, long before dinosaurs roamed the Earth.
been vegan for quite some time now.
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Reported sightings of the Loch Ness Monster
3a I touch one or pick one up if the chance had arisen.
3b I certainly about owning one, that’s (1) soon (will / go on)
for a century! In 1933, a man named George Spicer reported Atmospheric Administration. The Bloop was significantly
for sure.
seeing something that looked like a plesiosaur, a kind of different from other previously recorded sounds and many
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3c Our favorite is a python called Monty. We him for three
long-necked marine dinosaur. Some people think such a theories emerged to explain the mysterious noise.
years this November.
creature (2) very easily (could / survive)
in the quiet Scottish waters, away from people, while others
8 Read about what really happened. Student A: read about
3 Look at the sentences in Activity 2. Answer the questions.
are convinced that Spicer (3) (must / lie) the Great Dying; Student B: read about the Bloop. See if
1 Which sentence describes a period leading up to a future point? or that he (4) (might / see) a piece of you guessed correctly. Then report back to your partner.
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2 Are the other sentences about the past, the present, or the future? wood covered in green water plants. Most scientists question Student a: The great dying
3 Which modal emphasizes that an action was in progress at the same the whole story and claim that a creature like this Many theories to explain the Great Dying have been put
time as another? (5) (can / live) in the loch* for so long forward—everything from asteroids from space hitting
Modals and infinitive forms without any real human contact. If it was real, they say, it Earth to huge volcanic eruptions. Volcanoes did in fact play
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(6) (would / capture) by now—or at least a part in the event. At the time, Siberian volcanoes were
Modals can be followed by different kinds of infinitive forms. caught on film. Others, though, suspect that the monster erupting almost constantly, sending out huge quantities of
I can’t see it. (7) (might / develop) special skills that help a gas called methane. This resulted in the oceans and the
We should be doing more to help. it to hide from those hunting it. Even today, true believers can atmosphere being poisoned and so many species dying out.
It wouldn’t have made any difference. be found on the shores of the loch trying to spot a beast that Student b: The bloop
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You can’t have been listening properly. (8) (should / die out) 65 million years ago. Theories put forward to explain the Bloop ranged from the
More attention must be paid to this issue. sensible to the strange. Some people thought the noise
The eggs must have been moved from the nest. loch a Scottish word for a lake.
must be from an unknown deep-sea creature while others
thought it could be mermaids or voices from a lost city. In
7 Work in pairs. Read the two paragraphs about mysteries the end, it turned out that the sound was actually made by
Check the Grammar Reference for more information and practice. of the natural world. Then discuss what you think
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an icequake. A large mass of ice in Antarctica was slowly

4 Work in groups. Look at the Grammar box. Does each pair of sentences happened. Use modals where necessary. breaking up and was picked up by NOAA.
have the same meaning? Discuss any differences. The great dying 9 chooSE
1a They must not have been serious. Around 250 million years ago, long before dinosaurs
1b They must have been joking. roamed the Earth, about 95 percent of all species were Choose one of the following activities.
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2a I should have helped him. suddenly wiped out. This was by far the biggest mass
Mount Merapi erupts in • Work in groups. Prepare a short presentation about a
2b I would have helped him. extinction the world has ever seen. The event—widely
Indonesia. Volcanic gases are mystery you have read about or know. Include at least
3a It must have been really interesting. known as the Great Dying—came close to ending all life
made up of many different four different modals.
3b It was really interesting. on the planet. Everything alive today comes from the five
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gases, including methane.

4a I guess that might have been the reason. percent of species that survived back then. • Write a story about something you regret doing—or not
4b I guess that could have been the reason. doing. Include at least four different modals.
The bloop
5a You shouldn’t have texted me. • Work in pairs. Write a conversation between two people
The Bloop was an extremely low and very powerful
5b You shouldn’t have been texting me. about an influential or inspiring person. Include at least
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underwater sound first detected at points across the

6a It should have arrived by now. four different modals.
vast Pacific Ocean by NOAA, the National Oceanic and
6b It will have arrived by now.
Students are guided through an analysis of the grammar Examples in a grammar box provide clear
that gives them a deeper understanding of how it works. models for students.
A Choose activity gives students an opportunity
for independent learning.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction ix

Authentic Listening Skills and TED Talk
TED Talks help students understand real-world English at their level, building
their confidence and allowing them to engage with topics that matter.
The focus on skills needed to deal with authentic ocabulary in Context activities focus on
V
pieces of listening prepares students for level-appropriate, high-frequency words and
real-world interactions. phrases from the TED Talk.
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6D you have no idea where
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camels really come from
“ I’ve learned that, actually, a lot

of scientists are historians, too. c
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They make sense of the past.
”
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lATif nAsser
Read about Latif Nasser and get ready to watch his TED Talk. 6.0
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auThEnTIc lISTEnIng SkIllS 3 Work in pairs. Write down as many other facts about 6 Watch Part 2 of the talk again. Choose the correct 9 Vocabulary In conTEXT
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understanding fast speech camels as you can. Then compare your ideas with another options. 6.2
a Watch the clips from the TED Talk. Choose the correct
pair of students . Do any of the other pair’s facts surprise
In quick speech, it can be difficult to hear individual words 1 Scientists believe that at first, camels were only found in meanings of the words and phrases. 6.4
you? Why?
because words get shortened or sound as one. hot places / cold places. b Work in pairs. Discuss the questions.
4 Watch Part 1 of the talk. Complete the summary with 2 They also believe that 40 million years ago, there were
around 20 / 24 different species of camels. 1 Have you ever experienced hitting a wall? Why? How
1 Look at the Authentic Listening Skills box. Then listen one to three words in each blank.
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6.1 did you overcome it?

to these extracts from the TED Talk where people speak 3 They say that some early camels were as small as dogs /
rabbits. 2 What scientific theories still have no proof?
quickly. Try to write down what you hear. 32 One day in 2006, Natalia Rybczynski was digging at a site
4 They also say that one branch of camels became llamas / 3 What good spots do you know to:
less than (1) south of the North
1 …she thought it was just a splinter of wood, because giraffes. • have a picnic?
Pole when she found a strange object. To begin with, she
at the Fyles Leaf Bed before— 5 Some scientists believe that a camel’s hump helped it to • see wildlife?
thought it was a piece of (2) . She
prehistoric plant parts. survive long walks / winters. • hang out with friends?
collected more fragments over the next four years and
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2 How certain were you that you had it right, like… that 6 It is believed that three and a half million years ago, the • watch the world go by?
eventually used a (3) to find out
, like? weather was significantly warmer / cooler than today. 4 What things would you be willing or unwilling to do to
that it was a (4) of a huge mammal.
3 …something like a cow or a sheep. But be successful in life?
When they cut a piece off one fragment, they
. It was just too big. (5) collagen, which is a substance
7 Watch Part 3 of the talk. Which sentence best
4 …you’re going to have different body sizes. summarizes the point Latif is making? 6.3 CHALLENGE
found in bones and which (6)
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, so they’re actually functionally in the ice. A couple of years later, she sent the fragments a It’s important to change your mind about things. Think of a time in your life when you have had
like giraffes. to a colleague who had invented a technique called b Scientists should also study history. to rethink what you thought you knew about
5 And, as a historian, you start with an idea . (7) , which can identify an c Much of what we think we know might be wrong. something—or someone.
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animal from a bone. They discovered it was a(n) d Camels are well suited to different environments.
(8) million-year-old camel and • What did you use to believe? Why?
WaTch 8 What discoveries or news have you heard about the • What caused you to rethink your beliefs?
that it must have weighed (9) ,
2 Work in groups. Do you think the sentences are true or which is (10) than camels today. natural world recently? Think about: • Did you develop your new ideas quickly or slowly?
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false? Why? • How do you feel about the thing or person now?
• archaeology.
5 Watch Part 2 of the talk. Check your answers from • new or lost species. Work in groups. Tell each other your experiences.
1 Camels have been around for about a million years.
Activity 2. Correct the false answers. 6.2 • the sea. Ask and answer questions about the changes.
2 The first camels were only found in North America.
3 Giraffes and llamas are in the same family as camels. Camels have been around longer than a million years. • medical advances. Decide who experienced the biggest change.
4 The hump on a camel’s back contains water. According to Latif, they have been around for 45 million
5 Camels have evolved to walk on sand. years.
Background information and extra activities on Challenge activities build student

the video help students tune into the themes and confidence through open-ended exercises
language of the TED Talk. that go beyond the page.
x Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking and Writing
Lesson E allows students to put their own voices to the themes they have been
discussing, while developing key strategies for speaking and writing.
Useful language boxes highlight the E ach writing section focuses on a Writing models provide the text for analysis as well
language students need to communicate common text type and provides as being a handy reference. Models are printed
in person and in writing. training in a useful writing skill. in the back of the book with writing skills and
strategies annotated.
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6E Finding a Solution WrITIng A problem-solution essay
5 Tigers are endangered in the wild. Do you think having them in zoos and parks Writing strategy
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SPEakIng is good for their survival? Why? What other things might help them?
Topic sentences
Speaking strategy 1 Work in pairs. Look at the photo and discuss the questions. 6 WrITIng SkIll Topic sentences It is good to start a new paragraph
with a topic sentence—a sentence
Telling anecdotes 1 Where do you think the photo was taken? Who might the man be? Read the essay about how people can help to protect tigers on page 151. Put
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that explains what the paragraph
Anecdotes are short real-life stories. 2 How would you feel if you were the man in the photo? the topic sentences in the correct order as they might appear. is about.
When we want to tell an anecdote, 2 Read the opening lines of six different anecdotes. Which sounds most a The author J.A. Mills suggests we should strengthen rules about domestic tigers.
we often give a very short summary interesting to you? What would you ask about it? b Finally, we should work closely with local people.
of what we are going to say. We useful language
c According to the WWF (World Wildlife Fund), there are only about 4,000 tigers
might also add a comment or say a I once saw a polar bear in a zoo. It was really sad.
left in the wild. naming sources
how we felt in order to make it b I almost stepped on a scorpion once.
c
d Countries have to work together to protect the habitat. According to [name / organization /
sound interesting. c My brother once tracked a group of gorillas in Africa.
d When I went to the city, I saw lots of foxes in the street. book, etc.],…
7 In the essay, the writer refers to various organizations and people. Answer the
e Where my grandma lives, there are vultures. We once climbed up to their nests.
hi questions. The [job title], [name], says that…
useful language
f I hate cows. I was chased by some once. It was really scary! I agree with [job title], [name], when
responding to anecdotes 1 Why does the writer do this? she/he says that…
3 You are going to tell an anecdote about a time you encountered some kind of 2 Do you think they are good sources to reference? Why?
If the listener is interested, they will
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wild animal—big or small. Make notes using these questions and think of a 3 What other information would be good to know? What other sources could you
say things like:
sentence you will say to start the anecdote to get people interested. look for?
Really? Why was that?
Wow! What happened? • When did it happen? How old were you? 8 Work in pairs. Choose one of the animals or things from your list that are at risk
• Where was it? of dying out (page 71, Activity 13). Find out more and take notes on three big
Really? They have foxes there?
• What happened? problems it faces. Then think of ways to tackle these problems and help save it.
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• What was the animal doing?

• How did it make you feel? 9 Work on your own. Using your notes, write a problem-solution essay.
• Did it have an effect on you afterwards?
• In the first paragraph, outline the problems and say you will suggest solutions.
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4 Work in pairs. Tell your anecdotes. Your partner should show interest and ask Then tackle each problem in a subsequent paragraph. Use the writing model on
questions to help you. page 151 as a guide if you need to.
• Find two or three sources that you can add to your essay to give it greater
authority. Decide how you want to use them and where to place the sources.
Use the Useful language box to help you.
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10 Exchange your essay with your partner. Read your partner’s work and
comment on:
• the structure and the strength of the argument.
Some people have a special • the use of sources.
connection with animals. • the use of language.
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An open-ended activity allows students to

personalize the language with their own piece
of writing.
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xi

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PersPectives
3
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Hugh Dellar
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Andrew Walkley
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Lewis laNSFOrD
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Daniel BarBer
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Amanda JeFFrIeS
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Perspectives 3 © 2018 National Geographic Learning, a Cengage Learning Company
Hugh Dellar, Andrew Walkley, ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Lewis Lansford, Daniel Barber, may be reproduced or distributed in any form or by any means, except as
Amanda Jeffries permitted by U.S. copyright law, without the prior written permission of the
Publisher: Sherrise Roehr copyright owner.
Executive Editor: Sarah Kenney “National Geographic”, “National Geographic Society” and the Yellow Border
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For permission to use material from this text or product,
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Director of Global Marketing: Ian Martin
submit all requests online at cengage.com/permissions
Product Marketing Manager: Anders Bylund
Further permissions questions can be emailed to
Director of Content and Media Production:
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permissionrequest@cengage.com
Michael Burggren
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Production Manager: Daisy Sosa Student Edition: Level 3
Media Researcher: Leila Hishmeh ISBN: 978-1-337-27714-3
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Manufacturing Customer Account Manager:
Mary Beth Hennebury National Geographic Learning
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Production Management, and Composition:
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Cover Image: The Hive at Kew Gardens,

London. ©Mark Hadden National Geographic Learning, a Cengage Learning Company, has a mission to
bring the world to the classroom and the classroom to life. With our English
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language programs, students learn about their world by experiencing it. Through
our partnerships with National Geographic and TED Talks, they develop the
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language and skills they need to be successful global citizens and leaders.
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Locate your local office at international.cengage.com/region

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Visit National Geographic Learning online at NGL.Cengage.com/ELT

Visit our corporate website at www.cengage.com
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4 (tl1) Lutz Jaekel/laif/Redux, (tl2) epa european pressphoto agency b.v./Alamy Stock Photo, (cl) Michael Christopher Brown/Magnum Photos, (bl1) Tasso Marcelo Leal/AFP/Getty
Images, (bl2) © Bryce Duff y, 5 (tl1) © Marla Aufmuth/TED, (tl2)(cl)(bl1)(bl2) © James Duncan Davidson/TED, 6 (tl1) Christian Ziegler/National Geographic Creative, (tl2) © Hassan
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Hajjaj/A-WA, (cl) Yva Momatiuk and John Eastcott/National Geographic Creative, (bl1) VCG/Getty Images, (bl2) © Intuitive Surgical, 7 (tl1)(tl2)(cl) © Ryan Lash/TED, (bl1) © James
Duncan Davidson/TED, (bl2) © TED, 8-9 Lutz Jaekel/laif/Redux, 10-11 Digital Vision./Getty Images, 13 Paul Darrows/Reuters, 14 Michael Christopher Brown/Magnum Photos, 15 Paul
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Chesley/Stone/Getty Images, 16-17 © Marla Aufmuth/TED, 18-19 Ed Norton/Lonely Planet Images/Getty Images, 20-21 epa european pressphoto agency b.v./Alamy Stock Photo,
22-23 © Rainforest Connection, www.rfcx.org, 26 (tl) Morten Falch Sortland/Moment Open/Getty Images, (cl) Ellisha Lee/EyeEm/Getty Images, (bl) wundervisuals/E+/Getty Images,
28-29 © James Duncan Davidson/TED, 30-31 © www.fairafric.com, 32-33 Michael Christopher Brown/Magnum Photos, 34-35 Mirco Lazzari gp/Getty Images Sport/Getty Images,
36 Michael Regan/Getty Images Sport/Getty Images, 38 Harry How/Getty Images Sport/Getty Images, 39 Adrian Dennis/AFP/Getty Images, 40-41 © James Duncan Davidson/
TED, 42-43 Giovani Cordioli/Moment/Getty Images, 44-45 Tasso Marcelo Leal/AFP/Getty Images, 46-47 © Jeroen Koolhaas, 48 Juan Barreto/AFP/Getty Images, 50 Scott R Larsen/
Moment/Getty Images, 51 David Pereiras/Shutterstock.com, 52-53 © James Duncan Davidson/TED, 54-55 James Bagshaw/Alamy Stock Photo, 56-57 © Bryce Duff y, 58-59 (spread)
© National Geographic Learning, 58 (br) Maxx-Studio/Shutterstock.com, 61 Robert Clark/National Geographic Creative, 62 Puwadol Jaturawutthichai/Alamy Stock Photo, 63 © Hero
Images/Getty Images, 64-65 © James Duncan Davidson/TED, 66 Sakura Photography/Moment/Getty Images, 67 © National Geographic Learning, 68-69 Christian Ziegler/National
Geographic Creative, 70-71 Dietmar Temps, Cologne/Moment/Getty Images, 73 (bgd) Bryan Mullennix/Stockbyte/Getty Images, (inset) Color4260/Shutterstock.com, (t) Thaiview/
Shutterstock.com, 74 Wf Sihardian/EyeEm/Getty Images, 75 Jonathan Blair/National Geographic Creative, 76-77 © Ryan Lash/TED, 78-79 Phil Moore/AFP/Getty Images, 80-81 ©
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Shutterstock.com, 88-89 © Ryan Lash/TED, 90-91 Thomas Barwick/Taxi/Getty Images, 92-93 Yva Momatiuk and John Eastcott/National Geographic Creative, 94-95 Jiro Ose/Redux,
97 AP Images/Dario Lopez-Mills, 98 Bettmann/Getty Images, 99 © Leila Dougan, 100-101 © Ryan Lash/TED, 102-103 CKN/Getty Images News/Getty Images, 104-105 VCG/Visual
China Group/Getty Images, 106-107 © Patrick Meier, 108 Polina Yamshchikov/Redux, 110 Julian Broad/Contour/Getty Images, 111 © Laurie Moy, 112 © James Duncan Davidson/
TED, 114 Carrie Vonderhaar/Ocean Futures Society/National Geographic Creative, 116-117 © Intuitive Surgical, 118-119 Reuters/Alamy Stock Photo, 121 Pasieka/Science Source,
122 ZUMA Press, Inc./Alamy Stock Photo, 123 Noor Khamis/Reuters, 124-125 © TED, 126-127 Media Drum World/Alamy Stock Photo.
Printed in China
Print Number: 01 Print Year: 2017

ACKNOWLEDGMENTS
Paulo Rogerio Rodrigues Natan Galed Gomez Cartagena

Escola Móbile, São Paulo, Brazil Global English Teaching, Rionegro, Colombia
Claudia Colla de Amorim James Ubriaco
Escola Móbile, São Paulo, Brazil Colégio Santo Agostinho, Belo Horizonte, Brazil
Antonio Oliveira Ryan Manley
Escola Móbile, São Paulo, Brazil The Chinese University of Hong Kong, Shenzhen, China
Rory Ruddock Silvia Teles
Atlantic International Language Center, Hanoi, Vietnam Colégio Cândido Portinari, Salvador, Brazil
Carmen Virginia Pérez Cervantes María Camila Azuero Gutiérrez
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La Salle, Mexico City, Mexico Fundación Centro Electrónico de Idiomas, Bogotá, Colombia
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Rossana Patricia Zuleta Martha Ramirez
CIPRODE, Guatemala City, Guatemala Colegio San Mateo Apostol, Bogotá, Colombia
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Gloria Stella Quintero Riveros Beata Polit
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Universidad Católica de Colombia, Bogotá, Colombia XXIII LO Warszawa, Poland
Mónica Rodriguez Salvo Beata Tomaszewska
MAR English Services, Buenos Aires, Argentina
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V LO Toruń, Poland
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Itana de Almeida Lins Michał Szkudlarek
Grupo Educacional Anchieta, Salvador, Brazil I LO Brzeg, Poland
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Alma Loya Anna Buchowska

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Colegio de Chihuahua, Chihuahua, Mexico I LO Białystok, Poland

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María Trapero Dávila Natalia Maćkowiak

Colegio Teresiano, Ciudad Obregon, Mexico one2one, Kosakowo, Poland
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Silvia Kosaruk Agnieszka Dończyk

Modern School, Lanús, Argentina one2one, Kosakowo, Poland
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Florencia Adami
Dámaso Centeno, Caba, Argentina
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WELCOME TO PERSPECTIVES!
Perspectives teaches learners to think critically and to develop the language skills they
need to fi nd their own voice in English. The carefully-guided language lessons, real-world
stories, and TED Talks motivate learners to think creatively and communicate eff ectively.
In Perspectives, learners develop:
• AN OPEN MIND
Every unit explores one idea from diff erent perspectives, giving learners
opportunities for practicing language as they look at the world in new ways.
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2 SAMPLE COPY, NOT FOR DISTRIBUTION

• A CRITICAL EYE
Students learn the critical thinking skills and strategies they need to evaluate
new information and develop their own opinions and ideas to share.
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• A CLEAR VOICE
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Students respond to the unit theme and express their own ideas confi dently in English.
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SAMPLE COPY, NOT FOR DISTRIBUTION 3

CONTENTS
UNIT VOCABULARY LISTENING GRAMMAR READING
Experiences abroad A podcast about Present and past Hitchhiking

study-abroad forms
Vocabulary Critical Thinking
programs
Building Evaluating ideas
Phrasal verbs
1 Travel, Trust, and Tourism

Pages 8–19
Setting up a new A lecture Present perfect Online Crime
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business about young forms and the
Critical Thinking
entrepreneurs simple past
Vocabulary Interpreting data
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Building
Adjective and noun
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collocations 1
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2 The Business of Technology
Pages 20–31
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Describing athletes Four people talking Determiners Olympic Gold
about athletes they
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admire
Building Supporting arguments
Synonyms in texts
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3 Faster, Higher, Stronger

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Pages 32–43
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Cultural events A podcast about Future forms 1 A System That’s

art projects Leading the Way
Vocabulary
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Building Critical Thinking

Adjective and noun Understanding and
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collocations 2 evaluating ideas

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Pages 44–55
Science in action A radio program Passives 1 Back to the Future?

about life hacks
Vocabulary Pronunciation Critical Thinking
Building Stress in passives Asking critical
Adjective endings questions
5 It’s Not Rocket Science

Pages 56–67

GRAMMAR SPEAKING WRITING
Used to and JOE GEBBIA Advice / A review

would Making
Joe Gebbia’s idea worth spreading is Writing Skill
recom-
Pronunciation that we can design products, services, Adding
mendations
To in natural and experiences that feel more local, comments
speech authentic, and that strengthen human
connections.
Authentic Listening Skills

How Airbnb designs for trust Reporting
Verb patterns JAMES VEITCH Persuading A persuasive
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(-ing or infi nitive article
James Veitch’s idea worth spreading is
with to)
that spam email can lead us to some Writing Skill
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surprising, bizarre, and often hilarious Getting people’s
exchanges with others. attention
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Authentic Listening Skills Pronunciation
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Intonation for
Intonation and pitch persuasion
This is what happens when you
reply to spam email
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Comparatives DAVID EPSTEIN Reporting A survey
and superlatives fi ndings
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David Epstein’s idea worth spreading Writing Skill

Pronunciation is that the amazing achievements of Describing
Linking words statistics
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many modern-day athletes are thanks

together in fast to a complex set of factors, not just
speech
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natural ability.

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Are athletes really getting faster,

Slowing down and stressing words
better, stronger?
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Future forms 2 ROBERT HAMMOND Making A for and against

suggestions essay
Pronunciation Robert Hammond’s idea worth spreading
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Contrastive is that we can work together to turn Writing Skill

stress abandoned and neglected parts of our Introducing
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cities into vibrant community spaces. arguments

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Recognizing words you know
Building a Park in the Sky
Passives 2 BEAU LOTTO AND AMY O’TOOLE Staging and A scientifi c

hypothesizing method
Beau Lotto and Amy O’Toole’s idea
worth spreading is that all of us can be Writing Skill
scientists if we approach the world with Describing a
the curiosity, interest, innocence, and process
zeal of children.
Science is for everyone, kids Authentic Listening Skills

included Fillers

CONTENTS
UNIT VOCABULARY LISTENING GRAMMAR READING
Endangered species An interview with Modals and Help Save the

a conservationist meaning Endangered Pacifi c
Vocabulary
about extinction Northwest Tree Octopus
Building
Compound nouns Critical Thinking
Assessing information
6 Adapt to Survive
Pages 68–79
Breaking the mold A podcast about First, second, Testing Creative
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the importance of third, and mixed Thinking
Vocabulary
creativity conditionals
Building Critical Thinking
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Noun forms Fact and opinion
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7 Outside the Box
Pages 80–91
Identity and c
An interview Reported speech A Place to Be
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communication with a girl about
Pronunciation Critical Thinking
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intercultural
Vocabulary Stress for Understanding other
communication
Building clarifi cation perspectives
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Compound
adjectives
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8 Common Ground
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Pages 92–103
Dealing with A radio program Relative clauses Shouting Out for

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disaster about crisis the Young

mapping
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Building Detecting bias
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the + adjective
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9 Lend a Helping Hand

Pages 104–115
Illness and injury A radio program Expressing Avoiding the Antibiotic

about inspiring past ability Apocalypse
Vocabulary
movies
Building Pronunciation Critical Thinking
Dependent Stress on Thinking through the
prepositions auxiliaries consequences
10 Life-changing
Pages 116–127

GRAMMAR SPEAKING WRITING
Modals and LATIF NASSER Telling A problem-

infi nitive forms anecdotes solution essay
Latif Nasser’s idea worth spreading
Pronunciation is that in science, and in life, we are Writing Skill
Weak form of making surprising discoveries that force Topic sentences
have us to reexamine our assumptions.

Understanding fast speech
You have no idea where camels
really come from
Wish, if only, ERIN MCKEAN Off ering A report
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would rather solutions
Erin McKean’s idea worth spreading is Writing Skill
Pronunciation that making up new words will help Cohesion
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Elision of fi nal us use language to express what we
consonants t mean and will create new ways for us to
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and d understand one another.
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Go ahead, make up new words! Speeding up and slowing down speech
Patterns after c
SAFWAT SALEEM Challenging A complaint
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reporting verbs Safwat Saleem’s idea worth spreading ideas and
Writing Skill
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is that we all benefi t when we use our assumptions

Using appropriate
work and our voices to question and tone
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enlarge our understanding of what

is “normal.”
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Why I keep speaking up, even Just
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when people mock my accent
Participle clauses Countering A letter of

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BECCI MANSON
opposition application
Pronunciation Becci Manson’s idea worth spreading is
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ing forms that photographs hold our memories Writing Skill

and our histories, connecting us to each Structuring an
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other and to the past. application

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Intonation and completing a point
(Re)Touching Lives through Photos
Emphatic JANINE SHEPHERD Developing A success story

structures conversations
Janine Shepherd’s idea worth spreading Writing Skill
Pronunciation is that we have inner strength and Using descriptive
Adding spirit that is much more powerful than verbs
emphasis the physical capabilities of even the
greatest athletes.
A Broken Body Isn’t a Broken Authentic Listening Skills

Person Collaborative listening
Grammar Reference 128 Irregular Verbs 148 Writing Bank 149 Word Lists 154
1 Travel, Trust, and
Tourism
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IN THIS UNIT, YOU...

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• talk about student exchanges and

study-abroad programs.
• read about a disappearing way of
traveling for free.
• learn about the Grand Tours that
were popular in the past.
• watch a TED Talk about how design
can build trust between strangers.
• write a review of a place you
have visited.

1 Travel, Trust,
and Tourism
Unit Overview
About the Photo
In this unit, students will talk about traveling abroad and the
different experiences people have when they travel to new Jemaa el-Fnaa is the main marketplace of Marrakesh, a
places. They’ll learn about the original reasons for student city in central Morocco. Morocco is located in western
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exchange programs, hear about the experiences of two students North Africa just across the Strait of Gibraltar from Spain
who took part in such programs, and consider the best way to in southwestern Europe. Jemaa el-Fnaa is in the heart of
the historic part of the city, called the medina, which is a
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conduct student exchanges in today’s world.
UNESCO World Heritage site. Much of the medina is still
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Students will also learn how traveling abroad for an extended surrounded by walls that were built in the 12th century, as
period of time used to be a regular practice among wealthy was a nearby mosque.
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young aristocrats in the past. They’ll consider the practice of
hitchhiking, formerly popular but now in decline—its positive Language note Students will encounter the term culture
aspects and possible reasons for its decline. On the flip side,
they’ll hear from someone who had an idea for a business c shock, the feeling of disorientation experienced by someone
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who is suddenly far from home and subjected to an unfamiliar
for which the concept of mutual trust became central to its culture, way of life, or set of attitudes. Culture shock is generally
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success—indeed, was built into the business’s very design. temporary and is said to have four different stages: honeymoon
Finally, students will write a review of a place they’ve visited. (positive feelings of excitement), frustration (annoyance with a
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strange language and customs), adjustment (travelers begin to

feel more comfortable), and acceptance (familiarity grows and
Unit Objectives
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travelers discover helpful resources).

Vocabulary
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• Experiences abroad
• Vocabulary Building Phrasal verbs Warm Up
• Hold the book up and point to the photo or project it using
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Grammar the Classroom Presentation Tool. Invite students to tell

• Grammar 1 Present and past forms what they like or don’t like about it. Ask questions such as
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• Grammar 2 Used to and would the following:

1. Where was this photo taken? (Jemaa el-Fnaa, a square and
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Reading marketplace in Marrakesh, Morocco)

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• Hitchhiking 2. What kind of public space is this? (a market where people

shop and eat) Are there places like this where you live?
TED Talk 3. Why do people come to places like this? (to buy food and
• Joe Gebbia: How Airbnb designs for trust gifts, meet friends, enjoy the atmosphere)
• Ask the class what they think the message of the photo is.
Pronunciation Put them in pairs to think about and discuss it for a minute.
• To in natural speech • Choose students to give their ideas and help them express
them in English.
Speaking
• Making suggestions
• Reacting to suggestions Resources
• Classroom Presentation Tool
Writing • Tracks 1–6 (Audio CD, Website, CPT)
• A review

Unit 1 Travel, Trust, and Tourism 8a
1A Cultural Exchange
VOCABULARY • When they’re finished, invite individuals to write one answer
each in the correct column on the board. When all the
1 Put students in pairs. Read the Activity 1 directions and phrases have been listed on the board, invite students to
questions aloud. Make sure students know that abroad challenge the position of some of the phrases.
means “in a foreign country.” Give pairs several minutes to • Ask students to justify the positions of the phrases in the
talk, and remind them of the benefits of practicing English chart to check their understanding of their meanings. For
during activities like these. When the time is up, tell partners example, a student may say that item 14 could go in the
to think of one more question about travel to ask each other. third column, because although traveling off the beaten
• Call on individual students to tell the class something about path can be a good way to meet the local people and avoid
their partner, such as what he usually does on vacation or tourist traps, you could get lost if you’re not with someone
what country / countries he has visited. who knows the area well. This would show that they have a
• Don’t expect that every student will have traveled abroad good understanding of the phrase.
and be sensitive if some students are shy about discussing
3 Read the Activity 3 directions and the three questions. Tell
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question 2. Show interest in what they do say by asking
follow-up questions, such as And where did you go this time? students to get into groups of 3–5 to ask and answer the
What was your favorite part of the trip? and so on. questions. Circulate as students discuss and check that every
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• Invite students who are familiar with student exchanges or group is doing the task and participating equally.
• After three or four minutes, ask individuals for their groups’
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study-abroad programs to tell the class what they know.
• If necessary, provide these definitions: A student exchange ideas. Ask them to explain their reasoning. As well as
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is a program for language learners. You stay with a family in showing interest, you can check students’ understanding of
a country where the language you’re learning is spoken. At the phrases.
the same time, a member of that family stays in your home
to learn your language. In a study-abroad program, you go to c 4 Draw students’ attention to the photo and read the activity
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a country where the language you’re learning is spoken and questions aloud. Invite a student to say one sentence to
describe the photo using one of the Activity 2 phrases. (For
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study in a school there. You usually pay to stay with a family.

example, I think I would get lost there if I was left to my own
devices.)
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2 Tell students that they’re going to learn some phrases to

describe things you do or things that happen to you when • Put students in pairs to discuss the questions. Tell students
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you’re traveling in another country. Read the directions to each make their own list and then compare and discuss it
aloud and use the board to clarify what students have to do with their partner. Check that they can explain why they’ve
chosen particular words and phrases in their lists.
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by drawing three columns with the headings Good, Bad, and

Either. Say For example, be left to your own devices—If you’re • When most pairs have finished, call on students to talk
in a foreign country and you’re left to your own devices, is that a about the photo using the words and phrases in their lists.
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good or a bad thing, or could it be either?

5 Ask one student to read the instructions for Activity 5. Make
• Discuss students’ responses. Then ask If you aren’t sure what
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be left to your own devices means, how would you look sure students understand that they need to supply two or
three words, not the entire phrase as listed in Activity 2.
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it up in a dictionary? Explain that they should think about

what the most important word in the phrase is—in this
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6 Put students in pairs to discuss the question. Before they

case, it’s devices—and look that word up. If the phrase is a
begin, suggest that each student think for a minute or two
common one, they should find it listed towards the end of
and try to write down some advantages and disadvantages
the dictionary entry for the word. Remind them that you’re
of both the old and the new ways of doing student
a good resource, too, and they should feel free to ask you
exchanges. It will help them in their discussions.
questions during class!
• After pairs have discussed, have students share their
• If you think students will find the activity difficult, do item 2
opinions in a whole-class discussion.
as a class. Give students some time to look at the phrases.
Then put them in pairs to discuss.
Expansion
• Go around and check that students are doing the task
Tell students to write a short description of a visit to a
correctly. Offer help where appropriate. Notice words and
foreign city or some other place they traveled to for the
phrases they look up, ask you about, or underline. Focus on
first time. Tell them to try to use some of the new words
these in feedback.
and phrases they learned.

9a Unit 1 Travel, Trust, and Tourism
1A Cultural Exchange
VOCABULARY Experiences abroad
1 Work in pairs. Discuss the questions. Answers will vary.
1 What do you normally do on vacation?

2 Have you been abroad? If yes, where? If no, would you like to? Why?
3 What do you know about student exchanges and study-abroad programs?
2 Check that you understand the words and phrases in bold. Use a dictionary, if
necessary. Then tell your partner which experiences you think are good and
which are bad. Give your reasons. Answers will vary.
1 be left to your own devices 8 hang out with local people
2 experience culture shock 9 lie around a house all day
3 find people very welcoming 10 see all the sights
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4 get a real feel for the place 11 stay in a B&B
5 get food poisoning 12 stay with a host family
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6 get robbed 13 take a while to get used to the food
Jemaa el-Fnaa is a square and 7 go hiking in the mountains 14 travel off the beaten path
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a marketplace in Marrakesh,
Morocco. Every evening, food 3 Work in groups. Look at the words and phrases in Activity 2. Discuss
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stalls and entertainers attract the questions. Answers will vary.
local people and tourists to the
1 Which are the most connected to visitors to your country? The least?
main square of the city.
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2 Which have you done, or which have happened to you? When?
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3 Which three do you most want to remember and use? Why?
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4 Work in pairs. Look at the photo and discuss the questions. Answers will vary.
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1 How is the market different from markets near where you live? How would
visiting this place make you feel? Why?
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2 Which words and phrases from Activity 2 can you use to describe what is
happening? Make a list. Then explain your choices to a partner.
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5 Complete the description with words or phrases from Activity 2.

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In the past, it was very common for teenagers to do student exchanges, where
they would go abroad and stay in each other’s homes. The idea was not only to
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learn a new language, but also to (1) hang out with the local teenagers,
go to their school, and get a (2) (real) feel for the place and culture.
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Sometimes the (3) host family was very welcoming and students got along
well with the people in the home; other times the (4) culture shock was
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too much. The students couldn’t (5) get used to the food and ended up
being left to their (6) own devices . Maybe that’s why these days it is more
common for teenagers to go on a group trip abroad, where everyone stays in a
(7) B&B or hostel together. During the trip, students go and see
(8) the sights and only briefly meet up with a group from a local school.
This way teenagers don’t (9) lie around a foreign house all day, and
there is no awkwardness. The worst that could happen might be a case of
(10) food poisoning from a bad clam and some sore feet from walking
around the town.
6 Work in pairs. Do you think that the old or new way of doing student
exchanges is better? Why? Answers will vary.

Unit 1 Travel, Trust, and Tourism 9
LISTENING 10 MY PERSPECTIVE
7 Listen to the first part of a podcast about study-abroad Work in pairs. Think of two more benefits and three
programs. Find out: 1 possible issues students might face when doing a
study-abroad program. Then discuss the questions.
1 who can do these programs. Answers will vary.
2 how long people can go abroad and study for. 1 What do you think the biggest benefit is? Why?
3 when the system started. 2 What do you think the biggest issue is? Why?
4 what the possible benefits are.
8 Listen to Kenji and Catalina. Answer the questions. GRAMMAR Present and past forms
2
11 Look at the sentences in the Grammar box. Then answer
1 Where did they do their study-abroad programs? the questions.
2 How long did they stay for? 1 Which two are about the present? c and f
3 Did the trip increase their understanding of other 2 Which four are about the past? a, b, d, and e
cultures and develop their language skills? If yes, how 3 Which two describe actions that happened before
do you know?
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something else in the past? b and d
9 Work in pairs. Are the sentences true or false? Listen again 4 Which three use simple forms? d, e, and f
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to check your answers. 2 5 Which three use continuous forms? a, b, and c
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1 Kenji had visited several countries before studying abroad Present and past forms
in Munich. F a I was actually thinking about canceling my trip.
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2 He was really excited about studying abroad. F b I’d been wanting to go there for ages.
3 His host family helped him develop a better c We’re talking about study-abroad programs.
understanding of the German language. T
c d I’d never left Argentina!
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4 He’s still in touch with his host family. T e I spent six months in Germany last year.
5 Catalina has family roots* in Italy. T f I miss my host family.
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6 She felt at home as soon as she arrived. F

7 After a few weeks, she spoke enough Italian to do what Check the Grammar Reference for more information
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she needed to do. T and practice.

8 She’s glad she went to Italy, but has no plans to go back. F
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family roots original place where a family is from

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Some study-abroad programs allow students

to visit countries like China, where they can
go to places like the Great Wall.

10 Unit 1 Travel, Trust, and Tourism
LISTENING
Teaching Tip • If students are still unsure of an answer, play the key parts of
the track. Draw attention to any problem words or concepts
You can help students get ready to listen by introducing
(for example, in touch, family roots, felt at home) and explain
a key word, phrase, or concept from the listening. In
them when you confirm the answer.
this case, the words tolerance and maturity are good
candidates for preteaching—one is stated as a key
10 Ask a student to read the directions aloud. Then have
reason for creating study-abroad programs; the other
students call out the benefits and issues around study-
is identified by a student as one of the results of his
abroad programs that they have already heard about, such
experience abroad.
as the ability to improve a language.
• Decide whether students can do this on their own, or put
7 Tell students that they’re going to listen to the first part them in pairs so they can work together to identify other
of a podcast about study-abroad programs. For a little benefits and possible challenges of these programs. Give
background, write the word tolerance on the board. Ask them a few minutes to think and discuss. Then they should
students what it means and record any appropriate responses. tackle the two activity questions. Provide some words as
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• Tell the class to first imagine that they’re going to study prompts to support students’ discussions, such as emotions,
abroad to improve their English. Ask What country would transport, money, family, nationality, culture.
you choose to study English in? Call on a few students to tell
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where they would like to study and why. GRAMMAR Present and past forms
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• Have students read the Activity 7 questions and make sure
• Optional Tell students to close their books. Write
they understand them. Check their understanding of benefits
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sentences a–f from the Grammar box on the board or
by asking What are some of the benefits of having your own
project them using the Classroom Presentation Tool. Ask
bedroom?
them where all these sentences come from (the podcast).
• 1 Check that students are ready to take notes. Then
play the audio track. c
• Put students in pairs. Tell them to identify the verb tense
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in each sentence and discuss why each is used. Go around
the class and listen to students’ explanations to get a clearer
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Activity 7
1 High school or college students idea of how well they know these tenses.
• When students have discussed all the sentences, read
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2 From a week to a year

3 The end of the World War II questions 1–5 in Activity 11 aloud and let students call out
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4 Help people understand cultures and boost language the answers, or call on individuals to respond.
skills
11 Tell students to look at Activity 11. Read the directions aloud.
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Check that students understand where the sentences in the

8 Ask students to retell what the podcast host said the next
Grammar box come from. (the podcast) You could ask them
part of the podcast will be about (two students who have
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who said each. (the host: c; Kenji: a, e, f; Catalina: b, d)

done study-abroad programs). Then read the Activity 8
• Have students answer questions 1–5. Check that the
directions and questions aloud.
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directions are clear by eliciting one sentence that is about the

• 2 Play the recording. When students are ready, go
present. Then let them complete the activity on their own.
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over the questions and answers as a class.

At this point, have students complete Activities 1–2 on
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Activity 8 p. 129 in the Grammar Reference section. You may also

1 Kenji: Munich, Germany; Catalina: Palermo, Italy assign these activities as homework.
2 Kenji: six months; Catalina: three months
3 Kenji says the trip changed his life. Catalina says her Expansion
Italian improved, and she got over culture shock. Ask different students to rewrite the sentences in the
Grammar box. Tell them to change sentences with a
9 2 Put students in pairs. Have them read the sentences present-form verb to one with a past-form verb and
and decide together whether they’re true or false. When sentences with a past-form verb to one with a present-
they have discussed all eight sentences, play the recording form verb. Point out that they may have to change other
again and have them review their answers. words besides the verb for the sentence to be correct.
• When students agree, write the sentence number and
answer on the board. When there is a dispute, ask students
to justify their different answers, without confirming the
answer yourself. Instead, put a question mark on the board.
Finally, play the track again if necessary.
12 Explain to students that they must match the six rules listed • Give students a couple of minutes to choose the situation
in Activity 12 to sentences a–f in the Grammar box on p. 10. they’ll write about. Then have them begin by writing one
Do the first as an example. Ask Which sentence in the sentence for their story, using each tense. Also, encourage
Grammar box goes with rule number 1? (f) them to incorporate any useful words and phrases from
• When students have finished, tell them to check their Activity 2.
answers on p. 128. • Give them a few minutes to plan. Go around the class
to offer support and check that they’re using the tenses
13 Tell students to read the whole text quickly before they fill correctly. When most are on track and engaged, tell them
in the blanks. Say Notice what kind of trips the person enjoys, to complete their stories. Remind them to check that they’re
where this person has been, and where she or he is going soon. adding the details asked for in the directions. Circulate again
Give students one minute for this. and provide assistance as needed.
• Make sure students understand that they have to choose
the correct verb form to fill in each blank. Have students 16 Say Now tell your story to a classmate! Put students in pairs
work with a partner if you think this might be a difficult task to take turns telling their stories. Make sure they’re being
for some of them. polite and listening to each other. Make a note of interesting
• Go around and check to see if students are doing the task language and common errors.
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correctly and notice sentences they’re getting wrong or • When all students have told their stories, ask for volunteers
asking you about. Focus on these in feedback. to share interesting, unusual, or funny stories they heard.
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• When most students have finished, go through the answers Also give feedback about new language that came up and
by asking different students to read out the completed errors to correct (which you may have written on the board).
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sentences. Write the numbers and correct verbs on the
Teaching Tip Successful speaking
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board or have the students do it.
Students may be unused to speaking activities or
Activity 13 embarrassed at making mistakes, challenged by the
1 love 7 were staying
c linguistic demands of thinking fast—and speaking
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2 am (’m) planning/plan 8 visited English in front of a group. There’s a lot you can do to
3 went 9 h ad (’d) been help!
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4 spent dreaming / had (’d)

5 had (’d) ever gone dreamed • Give students the preparation time they need. If necessary,
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6 loved 10 am (’m) hoping / hope let them make notes, or at least think about the language
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they will use. Don’t rush them!

14 Read the directions aloud. Tell students that each pair of • Encourage them to use notes (key words and phrases) when
sentences, a and b, will have one simple tense (present, past, they speak and not write every word they’ll say. It may take
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or past perfect) and one progressive tense. Do the first pair time before they’re comfortable doing this.
with the class to make sure everyone understands the task. • Write a suggested first line on the board to get students
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• Point out the clues that show a simple tense is required in started. Here, for example, you might suggest I’m going to
the first sentence (usually; the summers). Say This sentence tell you about the time I . . .
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describes something that is generally (usually) true. The second • Background music hides embarrassed voices. Some quiet
sentence describes a temporary action that’s in progress. music will make students feel less conscious.
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Explain that This summer, though indicates that something is • Consider having students record their stories. This could be
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different. Ask How is it different? (The brother is in Cost Rica.) for their ears only or they can let you listen to it afterwards.
Is this situation still in progress? (yes) How do you know? There are lots of ways of recording or videoing themselves,
(He’s with a family there.) such as on their phones. As well as giving them a chance
• Circulate and check that students are doing the task to check for mistakes and pronunciation, it creates another
correctly and notice sentences they’re getting wrong or incentive to perform well.
asking you about. Focus on these in feedback.
• When most students have finished, go through the answers
by asking different students to read the completed sentence
pairs aloud.
15 Explain that students are going to tell a story based on one

of the three situations—a, b, or c—in Activity 15. They need
to choose the situation and plan what to say, making sure
they use the four past tenses.

12 Match the rules (1–6) with the examples (a–f) in the 14 Complete the pairs of sentences with the correct simple
Grammar box. form of one of the verbs and the correct continuous form
1 We use the simple present to talk about habits, of the other.
permanent states, and things that are generally true. f 1a We usually spend (spend) the summers
2 We use the present continuous to talk about actions we with my grandparents at their house on the coast.
see as temporary, in progress, and unfinished. c 1b This summer, though, my brother is in Costa Rica. He
3 We use the simple past to describe finished actions in is staying (stay) with a host family there.
the past, especially when there is one finished action 2a This weekend I am (‘m) going (go) hiking in the
after another. e mountains with some friends.
4 We use the past continuous to emphasize an action in 2b The bus leaves (leave) at six every morning,
progress around a time in the past. a so we should be at the station 15 minutes before.
5 We use the simple past perfect to emphasize that one 3a I got (get) really bad food poisoning
thing happened before a particular point in the past. d while I was in Scotland. I have no idea why!
6 We use the past perfect continuous to talk about an 3b Things got worse when somebody stole my suitcase
action that was in progress over a period of time up to or while I was waiting (wait) in line to buy train
before a particular point in the past. b
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tickets to Glasgow.
4a I spoke good French by the time I left Quebec because I
13 Complete the text with the correct form of each verb. had been hanging out (hang out) with the locals for the last
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I really (1) (love) traveling. It’s probably the few months of the ski season.
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most important thing in my life. I’m 17, and I (2) 4b It was a great trip, but it was scary, because I
(plan) to spend the summer on a National Geographic had never tried (try)
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Student Expedition! I actually (3) (go) on my skiing before.
first adventure trip a few years ago when I (4)
(spend) two months in China. It was the first time I 15 Choose one of the situations below. Then plan what you
(5) (ever / go) abroad, and I (6) c want to say about where you were, when you went, and
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(love) every minute of it! While we (7) (stay) in what happened. Think about how to use all four past
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Beijing, we (8) (visit) the Great Wall of China, forms at least once. Answers will vary.
which was something I (9) (dream) of doing a Something that happened while you were on vacation
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ever since I was a child. It was amazing! I (10) b A time you stayed with other people
(hope) to do an expedition to Iceland next year and stay c A place you have visited
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somewhere really off the beaten path.

16 Work in pairs. Tell each other your stories. Answers will vary.
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1B Ask for a Ride
VOCABULARY BUILDING 5 Work in pairs. Which of these ideas does the author
Phrasal verbs present? What evidence is given?
1 There used to be far more hitchhikers. Presented (9–11)
Phrasal verbs are often used in conversation instead of more
2 There was a high number of robberies involving
formal words. They are very common in English. The meaning
hitchhikers. Not presented Presented (27–29)
of a verb often changes when it is used in a phrasal verb.
3 It’s difficult to find a place to hitchhike these days.
4 More people drive now than in the past. Presented (33–34)
1 Rewrite the words in italics using the correct forms of
5 Air travel is safer than driving or hitchhiking. Not presented
these phrasal verbs.
6 We are wasting a lot of energy by driving alone. Presented (45–49)
break down come down to line up 7 People only hitchhike now if they are poor. Not presented
pick up pull over turn out 8 Hitchhiking brings benefits to communities
and individuals. Presented (59–61)
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1 They offered to give me a ride to the airport and got me 6 Work in pairs. Imagine you are standing at the side of a
from the hotel at eight o’clock. picked me up road, trying to hitchhike. Tell your story. Before you do,
2 The bus stopped working on the way there, so we were
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talk and make notes about: Answers will vary.
five hours late. broke down
• where you are going. • what happens next.
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3 It was New Year's Day, so I had to wait in line for hours to
get a train ticket. line up • why you are hitchhiking. • how the story ends.
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4 I think the changes are basically because of two things: • how you are feeling.
wealth and technology. come down to 7 Tell your stories to other people in your class. Vote on
5 A car stopped by the side of the road and the driver asked
us for directions. pulled over c the best one. Explain why it is the best story.
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Answers will vary.
6 I was worried because I’d never been abroad before, but
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everything was great in the end. turned out CRITICAL THINKING Evaluating ideas
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2 Write sentences using these phrasal verbs. Evaluating ideas and judging them against other
perspectives helps to form a basis for developing your own
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hang out lie around look after step out

point of view.
Answers will vary.
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3 Work in pairs. Look at the photo on page 13 and discuss 8 Work in groups. Discuss the questions.
the questions. Answers will vary.
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1 Which is the most important reason the author gives for

1 What is happening?
the decline in hitchhiking? Do you agree? How important
2 Which of the phrasal verbs from Activity 1 can you
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are the other reasons?

connect to the photo? Explain your choices.
2 What comparison does the author provide from the
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website Wand’rly? Is it a fair comparison? Why?

READING 3 How is the example of hitchhiking in Virginia different
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from other kinds? Does this make it safer? Why?

4 Read the article about hitchhiking. Match these headings 4 Why do you think the author says he gained a different
with the numbered paragraphs. perspective from other tourists? Do you think that is true?
a Fear Do you think his perspective was better? Why?
b More wealth 9 MY PERSPECTIVE
c New needs and opportunities
d Legal restrictions Work in pairs. Discuss the questions. Answers will vary.
e Low-cost flights
1 Do you think hitchhiking is a good idea? What other
f Greater access to cars
reasons could there be for doing it?
2 How could you make hitchhiking safer?

1B Ask for a Ride
VOCABULARY BUILDING Phrasal verbs 3 Hold the book up and point to the photo on p. 13, or project
• Warm up Write a few sentences on the board containing it using the Classroom Presentation Tool.
phrasal verbs that students will be familiar with, but omit • Put students in pairs. Tell them to discuss the activity
the preposition or adverb: questions.
• As they’re discussing the photo, go around the class to
She came in and turned the light. listen to their ideas and explanations and to check that they
The plane took. understand the phrasal verbs.
I have to drop my little sister this afternoon. • When they’re finished, call on pairs to share the scenarios
• Read the sentences aloud. Ask the class if they are correct. they came up with.
(no) Then call on individual students to read the sentences
aloud, one at a time, supplying the missing words. (She READING
came in and turned on the light, or turned the light on; The
plane took off; I have to drop off my little sister this afternoon.) 4 Tell students they’re going to read a text about hitchhiking.
• Ask the students whether turn on, took off, and drop off Make sure students understand what it is by asking what
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have the same meanings as the verbs turn, took, and drop. sign hitchhikers make to let drivers know they need a ride.
(no) Ask Does anyone know what phrases like turn on are If necessary, explain that they hold out one arm with the
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called? (phrasal verbs) You could ask students to act out or thumb up, like this: C
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use gestures to show the different meanings of each verb/ • Read the Activity 4 directions. Tell students to read the first
phrasal verb pair. sentence of the Reading and then to skim the rest of the
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• Have students open their books to p. 12. Ask a student to read text up to the first blank line. You could also use the audio
the information in the Vocabulary Building box. Ask Why do you track for this activity. Have students read along in their
think it’s a good idea to learn phrasal verbs? (to be able to speak books as you play the recording. Ask them to think about
naturally and to understand people better in conversation) c which heading, a–f, goes there. Have them read the rest of
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• Tell students that they need to think of and remember the section quickly (up to the second blank line). Ask them
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phrasal verbs as verbs with their own distinct meanings. again which heading they think come first. (a. Fear) Ask
them what words helped them to decide. (horror, kidnap,
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1 Read the activity directions and the first sentence. Say Let’s murder, robbed)
do this one together. Which phrasal verb means something • Tell the students to read the rest of the text quickly and
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close to got me? Think about the context of the sentence. Have match the headings with each section. Set a time limit of no
students call out the answer. (pick up) more than two minutes.
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• Remind students they have to use the correct form of • Stick to the time limit and then have students stop reading.
the verb—and maybe move another word around. Call • Call on students to give you the answers and write them
on a student to read the new sentence aloud. Then have on the board. Ask students to explain their decisions in the
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students complete the activity individually. same way as they did for the first paragraph.
• While they work, notice words and phrases they look up,
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ask you about, or underline. Reading Strategy Skimming for the main points
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• Go through the answers by asking different students to On tests or other kinds of assessments, students may be
read the sentences aloud and write the item numbers and given very little time to read long texts. However, they
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phrasal verbs on the board. may not need to read every word slowly and carefully
• Tell students to briefly close their books. Read sentences to do the assigned task. Take the task in Activity 4, for
1−6 stopping before the phrasal verb. Have students call out example. To do it, students only need to understand
the verbs from memory together. the main point of each section. You can get a good idea
of the main point by reading the first sentence of each
2 Tell students to look at the phrasal verbs and ask them section (or paragraph), and then quickly glancing over
which two they have used recently. (hang out and lie around the rest of the section text to look for key words and
were in the previous lesson) phrases. When practicing this strategy in class, it’s helpful
• Tell them to write one sentence for each verb (fast finishers to set a time limit so that students develop the habit of
can write two). When students have written their sentences, reading quickly. Give them just enough time to do the
let them share with a classmate. task, but not enough to read every word carefully.
• Invite volunteers to read their sentences to the class.
For notes on Activities 5–9, see page 13a.

5 3 Read the directions and have students look at the • Put students in groups of 4−6. Then call on individuals from
statements. If you wish, have them reread the article or play each group to read the Activity 8 questions aloud. Have
the audio as they follow along in their books. Do the first groups discuss the questions.
item as an example. Read the statement and ask the class if • Circulate among the groups, listening to the discussions and
the author of the reading presents the idea or not. They helping students express their ideas when appropriate.
can call out the answer all together or you can ask for a • When most of the groups have finished discussing the
show of hands. questions, bring the class together and go through the
• Don’t immediately say if students have given the correct questions one by one. Call on individuals to summarize their
answer, but ask someone to explain why they chose what groups’ ideas. Challenge students to defend their points of
they did (for each side if there were different answers). Let view by asking questions.
students debate and see if they can persuade each other. • If necessary, ask questions to stimulate discussion, such
• Confirm the answer (yes) and clarify. Say The author as How do you think having a bad hitchhiking experience is
says hitchhiking used to be common, and includes this different from tripping and falling? (Elicit that ideally you
sentence: “Often when you went to some hitching spots, you’d weigh the pros and cons of hitchhiking and then make a
have to line up behind several others . . . it was so popular.” decision to do it or not. The decision is under your control;
• Put students in pairs to discuss the other statements. falling and tripping is an accident you have little or no
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• Go through the statement in the same way as above, control over.) What might make the organized hitchhiking
making sure you get students to justify their answers. practice in Virginia safer than other hitchhiking? (It’s done
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at the same time every day, probably with a core group
6 Explain to students that they’re going to tell a story about of hitchhikers and drivers. They get to know one another.
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hitchhiking. Read the Activity 6 directions aloud. Then tell Hitchhikers can warn one another to avoid certain drivers.)
students to listen as you read the details they should include
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in their stories and to write notes about each one. Give them Activity 8, Suggested answers:
a few seconds between details to write. 1 Fear is the most important reason the author gives for
• Now put students in pairs and have them compare their
c the decline in hitching.
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ideas. Encourage partners to give each other feedback and 2 The comparison is that a person is more likely to die by
suggestions. Have students revise their notes. tripping and falling than hitchhiking.
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• Say Now it’s time to tell your story. Use your imagination 3 The example of ride sharing in Virginia is not too
and make it the most interesting story you can think of! Go different from hitchhiking, though it’s more organized.
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around the class as students tell each other their stories. 4 Answers will vary.
Remind them not to read their notes word for word, just
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glance at them from time to time when they need to 9 Read the activity questions. Give students time to think and
remember some detail. make some notes. Then put them in pairs to discuss. Give
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pairs sufficient time to share ideas about the questions.

7 Say Now share your stories with other classmates. Give • Round up the class and ask for students’ ideas about
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students a few minutes to make any other notes about their making hitchhiking safer. Have students revisit the question
stories based on your feedback. When they’re ready, allow you asked at the beginning of Activity 8, about whether
they would ever hitchhike. Then ask Would you consider
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students to move around the room, telling their stories to

other students. hitchhiking if your ideas about making it safer were put into
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• When all stories have been shared, have students vote on practice? Ask for a show of hands.
the best ones. Tally the votes on the board. See which one
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gets the most votes and announce the winner. Call on Expansion
students who voted for that story to explain why they think Have pairs or teams of students debate this question:
it’s the best. Do the benefits of hitchhiking outweigh its potential
dangers?
CRITICAL THINKING Evaluating ideas
8 Ask students to think about whether they would ever
hitchhike. Ask whether their ideas about hitchhiking have
changed based on the reading. Have students share their
ideas in a class discussion.
• Read the information in the Critical Thinking box with
the class. Explain that students are going to discuss the
perspectives offered by the writer of the hitchhiking article
and compare them with their own opinions.

Hitchbot, a hitchhiking
robot, waits for a ride at the
side of a road. Read more
about Hitchbot on page 129.
Hitchhiking
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Where did all the hitchhikers go? at a cheaper price. What's more, many more people have
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driver's licenses than they used to.
3 I was driving along the other day, and I passed
35 (4) e
a man sticking his thumb out. He was asking for a ride.
When we had gone past, my daughter, who is 15, asked c In the past, young people simply couldn’t afford to fly
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5 me, “What was that man doing?” The question surprised long distances, and traveling by train wasn’t necessarily
much quicker than traveling by car. Now, however, we
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me, because hitchhiking used to be so common. I used

to do it all the time when I was a student going home have budget airlines, making air travel more accessible.
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to visit friends, and I also spent one summer hitchhiking 40 (5) b

around South America. Often when you went to some Along the same lines, people’s standard of living has
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10 hitching spots, you’d have to line up behind several increased. Perhaps people opt for higher levels of
others already waiting for a ride—it was so popular. So comfort, privacy, or reliability when they travel.
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what happened? Why is it so rare now? The authors of

Freakonomics, Stephen Dubner and Steve Levitt, have also (6) c
asked this question in one of their regular podcasts. They 45 The trouble is that privacy comes at a cost. Levitt and
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15 suggest that it probably comes down to five main reasons. Dubner state that in the United States, 80 percent of
passenger space in cars is unused, which makes them
(1) a
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more costly to operate and creates unnecessary traffic

Several horror movies have shown psychotic drivers who and pollution. The solution could be more hitchhiking!
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kidnap and murder the hitchhiker they pick up (or vice 50 They give the example of a city in Virginia, where
versa). This has been reinforced by certain stories in the commuters have organized a spot where they meet
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20 media of people getting robbed and being left in the to hitch a ride so drivers with no passengers can use
middle of nowhere. Unsurprisingly, this has caused trust carpool lanes on the highway that are reserved for cars
to break down. Some people believe that the chances of that contain more than one person.
these things happening are small. The website Wand’rly,
for example, suggests that people are far more likely to 55 Fresh Fears
25 die by tripping and falling than by hitchhiking.
But what about general travel? I often argued with my
(2) d parents about the dangers of hitchhiking, and I would
There are more major roads now than there used to be, tell them about all the amazing experiences I’d had
and hitching is either banned or drivers are not allowed and the generous, interesting people I’d met. I think
to pull over on these roads. 60 it genuinely gave me a different perspective on other
30 (3) f travelers and tourists. But now, I look at my daughter
Alan Piskarsi, a transportation expert, points to the fact and think about her going on a trip. Would I want her to
that cars last longer, so there are more of them available go hitchhiking?

Andrew Skurka’s longest “Grand
Tour” was 7,775 miles.
1C The Grand Tour
GRAMMAR Used to and would
1 Look at the Grammar box. Match the structures with the uses, based on the
examples in bold.
1 simple past b a to describe a past state over a period of time
2 used to, would, b to describe individual past events
simple past c and situations
3 used to or simple past a c to describe a habit or regular action in the past
Used to and would
Hitchhiking used to be so common. Ithe past
used to do it all the time when I was a student
going home to visit friends, and I also spent one summer hitching around South
America. Often when you went to some hitching spots, you’d have to line up behind
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several others already waiting for a ride—it was so popular. I often argued with my
parents about the dangers of hitching, and I would tell them about all the amazing
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experiences I’d had.
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Check the Grammar Reference for more information and practice.
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2 Read about Grand Tours. Find out what they were and why people did them.
Humans have always been travelers, moving out of Africa to all parts of the world
c
in search of space, food, and resources. But the idea of guided tourism for leisure
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and education (1) didn’t really start until the 17th century, when the Grand Tour
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(2) began to be established. Young aristocrats* from different parts of the world
(3) spent several months traveling around important sights in Europe after they
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had finished their schooling. The Tour often (4) started in the Netherlands, where
the tourists (5) hired a horse and carriage, servants, and a tutor to show them the
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sights and teach them about what they saw.

From the Netherlands, they went to Paris, where they (6) did a French language
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course, before moving on to Switzerland and then crossing the Alps to Italy. After
an extensive tour of Italy, they (7) went home directly, (8) traveled back to the
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Netherlands via Austria and Germany, or (9) continued south to Greece.

The Grand Tour (10) played an important part in education and in spreading
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culture. The tourists would often bring back paintings and books, which influenced
artists in their own country. The Venezuelan Francisco de Miranda even (11) saw
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the beginnings of the French Revolution on his Grand Tour, which (12) led him to
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fight for independence for his country.

aristocrat person belonging to a high class
3 Change the words in bold in Activity 2 from the simple past to used to or would
+ verb, where possible.
4 MY PERSPECTIVE
Work in pairs. Discuss the questions. Answers will vary.
1 Do you think anyone does Grand Tours today? Why?
2 Where would you go on a Grand Tour? Why? Think about:
• the sights you would visit. • the people you would meet.
• the food you would eat.

1C The Grand Tour
GRAMMAR Used to and would 3 Read the activity directions. Emphasize that not all the verbs
• Explain that you’re going to read the text in the Grammar will need to be changed. Make sure students understand when
box at a normal rate, which is too fast for them to write they should use used to and would. Tell them to look at the text
down every word. Instead, they will only be able to write key in the Grammar box if they need help. Also point out that, in
words and phrases. Reassure them that they will be allowed some sentences, both used to and would could be correct.
to hear it twice, and they will be able to help each other. • Do the first one together. Read the second sentence of
• Read the text in the Grammar box on p. 14. As soon as you the text aloud, up to “17th century.” Then say didn’t really
begin, look carefully to see whether all the students are busy start—is did not start a simple-past verb form? (yes) If students
writing. It is likely some will give up immediately. Stop and seem puzzled, remind them that negatives in the simple
remind them that they’re not supposed to write down every past (verbs with not) don’t use the simple past form of the
word, just as many as possible. Start again. main verb (started).
• When you have read it twice, put students in pairs or groups • Ask Can we say didn’t used to start or would not start in this
of three. Tell them to use their notes to reconstruct the sentence? Say Read it to yourself with both verb forms. Does either
one sound right? (no, neither one means exactly the same
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text. Give them 5–10 minutes. Go around checking their
progress, and focus on their choice of past tenses. Don’t thing) Say This is one verb that doesn’t have to be changed.
• Go around the room checking that students are making
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correct any mistakes at this stage.
• Have students read their texts aloud and listen to each correct changes to the text. Correct any errors you see by
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other’s versions. Discuss any differences you notice about asking students, for example, Why did you change this verb?
the tenses used. or Why did you leave this verb? Refer them to the Grammar
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• Tell students to open their books to p. 14 and compare their Reference if necessary.
versions with the text in the Grammar box. Tell them to look • When students are finished, read the text aloud, pausing at
each bold item. Have students call out their changes or tell
especially at the verbs in bold.
c them to say “no change.” Clarify the answers on the board.
hi
1 Read the directions. Make sure students understand the task. • Point out to the class that it’s unusual to find a text with
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Tell them they can use the text in the Grammar box to help so many instances of used to and would. Discuss which
them decide which rules (a–c) go with each verb tense (1–3). verbs that were changed might be better left in the simple
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• You may want to clarify the difference between states and past. (Items 4, 7, 8, 9, and 10, for example, could stay in the
actions by writing on the board, for example, We moved last simple past.)
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week. Now we live in Nairobi, and asking which verb describes Activity 3
a state (live) and which describes an action (moved). 1 No change 7 would go / used to go
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• Call on students for the answers. Make sure they provide 2 No change 8 (would / used to) travel
example sentences from the Grammar box to support their 3 used to spend / would 9 w
ould carry on / used
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answers but don’t confirm the answers yet. spend to carry on

• When they’re ready, tell them to check their answers on p. 128. 4 would often start / often 10 used to play
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At this point, have students complete Activities 3–5 on used to start 11 No change
p. 129 in the Grammar Reference section. You may also 5 would hire / used to hire 12 No change
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assign these activities as homework. 6 would do / used to do

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2 Draw students’ attention to the text about Grand Tours. 4 Let students read the questions and make notes on their
Tell them to read it quickly to find out the answers to the own before discussing their ideas.
questions in the directions. Give them two minutes for this. • You can put students in groups to compare answers, or have
• When students have finished reading, call on one to tell a class discussion. Encourage a variety of opinions and ideas.
what a Grand Tours was. Then call on another student to tell
why people took these trips. Ask if anyone knows anything Expansion
else about Grand Tours, perhaps from movies, TV shows, or Have students create a modern Grand Tour itinerary to
books. (Many people wrote about their travels.) present to their groups or to the whole class. Tell them
to include language such as First, I’m going to go to . . . to
Activity 2 learn about . . . Then I will visit . . . While I’m there, I’m going
Grand Tours were long tours of Europe that wealthy young to . . . My next stop will be . . . , and so on.
people started doing in the 17th century. They were
intended to educate and help spread culture and ideas.

5 PRONUNCIATION To in natural speech 7 Read through the three activities with your students and
• 5a Write two sentences on the board: We’d drive to my make sure they understand each one and that they are to
grandmother’s house. / We’d driven to my grandmother’s choose only one of the three. The idea is for students to
house. Ask what word the ’d stands for in each sentence make the choice.
(would, had) and find out how students can tell the • If students choose the first option, explain that it’s a writing
difference (would is followed by the infinitive; had by activity. Decide whether you want students to write isolated
the past participle). sentences or whether you would prefer that they write an
• Tell students to read the Pronunciation box. Then say the essay. If the latter, you may want to suggest a title to help
sentences on the board, first carefully (We’d drive . . .), then students focus. Tell them this is a great opportunity to
quickly, as in normal speech, running the words together interview their parents and grandparents to find out how
(We’drive). they experienced vacations growing up.
• 4 Tell students to close their books and listen to the • If students choose the second or third options, explain that
sentences on the recording. Have them write each one these are speaking activities. Group students to discuss local
exactly as they hear it. Play the recording, pausing after tourism. Provide some prompts: Where do most of the tourists
each sentence. who visit the area come from? What do they do? Are there any
• Then put students in pairs and let them compare their new resorts in the area? Where did tourists stay before that?
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sentences. Ask them what contraction they heard and Where do people from your area go on vacation? Are the places
what it stands for. (you’d; you would) they visit the same or different from destinations in the past?
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• 5b 4 Call on students to read the sentences aloud • For the third option, put students in pairs to discuss how their
naturally. Finally, play the recording again. Have students beliefs and opinions, likes and dislikes, or friends and favorite
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listen and repeat. activities have changed since they were younger. Remind
them they only have to discuss two of the four topics. Say
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Activity 5, what ‘d stands for Make sure you talk about the reasons why the changes occurred.
1 would 4 had
2 had 5 would
c Teaching Tip
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3 would, would 6 would, had Correcting during speaking activities is useful; it
reinforces learning while students are using language.
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6 Have students read the directions. Then ask the class However, knowing they’ve made lots of mistakes can
questions to check that they understand the task: Is the text be disheartening to students. Here are some tips for
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about Andrew Skurka all correct English? (no) Do you have to effective speaking feedback:
correct all of the numbered verbs? (no) • Don’t interrupt students while they’re speaking
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• Give students five minutes to do the activity on their own. unless there are serious problems. As you listen,
Go around the class to offer support and check that they’re quietly take notes of interesting uses of English.
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finding the errors and not overcorrecting. Fast finishers can • Also note instances where students have used
write another had/would sentence as in Activity 5. new language well. Students will be reassured and
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• Have students take turns reading the corrected text aloud. motivated knowing they’re on the right track.
Each time an item is read out, ask the class if they agree with • Prioritize errors that could cause miscommunication,
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their classmate. When the answer is agreed on, confirm it by that are common to many students, and that are
writing it on the board. quick to correct. Most importantly, listen for students’
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• Finally, ask the class if anyone would like to make journeys use of the lesson’s target vocabulary.
similar to the ones Andrew makes. Call on students to • Encourage self-correction. Ask questions: Is this
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explain why or why not. sentence correct? Why not? To help them focus on the
error ask, for example, What’s the problem with the
Activity 6 noun? How many syllables in this word?
1 I, goes 6 I, spent • Correct proficient students as well as beginning
2 C 7 C learners to avoid the appearance of picking on
3 I, used to / would freeze 8 I, cry certain students.
4 C 9 I, changed • Teach students to record their errors. Get them to
5 C 10 C create a list in their notebooks called My common
errors.

5 PRONUNCIATION To in natural speech 7 CHOOSE
When unstressed, the word to is usually pronounced “tuh.” Choose one of the following activities. Answers will vary.
I was a student going home to visit friends. • What did your parents or grandparents do on vacation
It can also be reduced and joined with the previous word. when they were growing up? Write any similarities and
Hitchhiking used to be so common. differences to what you do.
You’d have to line up behind several others. • Work in groups. Share what you know about tourism in
your country in the past compared to now. Talk about:
a Listen to the sentences from the Pronunciation box. − resorts.
Notice the differences between unstressed to and the − the kinds of people who visit or visited.
sentences with reductions. 4 − the kinds of vacations.
b Listen and repeat. 4 − the number and length of vacations.
− destinations people from your country visit or visited.
6 Read about Andrew Skurka. Decide if used to, would, and
the simple past are used correctly or incorrectly. Change • Work in pairs. Tell your partner about two of the
the ones which are incorrect. following.
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Andrew Skurka is an ultra-hiker. Every year, he (1) used to go − Something you used to believe and why you changed
on hikes that are thousands of miles long, walking between your mind.
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25 and 40 miles a day. One of his most amazing tours was − Something you used to like doing and why you don’t
like it or do it now.
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circling the Arctic in 176 days. His boots (2) got very wet
for 156 of those days and they (3) used to froze overnight. − Something you do now that you never used to do
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He (4) would then have to force his feet into the icy boots and why.
each morning. Unsurprisingly, he (5) didn’t use to see many − Someone you used to spend a lot of time with and
people during his tours and once, he (6) would spend 24 days what you would do.
completely on his own. He’d sometimes (7) get depressed and c
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(8) cried, but one day he came across a herd of caribou and it
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(9) used to change his perspective. He (10) realized he was very

similar to them—just one more creature on Earth, like them.
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In the past, only young aristocrats

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were able to visit classical sites such

as the Pantheon in Rome, Italy.
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1D How Airbnb Designs for Trust
“ We were aiming to build

Olympic trust between people
who had never met.
JOE GEBBIA ”
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Read about Joe Gebbia and get ready to watch his TED Talk. 1.0
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AUTHENTIC LISTENING SKILLS WATCH
Reporting
c 4 Work in groups. Discuss the questions. Answers will vary.
hi
When people tell stories, they often use present tenses 1 Have you or your family ever asked for help from a
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to make events sound more immediate. They also often stranger while on vacation? What happened?
report what people said or what was going through their 2 Have you or someone in your family ever helped a
mind at the time, as if they were speaking.
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stranger while on vacation? What happened?

3 Why might you trust or not trust a stranger? How do you
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1 Look at the Authentic Listening Skills box. Listen and decide who to trust for help or advice?
complete the extracts. 5
5 Watch Part 1 of the talk. Choose the correct options.
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1 I make the mistake of asking him, 1.1

“ So, where are you staying tonight ?”
1 From his meeting with the “Peace Corps guy,” Joe learns
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2 And I’m thinking,

“ Oh, man! What do you do ?” a he should always have an airbed.
b he should start a hosting business.
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3 And the voice in my head goes,

“ Wait, what ?” c we should be less fearful of strangers.
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4 I’m staring at the ceiling, I'm thinking, 2 He decided to start his business because
“ Oh my God, what have I done ?” a there weren’t many hotels in the city.
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b he really needed somewhere to stay.

2 Look at your completed extracts in Activity 1. What do c it offered him an opportunity as a designer.
you think happened before? What do you think will
happen next? Answers will vary. 3 The business wasn’t immediately successful because
a people didn’t trust Joe and his co-founder.
3 Work in pairs. Read the sentences below. Discuss what b the website wasn’t very well designed.
may have happened before somebody said each one. c it didn’t get any additional investment.
Answers will vary.
1 So I’m thinking to myself, “What do I do now?” 6 MY PERSPECTIVE
2 She looks at me and goes, “I’ve met you How can you make people feel that they can trust each
somewhere before.” other more? Think of three ideas. Then share them with
3 The voice in my head says, “Don’t do it!” the class. Does anyone have the same ideas as you?
Answers will vary.

1D How Airbnb designs for trust
• Warm up Tell students they are going to watch a TED Talk 3 Read the directions and the three lines of dialogue. Tell
about trusting strangers. Read the quote from Joe Gebbia pairs to discuss a possible situation for each one. You might
aloud and ask students to translate it or say what they think model the activity for the class by beginning the first one
it means in English (or both). Ask specifically what they think together. Read the first sentence aloud again.
Olympic means in this context. (very big or strong) • Say Something unexpected seems to have happened. Ask
• Tell students they’re going to watch the first section of the Have you ever been in a situation where you had to come up
video. Then have students do the vocabulary exercise. with a course of action fast? Have students respond. Write
• After they finish, you might write the key words from the bio on some suggestions on the board.
the board and ask students to retell what it said on the video or • Add others if necessary, such as You break something
write as much of what it said as they can. Correct as necessary. valuable; You get separated from your group while exploring
a cave; You accidentally tell a secret.
AUTHENTIC LISTENING SKILLS Reporting • Have pairs share their scenarios.
You could do the authentic listening skills later in the class.
WATCH
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However, they’re best done before students watch the whole video.
As well as teaching aspects of phonology and listening skills, these
4 Put students in small groups. Read the questions aloud.
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tasks also allow you to preteach some vocabulary; allow students
to read and hear new language before they listen to the whole text; Answer any questions students have about them. Make
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and allow students to tune in to the speaker’s voice and style. sure everyone understands the word trust. Write the word
on the board. Call on some students to give their English
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definition of the word, translating it to L1 if necessary.
1 Have a volunteer read the Authentic Listening Skills box for
the whole class. Then ask students if people often use present
correctly and notice mistakes, difficulties, or where they use
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tenses when retelling stories in their first languages. Elicit one
L1. Help them by correcting or giving them the English they
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or two examples. Tell students not to worry if they don’t fully
need—and then write some of these points on the board,
understand because the exercise should make it clear.
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or remember them for class feedback.

• When they’re finished, have groups share their stories about
Listening Strategy Recognize tense shifts
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helping, or being helped by, strangers. Discuss Question 3

Students might become confused at times while as a class.
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listening to someone reporting an event. The event • At the end of the task, give some feedback about new
has clearly happened in the past, but the speaker may language that came up, and errors to correct (which you
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suddenly shift to the present tense, especially when may have written on the board). You can also retell some
re-creating dialogue. It’s not a mistake; the speaker is interesting things you heard to the whole class.
using the present tense for effect—a strategy used
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to create interest and make listeners feel that they’re 5 Tell students that they’re going to watch the first part of
experiencing the event, too. the talk. Give them a minute to read the questions.
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• 1.1 Play Part 1. Let students discuss before calling on

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• 5 Read the Activity 1 directions. Tell students to prepare them to answer.

to complete the extracts that they hear. Play the recording,
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pausing after each item for students to write the missing lines. Ask students to imagine they were faced with this problem.
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• Invite students who are feeling confident in their answers Give them a few minutes to think of ways they could help
to come to the board to write them clearly. Check with the to increase people’s trust in one another.
rest of the class that they are correct. • Let students share ideas. Ask which ones they think Joe
Gebbia used. Also ask if anyone has been on the Airbnb
2 Read the directions. Ask students to imagine the situation site. Do they know what happens to help increase people’s
and the conversation where these extracts come from. trust in each other? Ask what other sites rely on trust. (eBay,
Tell them that there are two people involved and ask what because you trust that buyers will send the money and
problem one of them has (he has nowhere to sleep). sellers will send the product.)
• Put students in pairs. Give them time to imagine
the conversation. Encourage them to improvise.
• When they’re ready, call on pairs to share their ideas
with the class.

7 Tell students that they are going to watch the second part Expansion
of the talk. Give them time to read the activity notes before Have students choose and watch another TED Talk about
they watch. Tell them they should expect to write between the sharing economy, if available. Have them compare
one and five words. it with Joe Gebbia’s talk. Tell them to write about how
• 1.2 Play Part 2. When it’s finished, let students discuss in the ideas in the talks were similar and how they were
pairs before calling on students to read their answers aloud. different. Or have them consider which talk was more
effective. Was it because of the speakers’ style or the
8 Tell students that they’re going to watch the third part of the
content of the talk?
talk. Explain that this time, they don’t have to write anything
while they watch, although encourage them to take some
notes. They should prepare to talk about the six ideas in the Teaching Tip
list. Let them read the list. Normally, students tell the teacher their answers or ideas.
• 1.3 Play Part 3. When it is finished, put students in After a speaking activity, such as a discussion, consider
groups to discuss the connections Joe makes between the allowing students to give feedback to one another
ideas. Then call on students to summarize their ideas. instead. Regrouping students so that they can relay what
they have discussed lets them reformulate ideas and say
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Activity 8, Suggested answers: them in a better, more fluent way.
When trust works, it can be magical. For example, Let’s say they discuss in groups of three or four: AAA,
when a guest in a house in Uruguay had a heart attack,
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BBBB, CCCC, DDD, etc. Assign students in each group a
his hosts rushed him to a hospital and looked after him. number from 1 to 4: 123, 1234, 1234, etc. Then simply
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This human element beyond the financial transaction have all the 1s go to one corner of the room, all the
is what the sharing economy should be about. It 2s to another corner, and so on: 1111, 2222, 333, etc.
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should be about commerce with the promise of human Now they can share what they talked about.
connection. In Seoul, the capital of South Korea, they’re
actually doing a lot to encourage these things. They’ve
c CHALLENGE
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even set up a site that connects students and empty-
nesters (families whose children have left home)! • Explain to the class that, just like Joe, they have
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opportunities to make friends and even some money in a

9 Read Activity 9. Ask the whole class the questions. sharing economy. Read the Challenge activity aloud and
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Encourage students to compare and contrast their own brainstorm with students things they have to share. You
ideas and the ones Joe mentions. might mention some that you know: (Naomi), you play
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the violin really well. Can you think of people who might be
10 Vocabulary in context interested in some live music while traveling? What problems
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• 10a 1.4 Tell students that they’re going to watch some do travelers have? How could you help travelers in this area?
clips from the talk which contain new or interesting words • Put students in groups of 3–6. Tell them to first of all make
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and phrases. They should choose the correct meaning for a list of all the things they could share, and then think of
each one. Play the recording. some ways that you could share them, both online and
• 10b Put students in groups. Read the questions aloud.
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in the real world. Tell them to consider what they’d get in

Answer any questions students may have about the words return for the things they share.
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and phrase in italics. • Go around and help groups with their ideas, making
• Have groups discuss the questions. Circulate and check that suggestions and asking questions.
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students are doing the task correctly. If students’ discussions • After several minutes, regroup students. Tell them to share
are lagging, ask questions or make comments, such as I do their groups’ ideas with the rest of the class.
crossword puzzles when I’m waiting for a bus or plane. It keeps
me from getting anxious about being late for something; I’m
not much of a risk taker. I wouldn’t be up for bungee jumping,
but I love nightclubs and dancing.
• Notice mistakes, difficulties, or where students use L1. Help
them by correcting or giving them the English they need.
Focus especially on their use of the new words and phrases.
• At the end of the task, give some feedback about new
language that came up, and errors to correct (which you
may have written on the board). Call on one or two students
to tell the class the most interesting things they heard.

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7 Watch Part 2 of the talk. Complete these notes. 1.2 10 VOCABULARY IN CONTExT
• Experiment—shows how host can feel panic
c a Watch the clips from the TED Talk. Choose the correct
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but guest can feel responsible = how business meanings of the words and phrases. 1.4
works. Well-designed reputation (review) system—key b Work in groups. Discuss these questions.
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to building trust . Answers will vary.

Both 1 What things can increase or reduce anxiety when
• guests and hosts must leave reviews before they are
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traveling?
revealed. 2 Have you ever met someone on vacation you got
More than
• ten good reviews = people stop worrying about
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along with? Have you kept in touch? Why?

differences (reputation beats similarity). 3 Would you be up for doing any of these things on
• Good design and prompts = right amount of honesty
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vacation? Why?
and sharing (disclosure). • rafting or bungee jumping
• going to a nightclub
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8 Watch Part 3 of the talk. Then work in groups and

summarize what Joe said using these ideas. What did • doing a guided tour of a museum
• going camping
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you like about these ideas? 1.3

4 When did you last rush somewhere? Why?
• when trust works
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5 Have you ever experienced anything that tripped you

• a man having a heart attack up? What?
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• the sharing economy

• human connection CHALLENGE
• Seoul, South Korea
Work in groups. Make a list of things you have which you
• students and empty-nesters*
could share with others in your area or with people visiting
empty-nesters parents whose children have left home you on vacation. Think about:
9 Look back at your ideas in Activity 6. Did Joe mention • skills and abilities.
any of your ideas? Have any of them changed? • knowledge.
Answers will vary. • possessions that you do not use all the time.
How could you share the things in your list in a way that
people could trust and avoid danger?

1E Trip Advice
SPEAKING
Useful language 1 Work in pairs. Make a list of three places close to where you live that you
would recommend to each of these groups of people. Think about places to
Making suggestions stay, eat, shop, and visit. Answers will vary.
If sightseeing is their thing, then the
best place to go is… a couple in their 50s or 60s a father with a young teenage son
If they want to experience a genuine a group of teenage friends a young married couple with a child
local night out, I’d suggest trying…
If they’re only staying here for a little 2 Compare your list with another pair. Make suggestions for the best places for
while, they should probably… each group of people. Use the Useful language box to help you. Answers will vary.
If you ask me, the one place they
really have to go to is… 3 Put the sentences in the correct order to make a conversation between a local
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person and a guest. Then listen and check your answers. 6
Reacting to suggestions
If they’d rather try something different, a Well, there’s a great steak place down by the river. 4
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…might be worth a shot. b I’m thinking of seeing some sights today. Can you recommend anywhere? 1
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I wouldn’t bother going to…, c In that case, you’d be best off going to Madragora—a nice little vegetarian
personally. place near the park. 6
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d OK. Well, I’ll check that out this morning, then. And do you know anywhere
They’d be better (off) going to…
good to have lunch? 3
e Great. Thanks for the tip. 7
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f Oh, right. Well, actually, I don’t eat meat, so… 5
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g Well, the Old Town is well worth a visit. There are some amazing buildings there. 2
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4 Roleplay two conversations similar to the one in Activity 3, using places you
know. Underline phrases from Activity 3 that you want to use. Then have the
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Tourists walk across the Perito conversations. Take turns being the local person and the guest. Answers will vary.
Moreno Glacier in Santa Cruz
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Province, Argentina.
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1E Trip Advice
SPEAKING • Put pairs together into groups of four. Read the Activity 2
directions. Tell pairs to take turns sharing and reacting to
• Warm up Ask students to look at the photo of the Perito
each other’s ideas from Activity 1, using a variety of different
Moreno Glacier on pp. 18−19. Ask What is a glacier made
expressions from the Useful language box.
of? (ice) What is happening to many glaciers around the
• Check that students are doing the task correctly. Focus
world? (They’re retreating, or getting smaller, due to climate
your attention on the new language, for example, the
change.) Is this a problem? (Yes, some people rely on water
pronunciation of genuine and bother, and natural connected
from melting glaciers.) Has anyone been to a glacier?
speech in phrases like the best place to go, for a short while,
• Read, or have a student read, the information about the
and They’d be better off going to.
Perito Moreno Glacier in the Culture Note. If you have
• Get the whole class’s attention. Elicit a few sentences. Drill
Internet access and a projector, you might show a clip
them chorally and individually.
of parts of the glacier breaking off or one of the glacier’s
• To wrap up the exercise, have pairs help you make a final list
ruptures.
on the board of the best places for each group of people.
• Culture Note The Perito Moreno Glacier is an important
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tourist attraction for trekkers in southern Argentina. Its ice
3 Read the directions and have students look at the sentences.
comes from an ice field in the Andes and is the world’s third
Check their understanding of any unfamiliar words and
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largest reserve of fresh water. Scientists don’t know why this
phrases (steak place, vegetarian). Then tell students to put
30 km-long (19 mi.) glacier is growing while most glaciers
the sentences in the correct order. Give them two minutes.
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around the world are shrinking. The glacier is 5 km (3 mi.)
• 6 When students are finished, play the audio track
wide at the front and blocks water in the Argentino Lake
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and have them check their answers.
so that the water level of that side of the lake rises many
• Put students in pairs. Tell them to role-play the local person
meters. Then, every few years, the water suddenly breaks
and the guest and read the dialogue. Then have them read
through in a huge natural spectacle. There are many videos
c the dialogue again, this time swapping the expressions
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online of these ruptures.
for making and reacting to suggestions with others in the
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Useful language box. Give them two minutes for this, and
1 Ask students to brainstorm things that tourists, travelers,
go around listening for pronunciation errors.
and visitors to a city or area might be interested in knowing
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about. Write places to stay on the board to start the process.

4 Explain to the class that they’re going to role-play a similar
Elicit more from the class, such as places to eat, shops,
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dialogue using places from the local area. Read the activity
sightseeing attractions, transportation centers, and so on. Add
directions. Guide students to underline the most appropriate
students’ ideas to the board.
phrases from the dialogue in Activity 3, such as I’m thinking
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• Draw students’ attention to the four groups of people

of . . . , and Do you know anywhere good to have lunch? Tell
listed in Activity 1 and read them aloud. Say Imagine these
partners to use their list of local places. Remind them to take
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different groups of people are visiting your area. Then read

turns in the different roles.
the directions. Put students in pairs to do the activity. Say
• For more practice with the language, you might suggest
Refer to the list on the board for ideas, but name specific places.
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that pairs role-play themselves, or let them adopt the role of

Encourage students to try to come up with different places
a person from one of the groups in Activity 1. Give them a
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for each group of visitors.

few minutes to practice.
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• As they conduct their dialogues, go around the room and

2 Point out the Useful language box. Explain to students
listen for good ways to suggest and respond. Also listen for
that these are ways of making suggestions and
errors and other difficulties students might be having.
recommendations for visitors. Call on individuals to read one
or two of the examples.
• Then say Now practice making suggestions with your places
from Activity 1. Ask for one suggestion for the first group, the
couple in their 50s or 60s. Model how students could use
one of the phrases. Say, for example, If dancing is their thing,
then the best place to go is the Garden Ballroom in the park.

Writing
5 Tell students they are going to write a review of a place. The hotel manager corrected the waiter, who apologized
• As preparation, have students read the four reviews in the immediately.
Writing Bank on p. 149 and decide what kind of place each The hotel, which claims to have four stars, doesn’t even provide
review is about. Set a strict time limit of four minutes. hair dryers in the rooms.
• Call on students to tell you the answer for each review.
• Confirm that the underlined sentence parts are relative
6 Put students in pairs. Have them glance through the Activity clauses. Ask what who and which refer to in each sentence.
6 text. To make sure students understand the task, call on one (the waiter and the hotel, respectively) Explain that we use
to read the complete sentence students will ask themselves clauses beginning with who and which to add information
for item 1 aloud. (Which reviewer does not feel . . . ) When you’re about a person (point to waiter and who) or a thing (point to
sure all the students understand, have partners work together hotel and which).
to identify the reviewer each numbered sentence refers to. • Draw students’ attention to the Writing strategy box on
Tell them not to look at p. 149 to refresh their memories. p. 19. Say We also use relative clauses to add additional
• Call on students to answer each question and write their information about a whole sentence. Have students read
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answers on the board. the text in the box.
• Then write on the board: The hotel restaurant closed at nine,
which was rather disappointing.
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7 Tell students to check their answers now by reading the
reviews on p. 149 again. Explain that they need to identify • Ask What does which stand for in this sentence? Guide
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the sentences in the reviews that helped them figure out students to see that it refers to the whole idea of the main
the answers in Activity 6. Read the Activity 7 directions aloud clause, that is, the fact that the restaurant closed at nine is
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and have pairs work together. what is disappointing.
• Call on individuals to identify the reviewer and read the part • Repeat the procedure with both examples in the strategy box.
• Have students turn to p. 149 and look at the highlighted
of the review that contained the answer aloud.
c text to see examples of the writing strategy.
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Activity 7
Writing Strategy Get feedback on your first draft
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1 … given that the price for a family of four for the day
If you can, ask a classmate, family member, or friend
was $195, it’s just not worth it.
to read your first draft. Ask them if there’s anything
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2 They then tried to charge me €40 per night to upgrade to

they don’t understand, and if there are any mistakes
a suitable room, which was ridiculous. We finally agreed
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in grammar or spelling in it. Ask them what you did

on €9 per night for the upgrade.
well and if they have any ideas about how to improve
3 I can’t recommend it enough.
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it. Doing this regularly can help you think about the
4 I was often left to my own devices because they were
common mistakes you make and look out for them
busy working.
when writing in an exam situation.
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5 I went back down to the front desk and asked for a larger
room.
9 Explain the task. Make sure students understand that they
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6 If it hadn’t been as full, and we’d actually been able to go

only need to write one review, that it can be a positive or
on more than three rides in seven hours—and it was less
negative one, and that they should plan what they will write.
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expensive—it might have been worth it.

Remind them that the pointers at the back of the book and
7 Wu and Ting Ting were incredibly welcoming and did
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the information in the Writing strategy and Useful language

everything that they could to make me feel at home, …
boxes are there to help them.
8 Looking out over the main square, and close to the
• Go around and make sure that students are taking notes.
museum and the market, …
You might pair students and have them help one another
plan and organize their reviews.
8 Read the Activity 8 directions. Give students one minute to • Assign the actual writing for homework or allow time for
match the numbers and letters. Point out that they need students to do it in class.
to choose the best phrase to complete each sentence. • Optional Display the reviews on a wall or table so that
• Call on students to share their answers with the class. Some classmates can read each other’s reviews. You could take
of the answers are debatable; let students discuss if they a vote on which place the class would most like to visit.
strongly disagree about an answer.
• When students are ready, ask them what they know about Expansion
relative clauses. Write on the board: Students write a review of a place in the area most
people will be familiar with, without naming it. Their
classmates have to identify the place.
WRITING A review
5 Look at page 149 and read the four short online reviews. What kind of place is Writing strategy
each review about? Review 1 a host family
Review 2 a theme park Writing reviews
6 Work in pairs. Which reviewer: Review 3 a hotel In reviews, it’s quite common to use
1 does not feel that he or she got a good value? 2 Review 4 a café a relative clause starting with which
2 managed to negotiate a deal? 3 to add a comment about a whole
3 strongly recommends a place? 4 sentence.
4 had to entertain himself or herself quite a lot? 1 I was far from my school, which
5 complained? 3 wasn’t ideal.
6 had to wait far longer than he or she had been expecting to? 2 It serves great breakfasts, lunches, and
7 felt very comfortable where he or she was? 1 snacks, which is perfect if you’re
8 mentions local sights? 4 feeling hungry.
7 Look at page 149 again. Underline the sentences in the reviews that helped
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you answer the questions in Activity 6.
Useful language
8 WRITING SKILL Adding comments
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Introducing follow-up comments
Match the first half of each excerpt (1-4) with the second half (a-d).
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On top of that,…
1 Our room had a great view of the ocean, but the hotel restaurant closed at nine, b What’s more,…
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2 We had an amazing time, but terrible weather on the day we left, a
One other thing was the fact that…
3 We complained about the room, so they offered us two full days at the spa, d
4 The beach was a five-minute walk from the hotel, but so was the snake market, c Recommending and not
c recommending
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a which meant we were delayed for several hours.
b which was rather disappointing. I can’t recommend it enough.
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c which was a bit of a culture shock, to say the least. It’s well worth a visit.
d which was kind of them. It’s just not worth it.
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9 Choose one of these places and write a review. Use the Useful language box to I’d skip it (if I were you).
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help you. Answers will vary.

• vacation destination • local cafe or restaurant
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• local tourist attraction • place you have stayed

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2 The Business
of Technology
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• discuss young entrepreneurs.
• read about online scams.
• learn how to be a responsible user
of social media.
• watch a TED Talk about responding
to email scams.
• persuade people to invest in
a product.

2 The Business
of Technology
Unit Overview
About the Photo
In this unit, students will consider entrepreneurs, the skills good
entrepreneurs need to be successful, and how they go about In the photo, a man stands inside a virtual cave at the
setting up and funding businesses. Gdansk University of Technology in Poland. It’s a cube with
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3.4-meter sides. One wall of the installation is movable,
Students will learn some of the pitfalls of computer technology, allowing entry to the inside. The walls (including ceiling
such as online crime and email scams, and ways to avoid and floor) are made of acrylic and act as screens that
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becoming a victim of online fraud. They’ll learn the importance display high-quality 3D images.
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of knowing how companies use their personal data and of
being responsible users of the Internet and social media. Language note The term virtual reality was popularized
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Students will learn techniques and strategies of persuasion, by American scientist Jaron Lanier in 1987. VR applications
including the language of getting people’s attention and the immerse the user in a computer-generated environment that
characteristics of persuasive writing.
c simulates reality through the use of interactive devices, such
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as goggles or headsets. In a typical VR set up, a user wearing a
helmet with a screen views images of a simulated environment.
Unit Objectives
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Vocabulary Warm Up
• Introduce the unit theme by telling students they’ll be
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• Setting up a new business

• Vocabulary Building Adjective and noun collocations learning about entrepreneurs, setting up a new business,
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and the benefits and pitfalls of the Internet and social

Grammar media.
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• Grammar 1 Present-perfect forms and the simple past • Have students look at the photo. Read the caption aloud
• Grammar 2 Verb patterns (-ing or infinitive with to) and make sure students understand the meaning of virtual.
Call on students to describe virtual experiences they’ve had.
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Reading • Ask the following questions:

• Online Crime 1. How do you think the virtual cave works? (Share About
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the photo with students.)

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TED Talk 2. How can it help people?

• James Veitch: This is what happens when you reply to 3. In what other jobs might the virtual cave be useful?
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spam email 4. How might a virtual cave help someone explore ideas for
new products or businesses?
Pronunciation
• Intonation for persuasion
Resources
Speaking
• Tracks 7–10 (Audio CD, Website, CPT)
• Persuading
Writing
• A persuasive article

Unit 2 The Business of Technology 20a
2A Young Business
VOCABULARY
1 Activity 1, Suggested answers: Activity 3, Suggested answers:
The virtual cave simulates real-world scenarios by using 1 by asking people to invest in return for part of the
a movement simulator and generating images on the business; getting a loan from a bank; selling shares
screens surrounding the sphere to give the illusion of free in the business by listing (floating) their company
movement. It can help people by simulating real-world on the stock market; borrowing money from family;
scenarios such as emergencies. It may be useful to a wide mortgaging their house; selling assets. Charities may
range of professionals. put on a concert or other event; run a campaign to ask
for donations; organize a sponsored activity; hold a sale
2 Write the words entrepreneur and businessperson on the or auction.
board. 2 Businesspeople might negotiate with investors over
• Begin a mind map for entrepreneur. Have students call out the amount of money they put in and what share
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qualities, skills, ideas, or even people that relate to being an of the business they’ll get; negotiate with staff /
entrepreneur and add them to the map. employees / unions about pay and conditions; with
• Read item 3. Ask for a show of hands: Who thinks it’s easy?
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distributors or shops on the commission / cut they get
Who thinks it’s difficult? Put students into small groups and of the profit.
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have them discuss the question. Then call on individuals to 3 Businesses market products through advertising,
explain their ideas to the class. leaflets or fliers, sponsoring events, placing stories in
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the news, placing products in films, word-of-mouth,
Activity 2 social media, etc.
1 Suggested answers:
An entrepreneur invents / comes up with the business c 4 Suggested answers: Businesses may recover from
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economic crises (recession), loss of a major buyer, a
and starts it alone. They may be self-employed or strike, a scandal, a fire, or a (price) war. A person may
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employ other people. recover from illness, an accident, a death / loss in the
A businessperson buys or works for an existing family, or failure (setback).
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company. They may introduce new ideas or change the 5 Suggested answers: Good ways include playing sports
course of a company, but they don’t start it. or some other hobby, meditating / breathing deeply
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2 Suggested answer: To be an entrepreneur a person may and / or getting enough sleep. Bad ways may include
need to possess creativity, strength, determination, and losing one’s temper and getting angry.
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an ability for negotiating.

3 Answers will vary. 4 Tell students they’re going to learn more words and phrases
4 Answers will vary.
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to talk about setting up and running a business. Read the

directions, then the first item and answer options. Ask Would
3 Put students in pairs and have them discuss the questions. you negotiate something new? Invent something new? Or
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When a couple of pairs have finished, tell the class to change redesign something new? Which answer choice makes the
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partners and continue to discuss the questions, but to start most sense?
from the last question this time. • Have pairs compare answers and help each other complete
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• Stop the class when two or three pairs have finished. the activity if necessary.
Go through each question, calling on a different pair each
time to give an answer and then inviting others to add their 5 Read the directions. Tell students to make their choices
ideas. individually first. Get students to think about their reasons by
saying what one of your choices would be. Put students into
pairs and tell them to discuss their choices and come to an
agreement on the top three skills.
6 P
ut pairs into groups of four. Tell students to come to a
consensus within their group on the three most important
skills. Stop the activity and ask one group for their top skills
and the reasons they chose them.

21a Unit 2 The Business of Technology
2A Young Business
A man stands inside a virtual VOCABULARY Setting up a new business
cave at the Gdansk University 1 Look at the photo and read the caption. How do you think the virtual cave
of Technology in Poland. Virtual
works? How can it help people? In what other jobs might the virtual cave
caves can be used by architects,
doctors, and firefighters to be useful?
simulate real-world scenarios.
2 Work as a class. Discuss the questions.
1 What is the difference between an entrepreneur and a businessperson?
2 What qualities and skills do you think you need to be an entrepreneur?
3 How easy is it for young people to become businesspeople or entrepreneurs?
4 Can you think of any young entrepreneurs? Who was the youngest? What was
his or her business?
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1 How do people raise money for a business or a charity?
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2 Who might businesspeople negotiate with? What about?
3 In what ways do businesses market products?
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4 What might a business or a person recover from?
5 What are good and bad ways of handling pressure?
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4 What skills do you need to start a new business? Choose the correct option to
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complete each skill.
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1 b something new
a negotiate b invent c redesign
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2 a money from investors

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a raise b lend c ask

3 c with suppliers to get the best deal
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a handle b manage c negotiate

4 find partners to b the product in different countries
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a send b distribute c deal

5 have the confidence to a from failure
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a recover b repair c accept

6 be good at c your product to increase sales
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a meeting b networking c marketing

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7 be capable of c stress and pressure

a preparing b holding c handling
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8 be able to a a diverse range of people

a deal with b talk c get on
9 c a team of people
a apply for b figure c put together
10 b in an impressive office
a live b be based c show
5 MY PERSPECTIVE
Work in pairs. What are the three most important skills from Activity 4 that
make a new business a success? Can you think of any other skills?
Answers will vary.
6 Explain your choices from Activity 5 to another pair. Do they agree? Why?
Answers will vary.

Unit 2 The Business of Technology 21
LISTENING GRAMMAR Present perfect forms and
7
the simple past
Listen to a woman talking about entrepreneurs. Think
about the questions and take notes. 7 10 Look at the Grammar box. Read the sentences. Then
answer the questions.
1 How is being an entrepreneur changing?
2 According to the speaker, what is the most important 1 Which tense is each of the verb forms in bold?
aspect of being an entrepreneur? 2 Why do you think the different forms are used?
Present perfect forms and the simple past
8 Work in pairs. Discuss the sentences. Are they true or
false? Listen again to check. 7 a D’Aloisio’s first investor contacted him by email from
Hong Kong.
1 Nick D’Aloisio became a millionaire when he was eighteen. F b Kickstarter has been running for several years now.
2 Amanda Hocking didn’t go through a traditional c Most successful entrepreneurs have failed at least once.
publisher to market her books. T
3 The speaker suggests that most investments from banks Check the Grammar Reference for more information
in the past went to older, wealthy businessmen. T and practice.
4 D’Aloisio’s first investor chose him because he was
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young and had potential. F 11 Based on your ideas from Activity 10, complete the
5 Kickstarter investors buy a share of the company. F summary. Use each form once.
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6 Projects advertised on Kickstarter aim to make a profit. F Answers will vary. Suggested answers:
The number of entrepreneurs (1) has been growing (grow)
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7 The majority of Kickstarter projects get no investments. T
8 Hocking is an example of recovering from failure. T ever since the arrival of new technology and online services.
This new technology (2) has reduced (reduce) the
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9 Work in pairs. Discuss the questions. Answers will vary. barriers that previously (3) discouraged (discourage)
people from setting up a business.
1 How has the internet changed entrepreneurship?
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2 Do you think Kickstarter is a good idea? What are the
benefits and risks of raising money this way?
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3 What do you think might be good or bad about being

an entrepreneur?
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22 Unit 2 The Business of Technology
LISTENING
7 7 Warm up Tell the class they’re going to hear a • When a couple of pairs have finished, have students change
woman talking about entrepreneurs. Have them read the partners and tell them to continue the activity, starting with
activity questions. Ask students to say a couple of things any question they like and continuing in any order.
they think they’ll hear about these two topics. Play the
audio once straight through. GRAMMAR Present perfect forms and
• Put students into pairs and reread the activity questions. the simple past
Have students compare their ideas.
• Have pairs share their answers to the questions. Don’t say if 10 Have students read the Grammar box silently, read the
they’re right or wrong, but ask them to tell why they think sentences aloud yourself, or call on different students to
what they think and to support their answers with words read one sentence each and correct any pronunciation
or ideas from the track. problems.
• Then tell students to answer the grammar checking
Activity 7, Suggested answers: questions in Activity 10 in pairs or ask the whole class the
1 Being an entrepreneur is changing because questions yourself. You can either give the answers now or
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technology is making it easier to become one. wait for the class to read the Grammar Reference and then
Entrepreneurs need less money to start up, and ask the grammar checking questions. Call on individuals to
it’s easier to raise the money when you need it.
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give their answers.
Entrepreneurs are more diverse. • When you do the Grammar Reference activities, repeat
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2 The most important aspect according to the speaker some of these questions in Activity 10 or refer back to the
is confidence (to recover from failure and maintain explanation when you go through the answers. This helps to
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passion for what they do). reinforce the grammar rules.
Activity 10
8 7 Read the directions aloud. You could have pairs
c 1 contacted: simple past; has been running: present
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discuss their answers first or go straight into the activity.
Explain that you will play the audio track again. Students will perfect continuous; have failed: present perfect simple
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decide if the sentences are true or false. You could do item 2 simple past: to express that something is completed
1 first before they listen, but don’t tell them if they’re right in the past; present perfect continuous: to express that
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or wrong. Instead, say OK, maybe. Let’s listen and see, then something started in the past and continues now;
play the audio. Reread the activity directions and have pairs present perfect simple: to express that something was
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complete the activity. completed within a period of time before now

• Walk around and notice how well students are doing in order At this point, have students complete Activities 1–3 on
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to decide how quickly to go through the answers—and p. 131 in the Grammar Reference section. You may also
whether you will need to replay the track. Check the answers assign these activities as homework.
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as a class by asking for a show of hands. (Say, for example,

Number 1—who thinks it’s true? and Hands up for false, and so 11 You might want to have students do this immediately after
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on.) Have students call out answers all together (Everyone say Activity 10 and before they check the Grammar Reference
the answer to number 1) or call on different students to give to get them to start thinking about meaning. Explain the
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an answer, especially where you noted disagreement. activity directions. Emphasize to students that they must
• When students are in agreement, write the answer on the
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use each verb form once.

board. When there is a dispute, have students justify their • Have students work in pairs. Check the answers as a class
different answers, but don’t say who is correct—put a and write the correct forms on the board. Point out that
question mark on the board. there maybe be more than one correct form in each
individual case, but in order to use each form once, these
9 Ask different students to read the questions in Activity 9
are the correct answers.
aloud. In each case, give your own (ideally true) answers.
Then put students in pairs to ask and answer.
correctly and pay attention to any language mistakes,
difficulties, or use of L1. Help students by correcting or
giving them the English they need and then write some
of the difficulties on the board, or remember them for
class feedback.

12 Tell students they are going to read about the man in the 14 Read the directions and give your own example. Tell
photo. Before they read, ask the class for ideas about what students to do the same individually, and if they can’t think
Topher is doing and how his device might work. of examples for their top 3 skills from Activity 5, tell them
• Have students read the activity text to find out if they were to think of examples that show other business skills from
right. As brief feedback, comment on how accurate the Activity 4.
students’ ideas were. • Go around the class and check that students are doing the
• Read the directions. Help students get started. Say For task correctly. Notice mistakes, difficulties, or where students
example: number 1—is it correct or incorrect? Why? And use L1 and provide assistance. When most students have
number 2—correct or Incorrect? What should it be? at least three examples, stop the activity and put them in
• Have students complete the activity. groups for Activity 16.
• When most have finished, have students compare answers
in pairs. Check answers as a class. Say Put your hands up 15 Tell students to choose the person in their group who
if you think the verb is correct. Keep your hands down if you would make the best businessperson by sharing personal
think it’s incorrect. Call on different students to explain their experiences that show they have the right qualities. Monitor
answer and correct the incorrect verb. Write the answers on groups as they talk, providing assistance as necessary. Stop
the board as you go through the text. them when most groups have finished or give an extra task
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to the fast finishers.
Activity 12 • As feedback, ask each group to tell the class who they chose
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1 Correct; 2 Incorrect – he’s been running; 3 Correct; 4 Incorrect and why. Then have the whole class decide who would
– tested; make the best businessperson from what they heard. Allow
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5 Incorrect – raised; 6 Correct; 7 Incorrect – have successfully some debate. Repeat examples of language you heard that
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detected; 8 Incorrect – have lost was used well or errors you noted. Write them on the board.
Exam Tip Read the whole activity first

Many tests have short texts that test language. While c
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students may not be asked to correct anything, it’s good
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for them to get into the habit of reading the text first
before filling in any blanks or choosing from among
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different answer options.

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13 Read the directions aloud and give your own example.

(I haven’t watched TV since last Thursday.) Provide prompts to
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help get students started. Say Think of examples about sports,

the news, business or economics, social trends, family, and so
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on. Write the prompts on the board.

• Tell the class to complete at least three of the sentences,
with fast finishers doing all five. Circulate and correct
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students’ errors. When you see that all students have

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completed at least 1−3, stop the class. Have different

students read their sentences aloud. Ask them follow-up
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questions to develop the conversation. Do this with four or

five students. You could ask them to do the same as you did
in small groups or just move on to the next task.

12 Do the underlined verbs use the correct forms? Change 13 Complete the sentences so they are true for you.
the ones you think are incorrect. Answers will vary.
1 I haven’t since .
Topher White is a young entrepreneur. In college, he 2 has been doing a lot better since
(1) trained as a physicist, but since 2012 he (2) ran a non- .
profit company, Rainforest Connection, to help prevent the 3 I over the last five years.
illegal practice of logging.* He (3) has invented a system 4 I for the first time last year.
using old cell phones and solar power to hear the sound 5 The number of has grown a lot over
of saws and vehicles that illegal loggers use. The phones the last few years.
then send a warning to guards so they can stop the activity 14 MY PERSPECTIVE Answers will vary.
before it does too much damage. Topher first (4) has tested
the system in Borneo, and in 2014, his Kickstarter campaign Look again at the three most important skills you
(5) has raised almost $170,000 to expand the company. listed in Activity 5. Give examples of when you have
Since then he’s (6) been working with groups such as the demonstrated these skills. List any other qualities or
Tembe tribe in South America, as well as with people in ideas you have that show that you would be a good
Africa and Indonesia to adapt the system to meet local entrepreneur.
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needs. They successfully (7) detected a lot of illegal activity.
The work Topher is doing is important because in some 15 Work in groups. Try to convince other students that you
parts of the world they (8) have been losing ten percent of would make the best entrepreneur. Use the present
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forest cover this century, and deforestation is one of the perfect and simple past forms. Answers will vary.
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biggest contributors to climate change. I’ve been running our school debate team for the last
two years, so I believe that I can negotiate well with
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logging cutting down trees
other people.
I took nine exams last year, so I think I’m capable of
c handling stress and pressure.
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Topher White attaches a Rainforest Connection listening device to
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a tree in the Amazon Rainforest in Brazil to help stop illegal logging.

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2B Risky Business
READING VOCABULARY BUILDING
1 Complete the sentences with these pairs of words. Adjective and noun collocations 1
When you learn adjectives, it is a good idea to remember the
confirm + scam deleted + permission
nouns that they describe. Sometimes the adjective is next to
emails + filter inbox + attached
the noun; however, sometimes it appears later in the sentence.
infected + backups profile + edit
social media + posting store + flash drive It’s a very user-friendly website with lots of functions and it is also
very secure.
1 Some of my posts were deleted without my
7 Match the adjectives with the nouns they are used
permission . I have no idea why!
emails with in the stories on page 25.
2 I can’t believe how many manage to
get through my spam filter . 1 the normal f a hotels
3 He’s very active on social media . He’s always 2 a secondhand c b relative
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posting new updates and adding photos. 3 my personal h c PlayStation
4 I keep my profile very private, and I often go 4 luxury a d documents
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back and edit things I’ve written. 5 common g e fees
inbox
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5 This strange email just arrived in my 6 a distant b f price
with a file attached to it, so I deleted it. 7 official d g sense
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6 When they asked me to confirm my bank 8 legal e h details
details, I started to think it must be a scam .
7 I store all my documents in the cloud now,
rather than using a flash drive . cCRITICAL THINKING Interpreting data
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8 My computer got a virus that infected a lot of
You will often see visuals and charts in newspapers, books,
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my files and I didn’t have any backups .

and articles online to add information and support the text.
2 Work in pairs. How do you think the things in Activity 1 You need to check that these statistics are from a reliable
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can happen? Why would people do them? source and interpret the data for yourself before you read.
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3 Look at the infographic and read the stories. Then 8 Work in groups. Look at the cybercrime graphs on
answer the questions.
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page 25. Discuss the questions.

1 What mistake did each person make?
1 Where does the data come from? Do you think this is a
2 What was the result of each mistake?
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reliable source? US Dept. of Justice and the FBI

4 Work in pairs. Answer the questions. 2 What crimes do the graphs focus on? What do you know
about them? Answers will vary.
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1 Who didn’t realize they’d made a mistake for a long time? Laura 3 What’s the most common crime? Why do you think
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2 Who received several emails from the same person? Janella that is? non-payment / non-delivery
3 Who thought they had found a bargain? Bruno 4 Which age groups are the least affected? Which are the
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4 Who was scared into responding too quickly? Laura most affected? Why do you think that is? under 20; 50–59
5 Who accepted the blame for what happened? Janella 5 Do you think the statistics would be different for your
6 Who didn’t read a product description carefully enough? Bruno country? Why? Do you know where to find this data?
Answers will vary.
5 Read the stories again to check your ideas in Activity 4. 9 Work in groups. Discuss the questions.
Underline the parts that helped you decide. Answers will vary.
1 Which of the three mistakes do you think is the most
6 MY PERSPECTIVE serious? Which is the least serious? Why?
2 Why do you think each person acted as they did?
Make a list of the different ways you could protect 3 What do you think each person did after realizing
yourself from the same kinds of online crimes that Laura, their mistake?
Bruno, and Janella encountered. Answers will vary. 4 Have you heard any stories about similar mistakes?
If so, what happened?

2B Risky Business
READING 3 8 Tell students they’re going to look at an infographic
• Warm up Put students in groups of five or six to rank and read stories about computer scams and where they
themselves from: originate. Then have students read the Activity 3 questions, the
infographic, and the stories. You may prefer to play the audio
Biggest social media user to the person who uses it the least and have students read along to themselves. Tell them to take
Biggest Internet user to the person who uses it the least notes as they read. Set a time limit (for example, five minutes).
Most cautious social media user to least cautious user • Read the activity questions aloud and have students check
• Elicit some questions students might ask, such as What their answers with a partner. Then say the names Laura,
social media do you use? How many posts do you put up Bruno, and Janella. Call on different students to answer the
each day? Do you use any filters, before they discuss. Write questions for each person.
questions on the board. When students are finished, have
groups share their rankings and other questions they asked. Activity 3
1 Laura panicked.
1 Tell students they’re going to read about the Internet and Bruno didn’t read details carefully.
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crime, but first they’re going to learn some words to talk Janella believed person claiming to be lawyer.
about it. Read the directions aloud and say For example, 2 Laura had account hacked.
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Bruno bought just a box and receipt.
number 1: Some of my posts were _____ without my _____.
Janella lost $8,000.
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Wait for students to shout out the answer or call on someone.
• Tell the class to complete the activity individually, using a 4 Have partners do Activity 4 quickly—without looking at the
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dictionary if they need to. text, to see how much they remember.
• When most students have finished, tell them to compare
answers with a partner and to help each other with anything
they haven’t finished. Review the answers by having differentc 5 Now ask students to reread Online Crime to check their
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answers and to underline key language. Then do the first
students read their completed sentences aloud. Write the item Activity 4 item as an example. Ask the class which person
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numbers and missing words on the board. As you write, ask the statement applies to.
questions such as What happens when a computer is infected? • Have students explain why they chose what they did.
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What examples of social media do you know about or use? • Have students do the other items individually.
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2 Read the activity questions aloud and do the first one with Activity 5
the whole class. Ask So why do you think someone might 1 Laura – I didn’t hear back, but a month later I got my
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delete your posts without your permission? credit card statement and found someone had spent over
• Have pairs discuss the activity questions. Stop the activity 11,000 pounds on flights and luxury hotels!
when a few pairs have finished. Have them share their ideas 2 Janella – They… kept writing, so eventually I sent them
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and discuss as a class. 8,000 dollars to pay the legal fees.

• When you’ve finished, have pairs talk about whether any of 3 Bruno – I couldn’t believe how cheap they were. They
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had stuff on there for half the normal price!

the things in Activity 1 have happened to them.
4 Laura – They said someone was trying to take money
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from my account without my permission, and that they

Activity 2, Suggested answers: needed to confirm my personal details to stop it. … I
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1 Maybe the posts broke the rules of the site he or she didn’t really understand what was going on and wanted
was on and the moderators deleted them. to stop anything bad from happening.
2 The settings on the spam filter need to be updated. 5 Janella – Looking back, it was my own fault.
3 He or she is very vain or a celebrity and uses social 6 Bruno – … since it was only €150, I bought it without
checking the details.
media to promote himself or herself.
4 He or she is very aware of the way companies and people 6 Put students in groups to discuss. Remind them to listen
judge the public based on his or her online appearance. politely to one another and make sure every group member
5 It could have contained a virus. gets a chance to give their opinions.
6 Real banks never ask you to confirm bank details, so it • To wrap up, suggest that each group make a list of
can’t have been genuine. guidelines for avoiding online scams. Have students help
7 It’s said to be more secure to store files in the cloud so you write one or two tips on the board; for example, If an
you don’t need to update your computer as often. email seems too good to be true, show it to a reliable adult.
8 He or she had forgotten to back up. He or she had opened
a corrupt file. He or she doesn’t have security software. For notes on Activities 7–9, see page 25a.

VOCABULARY BUILDING Adjective and noun
collocations
Reading Strategy Learn collocations Activity 8

It’s a good idea to learn collocations—words that 1 The data comes from the US Department of Justice
commonly go together, such as heavy rain or achieve and the Federal Bureau of Investigation (FBI). It is a
your goals. Being able to recognize these common reliable source.
combinations of words helps us read quicker and 2 Suggested answers:
improves our listening skills as well. Auction fraud may involve some of the following:
Buyers receiving goods late, or not at all; Sellers not
receiving payment; Buyers receiving goods that
7 Write the following two sentences on the board: are either less valuable than those advertised or
It’s a very user-friendly website with lots of functions, and it’s significantly different from the original description – or
also very secure. else just fakes; Failure to disclose relevant information
The number of crimes that are committed on the Internet is about a product or the terms of sale; Non-payment /
Non-delivery is paying for items online that then
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shocking.
never get delivered. Credit card fraud is committed
• Ask the students to say what noun the adjective shocking using or involving a card as a fraudulent source of
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describes (number), then what user-friendly and secure funds in a transaction. The purpose may be to obtain
describe. (website) Read the explanation in the box aloud. goods without paying, or to obtain unauthorized
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Emphasize to students that it’s good to learn adjectives funds from an account. Malware / Scareware allows
with the nouns they go with, but point out that they’re not
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hackers to gain access to computer systems and steal
always right next to each other in a text. data or hold data hostage for a payment by creating
• Read the Activity 7 directions and say, For example, in a fake virus. Phishing is an activity commited by a
number 1, the normal goes with price. Fees could also
c criminal acting as a company to gain access to account
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collocate with normal here, so remind students that they’re holders’ personal information / passwords. Identity
looking for pairs as they were used in the text. Then have
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theft is the deliberate use of someone else’s identity,

students do the others items individually, checking the usually to gain a financial advantage or obtain credit
infographic if necessary. and other benefits in the other person’s name.
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• When most have finished, have students compare answers 3 The most common crime is non-payment / non-
in pairs. Check answers by asking different students to read
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delivery. Answers will vary as to why.

the collocations aloud. Write the numbers and word pairs on 4 The 50–59 age group is most affected. It could be
the board. As you write, tell the class to name other nouns
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assumed that this age group is vulnerable. The

the adjectives might describe. under-20 age group is least affected. It could be
assumed that this age group is the most tech savvy.
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CRITICAL THINKING Interpreting Data 5 Answers will vary.

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8 Read the Critical Thinking box aloud. Ask students to tell

what kinds of sources could be said to be reliable, or what 9 P
ut the students into the same or new groups to discuss the
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could make a source less reliable. Ask How can you check? questions. Go around the room and check that students are
Say Ask yourself questions, such as, “Is the information collected doing the task correctly. Provide assistance as needed. Note
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from a random sample of the population? Is it independent specific difficulties for class feedback.
from something the website is trying to sell? Does the website • When a couple of groups have finished, tell students to
give the source of any statistics used? Is there only one source, find a partner from another group. Have partners compare
or several?,” and so on. ideas, but tell them to start from item 4 this time and work
• Put students in groups to discuss the Activity 8 questions. backwards.
Tell them to use a dictionary, or if they can’t find the English • At the end of the activity, go through the questions, calling
words, to note them down in their L1. on students to share their ideas. Provide feedback about
• When a few groups have finished, stop the class and go vocabulary and errors (which you may have written on the
through the answers together. You might start by asking board).
individual students to explain or translate the words you
wrote on the board, so they are available for students to
use. Then have different groups give their answers. Correct
students’ English if necessary.

Online Crime Laura One day last year, I got a call
from what I thought was my bank. They said
someone was trying to take money from my
account without my permission, and that
8 The world becomes more connected every day. It’s now easier than
they needed to confirm my personal details
ever to keep in touch with friends and family around the world. Online banking to stop it. I’ll be honest—I didn’t really
allows people to access their accounts from anywhere that has an internet understand what was going on and wanted
connection. People don’t even have to leave the house to go shopping! However, to stop anything bad from happening, so I
with greater connectivity comes greater risk. Every year, hundreds of thousands gave them my name and address and date
of people become victims of online crime. We asked our readers to share some of of birth. I didn’t hear back, but a month later
their terrible tech tales while we examine where the crimes originate. I got my credit card statement and found
someone had spent over 11,000 pounds on
flights and luxury hotels!
Origin of crime: The United States
Romania
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The United States
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West Africa
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Janella Looking back, it was my

Bruno I was surfing the web one
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own fault, but when I got an email saying

day when I found a site selling Xboxes and a distant relative had died and left me
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PlayStations. I couldn’t believe how cheap millions of dollars, common sense went
they were. They had stuff on there for half out of the window! It was from someone
the normal price! I clicked on one item and claiming to be a lawyer in West Africa.
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bought what was advertised as a “PlayStation I know my dad’s side of the family had
4 original box and receipt.” I assumed it was connections there, so I thought it must be
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secondhand and, since it was only 150 euros, true. They attached documents that looked
I bought it without checking the details. You official and kept writing, so eventually I sent
can imagine how I felt a few days later when them 8,000 dollars to pay the legal fees. Of
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the postman brought me just the box and the course, it was a scam and I never heard from
receipt! them again… or got my money back!
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Origin of crime: Romania Origin of crime: West Africa

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Cybercrime by age (US) Cybercrime by type (US)

70 70
60 60
Number of victims (thousands)
Number of victims (thousands)
50 50
40 40
30 30
20 20
10 10
0 0
Under 20 20–29 30–39 40–49 50–59 Over 60 Auction Non-payment/ Credit card Malware/ Phishing Identity
fraud Non-delivery fraud Scareware theft
Source: U.S. Department of Justice / Federal Bureau of Investigation Statistics shown are for 2015.

2C What’s in a post?
GRAMMAR Verb patterns (-ing or infinitive with to)
1 Work in pairs. Look at the Grammar box. Which verbs below can be followed
by the -ing form? Which can be followed by the infinitive with to?
admit agree arrange can’t stand consider

decide delay enjoy expect finish
hope intend mind miss offer
plan practice promise recommend refuse
Verb patterns (-ing or infinitive with to)

When two verbs are used together, the second one often takes the -ing form or the
infinitive with to.
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They attached documents that looked official and kept writing to me.
Do you enjoy posting Websites such as Kickstarter allow entrepreneurs to avoid selling part of their business
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on social media? to an investor.
They needed to confirm my personal details.
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Over half of the campaigns on Kickstarter don’t receive any funding because they fail to
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reach their set target.

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2 Choose the correct options to complete the blog post.
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If you’re anything like most people, you probably enjoy (1) posting / to post on
social media. Maybe you hope (2) creating / to create a particular kind of image of
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yourself, or intend (3) showing / to show others what good taste you have. You’re
probably not planning (4) providing / to provide information that could be used
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against you in the future, but every time you post online or “like” something, you’re
agreeing (5) sharing / to share that personal information with the world!
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Most of us avoid (6) revealing / to reveal too much about ourselves face-to-face, but
for some reason, we don’t mind (7) doing / to do this online. Everything you decide
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(8) making / to make public on the internet helps to build a very detailed picture
of who you are and what you believe—and we’re failing (9) understanding / to
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understand that this helps companies guess your age, gender, education, political
views… and much more.
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Of course, most social media companies refuse (10) guaranteeing / to guarantee

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privacy for users. After all, we are their product. What they sell is the information
we give them! Given this, I recommend (11) using / to use science to help us gain
control over our data! Sites could warn us of the risks we are taking when we post
certain kinds of information, for example. Failing that, of course, we could all just
consider (12) posting / to post less.

1 How much do you think you reveal about yourself on social media? Why?
2 What kinds of things do you post online? Why?
3 Are you concerned about privacy online? Why?
4 What do you think social media sites do with the personal information they
gather? How does this make you feel?

2C What’s in a Post?
GRAMMAR Verb patterns (-ing or infinitive 2 If you prefer to have students read the whole blog post first
with to) to find out what it’s about and whether they agree with
the author’s recommendation, tell them to read it quickly
• Warm up Ask students to think of a time they had a (in one minute). This checks Activity 1. With less proficient
problem with some technology—or to imagine one, if they groups, you might want to leave the two columns on the
don’t have a real example. Then tell them about a problem board. Otherwise, give students one minute to memorize
you have had, but use the present tense. Ask the students the verbs, then erase the columns or cover the screen.
for advice on how to solve it. Perhaps give a second • Now have students circle the correct form for items 1−12.
example. When a few have finished, have students compare answers
• Invite students to stand up and move around the class in pairs. Call on individuals to read the verb pairs aloud
(or form groups) and to take turns telling one another their (number 1: enjoy posting; number 2: hope to create). Write
problems, getting advice (as you did) and giving advice. the numbers and the verbs on the board.
Every so often, stop them and call out Change partners.
Do this several times to keep students moving and talking. 3 This task is a general speaking task related to the blog post
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As they’re talking, look for errors connected with -ing or students have just read. Students may use verbs followed by
infinitives with to in order to introduce the grammar and -ing or infinitives with to, but they don’t have to. It doesn’t
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other new language, as well as to correct the errors. matter. Focus on real communication.
• Stop the class. Ask if anyone didn’t find an answer to their
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• Ask different students to read the Activity 3 questions aloud.
problem or if anyone got some really good advice. Then go Respond to each one with your own (ideally true) answer.
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through any errors and new language you noted. Then put students in pairs to ask and answer. Circulate
and check students as they discuss and notice mistakes,
1 Tell students to read the Grammar box silently, read the difficulties, or where they use L1. Help them by correcting or
sentences in the Grammar box aloud, or call on different
c giving them the English they need—and then write some
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students to read a sentence each. Be sure to correct any of these points on the board, or remember them for class
pronunciation problems. You could also ask if students
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feedback.
remember the person in the previous lesson’s reading that • When a couple of students have finished, tell the class to
each sentence refers to.
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change partners, but to start with any question they like and
• Write two columns on the board with the headings “-ing” continue in any order. When students have finished, give
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and “infinitives with to.” Then have students answer the some feedback on new language, errors to correct (focus
grammar checking questions in Activity 1 in pairs or ask in particular on errors in the use of -ing and infinitives with
the whole class the questions. You could conduct this as
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to), and any other issues that came up. You can also share
a game—tell everyone to make the appropriate response with the class some interesting things you heard as you
when you ask whether the following word is a verb form monitored students’ discussions.
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with -ing or an infinitive with to. (Hands up: Who thinks it’s
an -ing form? Hands up: Who thinks it’s an infinitive with to?)
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Students should give themselves one point for every correct

response. At the end of the game, they add up their points
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and see who wins.

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• As students respond, add each verb to the correct column

on the board. You could award a bonus point if students can
answer a question about the verb’s meaning. For example,
you could ask So what might someone admit doing? If you
can’t stand doing something, how do you feel about it?
Activity 1
-ing: admit; can’t stand; consider; delay; enjoy; finish;
mind; miss; practice; recommend
infinitive with to: agree; arrange; decide; expect; hope;
intend; offer; plan; promise; refuse

4 You may want to assign Activities 4 and 6 for homework • Put students in pairs to discuss their ideas. Encourage them
and skip 5 if you’re short on time. to ask one another follow-up questions. Monitor students’
• Check that students understand all the verbs (quit means discussions. When pairs are finished, provide feedback about
to stop doing something—for example, a habit or job). language and errors you heard. Then invite students to
Read the directions aloud and say So, for example, “Number share their ideas with the class.
1: I can’t stand … ” Wait for students to answer or call on At this point, have students complete exercises 4–6 on
someone. Have students do the rest individually. Set a time page 131 in the Grammar Reference section. You may
limit of, for example, three minutes. also assign these exercises as homework.
• Review the answers. Have individuals read the verb and
verb form for each item aloud. (for example, number 1: 8 Write this sentence on the board:
can’t stand feeling) Write each number and verb form on the
Could you please email me your essays instead of handing
board. After each completed comment, you might ask the
them in to me in class?
class or individual students if they agree with the writer.
Point out that the verbs email and hand each have two
5 Put students into groups or, if you prefer, do this as a whole objects: me and essays; me and them. Explain that the first
class. You might do it as part of the feedback to Activity 4. object, me, can come in a different place. Write on the board
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It won’t take much time. email your essays ______ and see if anyone knows what
comes next. Don’t expect students to necessarily know.
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6 Read the directions and have students work individually. Fill in the blank with to me. Repeat the process with the
Monitor and provide assistance as needed. When everyone second part of the sentence. (handing them to me)
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has written at least one response, ask students to share their • Read the Activity 8 directions aloud. Use item one to
ideas either in groups or as a whole class. Write any errors
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emphasize that students need to choose the best noun
you noted on the board and call on students to correct the from the box and add a direct object, using either of the
mistakes. patterns you showed them. For example, ask them how they
c could write the second sentence in item 1 a different way.
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7 Write the following sentences on the board:
(Pass the remote control to me.)
They asked me to confirm my bank details. • Have students complete the activity. Tell them that in
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His parents stopped him from playing video games. items 2 and 6, they should use for instead of to if they use
the alternative pattern. Make sure they’re doing the task
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• Point out how in English we can add a direct object (me,

correctly. Call on students to read their completed sentences
him, and so on) between the verb and the following
aloud. Have other students politely correct any errors or
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infinitive or -ing form. In some languages this is not possible.

repeat the sentence with the alternative pattern.
You might ask students to translate the sentences into their
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own languages to compare the structures. 9 Y

ou may be able to divide the class into groups and have
• Read the Activity 7 directions and give your own examples each group do a different task, or you could take a vote on
for one or two activity items. Then tell students to complete
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which task the whole class should do. To vote, put students
the sentences on their own. Circulate and provide assistance in pairs or groups to decide which they prefer, or take a
as needed.
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whole-class vote on each task. If the vote is tied, ask one

• When most have completed at least three sentences, call on student from each side to explain why his or her side’s
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different students to read their sentences aloud. Ask follow- decision is better and take the vote again. You make the
up questions to prompt students to say more, such as How
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decision if the vote is unchanged.

did you feel about that?, Why is that?, or So what happened?

4 Complete the comments with the correct form Verbs with two objects
of these verbs. Some verbs can be followed by two objects.
be feel have hear The indirect object is usually a person and the second, direct
post protect quit spend object is usually a thing.
Can you email me your essays, please, instead of handing
Eric Wong Posted 3 hours ago them to me in class?
I can’t stand (1) feeling like everything I do online
is being used by someone. Really, we should all promise Check the Grammar Reference for more information
(2) to quit social media! The only reason we don’t and practice.
is because we’re too scared we’d miss (3) hearing 8 Look at the Grammar box. Complete the sentences with
from friends! these direct objects. You will also have to add an indirect
object. The first one has been done for you.
Luisa Hernandez Posted 2 weeks ago
anything a loan a new tablet
If you use social media, you should expect
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a special dinner permission the remote control
(4) to have these experiences. Why should
companies offer (5) to protect our privacy?
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1 This show is terrible. Let’s see what else is on.
They already provide us with free services. That
Pass me the remote control .
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should be enough.
2 My dad bought me a new tablet for my birthday.
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Back to the Future Posted a month ago 3 If you’re under twenty, it’s difficult to find a bank that’ll
give you a loan to start a business.
The secret of being happy is to practice
(6) being more patient! Delay (7) posting
c 4 By posting on their website, you’re basically giving
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them permission to use your data.
until you’re sure you really want the world to have
access to what you write—and try (8) to spend as him anything
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5 If I were you, I wouldn’t tell .

much time offline as you can! He can’t keep a secret!
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6 My sister and I cooked our parents / our friends / for their

5 Work in groups. Do you agree with the comments in wedding anniversary. them a special dinner
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Activity 4? Why? Answers will vary. 9 CHOOSE

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6 Write your own short response to the blog post in Choose one of the following activities. Answers will vary.
Activity 2. Include two or more verbs from Activity 1.
• Work in pairs. Write a blog post explaining best practices
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Then share your comments in groups. Answers will vary.

when it comes to using social media. Use as many of the
Objects before -ing and to phrases below as you can.
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Some verbs always have an object before an -ing form If I were you, I’d avoid…
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or an infinitive with to. I’d strongly recommend…

It’s best not to agree / try…
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When they asked me to confirm my bank details, I started to

think it must be a scam. Lots of people fail…
You may want to prevent people from…
Check the Grammar Reference for more information It’s sometimes good to ask friends…
and practice. Don’t allow everyone…
Think carefully before you tell…
7 Look at the Grammar box. Complete the sentences • Write a short story about someone who started a new
so that they are true for you. Then explain your ideas to business. Use at least five verbs from pages 21–27.
a partner. Answers will vary.
• Work in groups. Search online for a story about someone
1 My parents always expected me . who was a victim of cybercrime. Report what happened to
2 In a few years’ time, I can see myself . another group. Use at least five verbs from pages 21–27.
3 If I could, I’d hire someone .
4 We should do more to prevent .
5 I can still remember begging my parents .

2D This is what happens when you
reply to spam email
“ Crazy stuff happens when you start

replying to scam emails.
”
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JAMES VEITCH
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Read about James Veitch and get ready to watch his TED Talk. 2.0
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hi
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Intonation and pitch 4 Work in groups. Guess what this email means and why it
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When we are surprised or shocked by what someone says, was written. Answers will vary.
we often repeat a key word, phrase, or short sentence with
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a high pitch and a questioning intonation. We may then

add a comment with a falling tone.
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1 Look at the Authentic Listening Skills box. Then work

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in pairs. Practice the exchange. Answers will vary.

A We can start with 50 kilograms as a trial shipment.
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B Fifty kilograms? There’s no point doing this at all unless

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you’re shipping at least a metric ton.

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2 Listen to James Veitch. Compare your intonation with 5 Watch Part 1 of the talk. Answer the questions. 2.1
his. 9 Answers will vary. By pretending to have gold
1 How was “Solomon Odonkoh” trying to make money?
3 Work in pairs. Take turns responding to the comments 2 Do you still have the same answer to Activity 4?
Answers will vary.
using the same intonation pattern as James. 6
Answers will vary. Work in pairs. Put the sentences in the correct order.
1 I got an email offering to distribute gold.
a I figured I had to knock it on the head. 6
2 He’s sixteen years old.
b On real estate, what about you? 4
3 It cost ten dollars.
c Dude, you have to use the code! 8
4 I’ve never watched Star Wars.
d I’m a hedge fund executive bank manager. 3
5 Her dad is the mayor of our city.
e I have to go to bed now. 5
6 My bank called me and asked for my address.
f I could do what I think we’ve all always wanted to do. 1
g If we’re going to do it, let’s go big. 2
h I didn’t hear back. I thought, “I’ve gone too far.” 7

2D This is what happens when you
reply to spam email
• Warm up Tell students they are going to watch a TED Talk 3 Read the directions. Demonstrate the task: Ask a student
about dealing with scams on the Internet. Read the quote to read the first sentence aloud. In response, say Gold? How
aloud and ask students to translate it or to say what they much? Then ask another student to read the sentence,
think the “crazy stuff” might be. and this time respond Gold? It must be a scam. Have a third
• Tell students they’re going to see a short text on the DVD student read it and say An email? I hope you didn’t open it.
to further introduce the topic. Play the first section of the • Ask students to think about which word they will repeat in
video, then do the exercises. After students finish, you response to sentences 1–6 and what additional comment
might write the key words from the bio on the board and they could add. You might say sentence 2 to a student or
ask students to retell what they saw on the video or to two to elicit their responses. Encourage the use of high
write down as much as they can recall about it. Correct intonation. Then put the students in pairs to practice. Help
as necessary. students as needed. As feedback, you could say sentences
1−6 to different students and have them respond, or just
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AUTHENTIC LISTENING SKILLS move on.
Intonation and pitch
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You could do the Authentic Listening Skills activities later in WATCH
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the class. However, the skills are best covered before students If you’re short on time or want a different approach to the video,
watch the whole video because, in addition to teaching aspects you may want to watch the whole talk all the way through with
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of phonology and listening skills, these activities also only some brief checking questions. A version of this is on the
• allow you to preteach some vocabulary, DVD and is labeled TED Talk with activities. At the end of each
• allow students to read and hear new language before they
c section, there is a short on-screen question. Pause after each
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listen to the whole text, and one so students can give their answers. Then play the answer.
• prepare students to tune in to the speaker’s voice and style.
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4 This is a short introduction to get students thinking about

1 Read out the text in the box. You might want to the content of the video. Put students in groups to discuss
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demonstrate high pitch and questioning intonation by the email or read it aloud and ask the whole class for ideas.
saying the word Really? Tell students to try this out as they You might need to tell them that a gummy bear is a kind of
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read the activity dialogue with their partner. chewy candy and a creme egg is a piece of chocolate with
• Have partners switch lines and read the dialogue again. a very sweet, soft filling. Encourage different possibilities.
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Or read the dialogue as a whole class. You say the first line Don’t be dismissive; accept all ideas. You want to create
and ask different students to say the second line. interest, not get the right answer.
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Listening Strategy Train your ear 5 2.1Read the directions and questions aloud. Then play
Part 1 of the TED Talk. Read the questions again and tell
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Paying attention to the nuances of a speaker’s voice and

delivery will help you to better understand the speaker’s students to compare their ideas in pairs. Check students’
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meaning and attitude. A falling tone indicates that a understanding by calling on different students to share
thought or idea is complete. A rising tone indicates their answers with the class.
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incompleteness; the speaker hasn’t completed a thought

or wants a response. As you become more skilled at 6 R
ead the directions aloud and say So the first thing you heard
picking up changes in intonation, stress, and pitch, you’ll was . . . what? Have students call out the correct sentence (f).
be able to tell how the speaker is feeling–happy, sad, See if they can identify the next sentence in the sequence
enthusiastic, sarcastic, and so on. (g) before putting them into pairs. Make sure everyone
understands what they’re supposed to do, then say OK.
Now you do the rest.
2 9 Play the audio and ask students how close they
• Circulate and check that pairs are doing the task correctly.
think they were to the intonation James uses. Practice again
When a few pairs have finished, have everyone stop.
as in Activity 1.

7 2.1 Ask students if there are any words in the sentences • 11b Read the directions and the topics in Activity 11b.
they don’t understand and explain them. Review the Activity Make sure students understand the phrases in italics and
6 directions and play Part 1 of the video again. List numbers reteach if necessary or ask the students if they can recall the
1−8 on the board. Have pairs check their answers. Confirm related example in the video.
the sequence by calling on different students to write the • Model the activity by giving your experiences of one or
correct letter next to each number on the board. two of the topics. Ideally these should be true. Encourage
students to ask you questions to find out more about the
8 Ask Is replying to spam emails a good idea? Why do you think experiences. Then tell students to think of true examples
James does it? for themselves of at least two of the topics. Give them two
• Read Activity 8 and the answer choices. Put students in minutes to decide what they’ll say.
groups to discuss the answer choices or have the whole • Put students in pairs to take turns telling their anecdotes.
class take a vote on the different options. Tell students that Monitor students’ conversations and take note of anything
at this point there’s no right answer. requiring whole-class feedback. Then have students change
partners and continue speaking and listening. Finally,
9 2.2 Play Part 2 of the video. Have students revisit their provide any feedback. Then call on students to share some
answers to the Activity 8 question. Then call on different of their most interesting anecdotes.
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students and ask each one Now that you’ve watched the
video, can you justify your answer to why James replies to 12 Read the directions. Ask What are some ways to protect
ourselves from Internet scams that we’ve heard about and
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spam, or would you like to change it? Have the students
respond. Confirm the answer. (3) discussed? Have students respond and write some of the
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• Ask for a show of hands about James’s approach to spam. best suggestions on the board. Then put students in pairs
(Say Hands up if you thinks it’s effective.) Choose one student to come up with their own list of five tips and then
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to explain why she or he thinks it is effective. Then choose customize it for each of the specified groups.
someone who disagrees and ask why the student thinks • After pairs have worked for a sufficient amount of time, have
different pairs share their list for one of the groups of people
James’s response to spam is not effective.
c and explain their reasons for deciding on that particular set
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10 2.3 Read the activity. Then play Part 3 of the video. Have of tips. If time permits, have the class help you create a final
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groups discuss the question. When groups have discussed list of tips on the board for each group of people with pairs’
for a few minutes, call on a few students to share their ideas. best ideas.
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11 VOCABULARY IN CONTEXT CHALLENGE

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• 11a 2.4 Play the clips from the TED Talk. Pause when Put students in groups to create their questionnaires. Tell
the options come on-screen and ask students to call out them to make sure some of their questions ask about what
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their answer choice. If there are a lot of students choosing the respondents knew about scams, if anything, before
the wrong meanings, clarify the task and give an additional their experiences, and how, if at all, they’ve changed their
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example before moving on to the next item. Internet habits as a result of their experiences. When groups
have created their questionnaires, provide time for them to
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administer them to their families and friends and then to

compare their findings in class with other groups.
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c
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7 Watch Part 1 of the talk again to check your ideas in 11 VOCABULARY IN CONTEXT
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Activity 6.
2.1
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meanings of the words and phrases. 2.4

8 Work in groups. Discuss why you think James Veitch b Work in pairs. Tell your partner about:
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replies to spam. Which of these points is he trying • something or someone who turned up unexpectedly.
to make? 3 • a situation that got out of hand / went too far.
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• something or someone that / who intrigues you.

1 He replies to spam email when he is bored. Answers will vary.
2 He suggests it is a good way to spend any spare time.
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12 MY PERSPECTIVE Answers will vary.

3 He replies to spam email to take up the time of the Work in pairs. Come up with five different ways to deal
spammer. He suggests that this stops them from
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with internet scams. Then discuss which ones are most

contacting other people. relevant to these groups of people. Explain your reasons.
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4 He replies to spam email because he is interested in the

financial benefits. He suggests that people can make • elderly people
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money by doing business online. • people who enjoy playing video games
• people who do a lot of online shopping
9 Watch Part 2 of the talk. Check your ideas in Activity 8.
How effective do you think James’s approach is? Why? CHALLENGE
2.2 Answers will vary.
Work in groups. Design a questionnaire to find out about
10 Watch Part 3 of the talk. How are the emails James people’s experiences with internet scams. You should find
receives from “Solomon Odonkoh” and the emails he out how much is already known and what, if anything,
receives this time similar? 2.3 people are doing to reduce the risks. You will need at least
The emails are similar because it is somebody trying to scam ten questions.
James for money.

2E Investment Opportunity
SPEAKING
Speaking strategy 1 Work in groups. Discuss the questions. Answers will vary.
Persuading 1 Are there any TV shows about business or selling products in your country? Do
you watch them? Why?
When we are persuading people,
2 Would you be good at selling a product? Why?
we sometimes turn our own
3 Have you ever had to present something in front of people? What did you
experiences and opinions into a
present? Was the presentation successful? Why?
negative question to challenge the
other person’s ideas. 2 Work in pairs. Read about the Kickstarter project. One person should think of
I think it will lose money. reasons to invest and one person should think of reasons not to invest. Then
Don’t you think it’ll lose money? discuss your reasons and try to persuade each other. Answers will vary.
I’d find it really useful. mXers was set up by high school student Bharat Pulgam. He has invented a new
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Wouldn’t you find it really useful? kind of earbuds that allow you to easily replace the different parts that can break,
I have sometimes had that problem. so you don’t have to buy a whole new set. They also allow you to customize your
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Haven’t you ever had that problem? earbuds for an individual look. mXers needs money to develop the product and
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start production.
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3 Make negative questions from these sentences. Which negative questions
could you use to support your reasons from Activity 2? Why?
1 It’d be good to have something like that.
2 c
I think it’s a bad idea to give money to strangers online.
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3 There’s something similar to that already.
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4 Sometimes I’ve wished that I could do that.

5 I would be happy to pay a little more to help.
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4 PRONUNCIATION Intonation for persuasion No answers necessary.

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a Listen to the negative questions and notice the intonation. 10

An woman harvests cocoa in b Practice saying the negative questions.
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Ghana for Fairafric.

1 Wouldn’t it be good to have something like that?
2 Don’t you think it’s a bad idea to give money to strangers online?
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3 Isn’t there something similar to that already?

4 Haven’t you ever wished that you could do that?
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5 Wouldn’t you be happy to pay a little more to help?

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2E Investment Opportunity
SPEAKING 3 Have students read the Speaking strategy box to
themselves. Then call on individuals to read the negative
1 Warm up Tell the students they’re going to learn ways to sentences aloud. Encourage them to use proper intonation.
persuade people and make sales pitches. Explain that a sales • Read the first part of the Activity 3 directions aloud. Have
pitch is a short speech, or style of talking, for the specific students rewrite the sentences individually. When they’re
purpose of persuading someone to do something, usually finished, review the rewritten sentences by calling on
to buy your product or service. Tell students they see sales different students to read them aloud. Then read and
pitches all the time, in ads and infomercials, at the mall and discuss the activity questions as a class.
in markets. Point out that a farmer in a market, shouting
about the superior qualities of her fruits and vegetables, is Activity 3, Suggested answers:
giving a sales pitch. 1 Wouldn’t it be good to have something like that?
• Ask How is a sales pitch similar to persuasive writing? What 2 Don’t you think it’s a bad idea to give money to
characteristics do selling a product or persuading an audience strangers online?
have in common? Take students responses and discuss as
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3 Isn’t there something similar to that already?
a class. Write some characteristics on the board. (a forceful 4 Haven’t you ever wished you could do that?
presenter, facts and statistics, valid reasons) 5 Wouldn’t you be happy to pay a little more to help?
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• Put students in groups. Then read the three questions aloud
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and have students discuss. Tell them not to spend too much
4 PRONUNCIATION Intonation for persuasion
time on any one question. Circulate as groups discuss,
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providing assistance as needed. When you think students • 4a 10 Either use the audio or, if you prefer, model the
have discussed for enough time, call on groups to share negative questions yourself. After you say each question
their ideas on different questions. aloud, invite the whole class to repeat it along with you:
c Now everybody say it—“Wouldn’t it be good . . . “
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2 Read the paragraph about mXers aloud. Give students a • 4b Then call on individual students to read the sentences.
Correct their pronunciation or replay the audio and have
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minute to read it again silently. Say Raise your hands if you

think the product is a good one. Call on students who raise them repeat.
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their hands to tell why they think it’s good. Then have
students think about whether they’d give Bharat money to
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help him set up his business. Ask What would be a reason

to invest? or not to invest? If you were Bharat, how would you
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persuade reluctant investors to help you?

• Put students in pairs and read the directions aloud. You
might help students get started by suggesting one reason
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to invest and one reason not to. After several minutes have
passed, tell partners to switch roles and repeat the activity.
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• When they’ve finished, have pairs write down their best

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ideas for and against investing and share them with the
class. If time permits, you could have pairs use their notes
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to write a short skit to perform for the class, with one

partner taking the role of Bharat and the other, the role of a
potential investor.

WRITING
5 Give students a couple of minutes to read about the two 8 Ask for a show of hands from students who would invest
Kickstarter projects. Ask if there’s any language they don’t in the i-save and then from those who wouldn’t invest.
understand and explain it. You may want to explain what a Choose a student to explain what she or he likes about it.
laser cutter is (a machine that uses a laser to cut materials) or Then choose someone who voted not to invest and ask the
what fair-trade refers to (the term refers to a movement that student to explain why.
promotes fairness in international trade). Pair students and • Have partners discuss. When they’re finished, ask Would
have them read the activity directions. anyone change their vote to invest or not based on their
• Each student (or pair) should think of reasons to support discussions?
his or her project. Tell students to include some negative
questions they could ask as part of their persuasion strategy. 9 R
ead the directions. Tell students that following the model
They should also think of some reasons not to invest in their for the product they choose will help them plan their
partner’s project. writing. Remind them of the characteristics of the model
by reading out / pointing to the pointers at the back of the
6 Read the activity directions and ask students to read the text book and the Useful language box on p. 31. Remind them to
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on p. 149. Set a time limit or read it aloud as students follow use the persuasive language they’ve learned.
along. Have students review the activity directions and read • Put students in pairs and tell them to talk about or plan their
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the article again. Then have them discuss with a partner article, giving each other feedback on their ideas.
what they think about each numbered point and why. Call • When students are finished planning, assign the actual
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on partners to share their ideas with the class. writing as homework or set a time limit to do it in class.
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Activity 6
10 Read the directions. Put students into groups to present
1 The aim of the article is to inform people of a new
their articles. After each student finishes reading, allow the
product and Kickstarter campaign; to try to persuade
them to support Mason’s Kickstarter campaign.
c rest of the group to ask questions or make comments about
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the article. Encourage students to point out what they think
2 The nightmare is losing your USB and work (and having
is well done and to make suggestions about things that
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to explain it to a teacher / boss).

need improvement. Remind group members to be polite
3 The business is creating and selling a piece of software
and not to interrupt the presenter or one another as they
to automatically save work to the cloud when you save
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comment.
it to a USB.
• Optional As an alternative, you could do this as a whole
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7 Explain the task and read the activity questions aloud. See class activity, with students taking turns reading their articles
if pairs can answer them without rereading the article. After to their classmates. Allow time for questions and comments
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pairs have answered all four questions, have them reread after each one. When everyone has presented, the class
the article and review their answers. could vote on which product to invest in.
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• Call on different pairs to give their answers. Discuss • Following presentations to groups or the whole class,
questions and answers as a class. tell students to rewrite their articles, taking into account
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the feedback they received from classmates.

Activity 7, Suggested answers:
1 The article grabs your attention by asking a have
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you ever question to facilitate / simulate a shared Writing Strategy Learn useful chunks for writing
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experience. Learn the phrases in the Useful language box and use
2 The article tries to persuade you to continue reading them when writing similar types of texts. It’s normal to
by telling you that it will provide a solution, but not use standard phrases and style when writing. It helps
exactly what. readers understand your intention when you’re not
3 The factual information comes from Mason himself there to explain what you mean!
and from the Kickstarter page.
4 The purpose of the final paragraph is to provide
a reason / “moral” for the article or some other
comment which refers us back to the first paragraph
and the headline.

5 Work in pairs. Read about two other Kickstarter projects. Choose one each and
try to persuade each other to invest. Answers will vary.
The Possible Project is an after-school program that teaches teenagers, mainly from
low-income families, the skills to be entrepreneurs. The project has been running
for several years and has trained over 250 students. The team wants to raise money
for a laser cutter so that students can make a variety of products quickly.
Hendrik Reimers is a German chocolate maker. He has set up a chocolate-
making company, Fairafric, in Ghana. By producing the chocolate bars in their
own country, rather than only exporting cocoa beans, people in Ghana can earn
over 25 percent more—even compared to fair-trade chocolate. The money
raised will help fund production, packaging, shipping, and distribution.
WRITING A persuasive article
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6 Read the short article on page 149 and find out: Useful language
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1 what the aim of the article is. Getting people’s attention
2 what the nightmare is.
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• Have you ever wanted to…?
3 what the business is. Well, now you could have the
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7 WRITING SKILL Getting people’s attention opportunity.
• Have you ever wondered…?
Work in pairs. Look at the article again and answer the questions.
c Well, now scientists have discovered
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1 How does the article grab your attention? the answer.
2 How does the article try to persuade you to continue reading? • Have you ever dreamed of…?
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3 Where does the factual information come from? Well, that’s exactly what happened
4 What is the purpose of the final paragraph? to…!
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• Have you ever…? Well, all that

8 Would you invest in the i-save? Why? Discuss with a partner. Answers will vary. could be a thing of the past, thanks
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to….
9 Using the product you chose in Activity 5, a product you have heard about
• Do you think…? Well, think again!
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recently, or something you invented yourself, write an article to explain the

product and encourage people to invest or find out more about it. Answers will vary.
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10 Work in groups. Share your article. People in your group should ask you
questions or share comments about your article. Answers will vary.
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3 Faster, Higher,
Stronger
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c
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• describe athletes.
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• read about the lengths countries will

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go to in order to host the Olympics

and do well.
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• learn about small changes that can

make big differences.
• watch a TED Talk about how athletes
are improving.
• write and carry out a survey.

3 Faster, Higher,
Stronger
Unit Overview Language note The unit title, Faster, Higher, Stronger, is the
motto of the Olympic Games and comes from the Latin phrase
In this unit, students will talk about athletes and athletic
Citius, altius, fortius. The motto is meant to express the ambition
performance and how sports have changed over the years.
of the Olympic athletes to perform to the best of their abilities.
Students will learn about the cost to cities of hosting the
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Olympic Games, and about different countries’ approaches to Warm Up
training athletes to compete at the highest levels. They’ll also • Introduce the unit theme by telling students they’ll be
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learn some interesting facts about what really contributes to discussing athletes and athletic performance and learning
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the ever-improving performance of elite athletes. different ways to talk about sports and athletes’ skills.
• Have students look at the photo. Read the caption aloud
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Students will consider how small changes can result in big
differences and how they can apply this strategy to their own and explain that range of emotions refers to the variety
lives. or different kinds of emotions shown on the faces of the
c people in the photo. Call on students to name some of the

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Finally, they’ll create and conduct surveys and learn how to use emotions they see expressed in the photo.
English to describe survey results. • Ask the following questions:
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1. Do you feel emotions at sporting events? Which emotions?

Unit Objectives 2. What do you think makes people so excitable at sporting
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Vocabulary events?
• Describing athletes 3. Do you feel strong emotions when you watch sports alone?
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• Vocabulary Building Synonyms in texts 4. Are you ever bored watching any sports? Why?
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Grammar
• Grammar 1 Determiners Resources
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• Grammar 2 Comparatives and superlatives

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Reading
• Olympic Gold
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TED Talk
• David Epstein: Are athletes really getting faster, better,
stronger?
Pronunciation
• Linking words together in fast speech
Speaking
• Introducing main findings
• Introducing other points
Writing
• A survey

Unit 3 Faster, Higher, Stronger 32a
3A Incredible Achievements
VOCABULARY • Review the answers as a class, calling on different students
to read each item aloud. Write the item numbers and
1 Have students look at the photo on p. 32 or project it using answers on the board. As you write, ask the class questions
the Classroom Presentation Tool. Ask for a show of hands about the new vocabulary, such as What other kinds
from students to see who’d like to be in a crowd like this. of medals can you win?
Choose one person to explain what they’d like about it.
Choose someone who didn’t raise their hand and ask why 4 Think of two or three people you could describe to the
they wouldn’t like being in such a crowd. class, using phrases from Activity 2. Make sure at least one
• Put the class in groups to discuss questions 2 and 3 for of the people doesn’t play sports in order to model ideas
a few minutes. Wrap up the activity by asking several for students who aren’t interested in sports, and maybe also
students to share their groups’ responses to the questions. choose an athlete you think the class won’t know.
• Explain the task and then describe the people you chose.
2 Tell students they’re going to learn words and phrases used to Highlight the words from Activity 2 either by writing them
on the board as you say them or slowing down and drawing
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talk about people who play sports. Read the directions aloud,
and then read item 1, pausing briefly after each option. Say He attention to them as you speak.
has incredible awareness / he has very energetic / • Give students sufficient time to choose people and phrases
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he has great technique / he has a real passion for the game. Hmm. to describe them. Suggest that they make notes with each
person’s name and key words to use as they talk. When
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Ask Which do you think sounds wrong? Either wait for someone
to volunteer or call on a student to answer. they’re ready, tell students to stand up and share their
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• Put students in pairs to complete the activity. Tell students descriptions with a classmate. Have them walk around and
to use a dictionary if they need to. Monitor students as they change partners two or three times, or do the task in groups.
work, noting words and phrases they look up, ask you about, • To conclude the activity, retell some interesting things you
or underline. Focus on these in feedback. c heard as students shared their descriptions. Give feedback
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• When most pairs have finished, tell them to compare on how well they used the new vocabulary and also teach
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answers with another pair and to help one another with any new language that came up. Correct common errors
any unfinished items. Go through the answers by asking you heard. (You may want to tell students to save the notes
they made, as they can use them again later for Activity 15.)
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different students to read the phrase that doesn’t fit aloud.

Write the item number and incorrect phrase on the board.
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• Ask questions to check students’ understanding. For example, 5 This activity introduces some of the unit themes. Do it here
ask If you’re a soccer player, what do you need to be aware of? or leave it as a warm-up for Listening on p. 34.
• Read the activity question and directions. Ask students to
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What’s a great technique to learn for tennis? for basketball?

think about changes over the last several years, or since they
were much younger. Give them two minutes to think of at
Exam Skill Learn collocations and chunks
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least two changes in each category on their own.

Another reason to learn collocations and common chunks
of English words rather than single words is that being
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able to recognize common combinations of words helps Expansion

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you read more quickly, and improves your listening skills. Tell students to think of verbs that collocate with
the different nouns in the collocations, such as raise
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awareness (instead of incredible awareness), practice a

3 Tell students you’re going to check that they paid technique (instead of great technique), and so on.
attention to the language in Activity 2. Have them cover
Activity 2 with a piece of paper or a book. Then call on
a student to read both sentences in item 1 of Activity 3
aloud. Tell the student to say blank when he or she gets
to the blank line in the first sentence. Then have the
whole class call out the word that best completes the
first sentence. (attitude)
• Then tell students to see if they can fill in the blanks in
the other items without looking at Activity 2. Go around
and check how well students are doing. When most
students have finished, have them compare answers with
a classmate.

33a Unit 3 Faster, Higher, Stronger
3A Incredible Achievements
VOCABULARY Describing athletes
1 Work in groups. Look at the photo and discuss the questions. Answers will vary.
1 Would you like to be in a crowd like this? Why?
2 Which sport do you think they are watching? Is it popular in your country?
3 Which are the most popular sports in your country? Do you like them? Why?
Do you know any famous people who take part in them?
2 Work in pairs. Choose the option which cannot complete the sentence.
1 He has… incredible awareness / very energetic / great technique / a real passion for
the game.
2 She’s… a very skillful player / a really great attitude / a forward / a positive role model.
3 She won… a great goal / silver at the Olympics / the world championship / a
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gold medal.
4 He scored… an average of 20 points a game / 300 goals in his career / the most
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last season / the race.
5 He set a new / He won the / He holds the / He smashed the old… world record.
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6 She captained / She was the star of / She competed / She played a key role on…
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the team.
3 Complete the sentences with words from Activity 2.
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1 Everyone on the team has a really great attitude . They always fight
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right to the end of the game.
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2 She still holds the world record she set 30 years ago.
3 When I was younger, I won a gold medal in the 400 meters.
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Sports fans experience a 4 He has incredible awareness . He can anticipate the other players’ moves
range of emotions as they and create opportunities for scoring.
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watch an event. 5 He was a key player in their success, but he never captained the team.
6 I’ve always had a real passion for wrestling.
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7 She’s competed in four Olympics and won two golds, one

silver , and one bronze.
8 He scored the winning goal in the last World Cup final.
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4 Choose five phrases from Activity 2 to describe an athlete, a friend, and a

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family member. Then tell your partner about the people you thought of.
Answers will vary.
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My favorite soccer player is Pierre-Emerick Aubameyang. He has incredible

awareness and scores some amazing goals.
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I think my big sister is a positive role model for me. She has a great attitude
and never gives up.
5 MY PERSPECTIVE
How do you think sports and athletes have changed in your lifetime? With a
partner, discuss changes in these categories. Answers will vary.
• fame / celebrity status
• equipment
• achievements

Unit 3 Faster, Higher, Stronger 33
LISTENING GRAMMAR Determiners
6 Listen to four people explain why they admire certain 9 Complete the information about the functions of
athletes. As you listen: 11 determiners using these words.
1 find out where each athlete is or was from. articles demonstratives possessives quantifiers
2 find an example of something each athlete won.
Determiners are words used before nouns. They have two
7 Listen to the four people again. What does each person main functions:
say about the following? 11 Answers will vary.
• They show which noun we mean, using
(1) articles (the, a[n]), (2) demonstratives
1 275 times
(this, that, these, those), and (3) possessives
over 150 (my, your, his, her, its, our, their).
eight or nine out of ten • They show how much or how many of something there
is, using (4) quantifiers .
2 popular
10 Look at the Grammar box. Underline the determiners
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Italian
in the sentences.
celebrations
Determiners
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3 videos a That year, Susi won the women’s singles.
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personal problems b Ask any Indonesian of his generation.
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a great lesson c He won many medals, including one gold.
d Without him, fewer people would watch motorcycle
4 her future husband road racing.
c e We’d never won any gold medals.
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introduced
fought
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and practice.
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8 Work in groups. Discuss which of the four athletes you

think achieved the most. Explain your ideas. Answers will vary.
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Valentino Rossi (left) attempts

to overtake Maverick Vinales
during a race at the Motorland
Aragón Circuit in Alcañiz, Spain.

34 Unit 3 Faster, Higher, Stronger
LISTENING
6 11 Tell the class they’re going to hear four people • Have students listen again and check their answers. Repeat
talking about their sports heroes. Say Listen and find out where the process of reviewing the answers one at a time and
each athlete is from, and at least one thing each person has won. replay the track (if necessary), telling students to focus on
Play the audio track once straight through as students listen the areas of uncertainty. If students still disagree, play the
and make notes. Remind them of the task you gave them; track again and stop at key points.
then have students compare their answers with a partner.
Exam Skill Think about what you already know
• Review the answers as a class. Where everyone agrees on an
answer, write the athlete’s name, nationality, and award on With listening and reading texts, you’re often given a
the board. short description of the text or a headline. Before you
start, think briefly about what you know about this
Activity 6 subject. When you’ve answered what you’re sure of,
1 3 if there are any questions that you’re unsure of, think
1 Mia Hamm; United 1 Joaquín Capilla; Mexico again about what you know about the subject. Your own
States 2 Olympic medals for knowledge may help you to at least make a good guess.
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2 Olympic and World Cup diving
medals 4 8 Before you put students into groups, tell them to think
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2 1 Susi Susanti; Indonesia about which of the four athletes has achieved the most or
1 Valentino Rossi; Italy 2 gold medal for to make a list of the four, ranked from 1 (achieved the most)
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2 Nine-time MotoGP badminton to 4 (achieved the least). Then group students to discuss
World Champion and decide on the best achiever.
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• Alternatively, take a vote on each athlete. Ask Who would
7 11 Read the directions aloud. Have students read vote for Mia Hamm as the greatest of the four? After each one,
the words and phrases in the chart and check that they
c ask individuals to explain why they chose that person. Then
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understand them. Tell students that you’re going to play ask another student to say why they didn’t.
the audio track again. Say Listen to find out what is said about
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each word or phrase in the chart. GRAMMAR Determiners

• Read the activity directions again and tell students to
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compare their ideas in pairs. 9 Warm up Give students a minute to fill in the blanks in the
• Call on students to say what they think an answer is (have two sentences with terms from the box. Point out that the
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two students give their answer, especially where you noted words in parentheses will help them figure out the correct
differences). Where students agree, write the answer on term. Then go through the answers with the whole class.
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the board. When they disagree, ask students to justify their

10
You can either ask students to work on their own to
different answers, but don’t yet say who is correct. Instead,
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put a question mark on the board. underline any determiners they see in the Grammar box
sentences and then check the answers with the whole class,
or do it as a whole-class activity. Call on different students to
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1 Mia Hamm played for her country 275 times. read sentences a−e aloud and identify the determiners.
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Mia scored over 150 goals for her country. At this point, have students complete Activities 1–3 on
She was always an eight or nine out of ten performer.
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p. 133 in the Grammar Reference section. You may also

2 Valentino Rossi made MotoGP more popular. assign these activities as homework.
Both the speaker and Valentino are Italian.
Rossi’s celebrations are really entertaining.
3 The speaker watched videos of the diver with his
coach.
Joaquín Capilla overcame a lot of personal problems.
Joaquín serves as a great lesson about what you can
achieve in sports and in life.
4 Susi Susanti’s future husband won the men’s gold
medal.
The IOC introduced badminton as a new sport in 1992.
(This was lucky for Indonesia.)
The speaker admires the way Susi always fought right
to the end.
11
Read the first sentence aloud and pause at each blank to elicit 14
Tell students they’re going to read about another sports
the missing word. Ask Who knows the missing word? (a, the) hero. Say Look at the text. Notice the blanks. As you read, think
• Have students work in pairs to do the rest of the sentences. about what word might go in each blank, but don’t fill it in yet.
Review the answers with the class. As you check, you could You’ll have time to fill it in later.
ask students to identify the function of each determiner. Ask, • Give students a couple of minutes to read through the text
for example, In sentence 2, how does her help you understand and find out (1) who the person is, (2) what his sport was,
what country is meant? Does her show possession or close and (3) what his achievements were. When they’re finished
relationship, does it point out a particular place, or does it show reading, ask different students to give an answer to each
quantity? (shows close relationship) of the three questions. Then have students fill in the blanks
with determiners, as they did in Activity 11. Review the
12
Explain the task and read sentence 1 aloud, first with no, answers as a class.
then with any. Ask Why is no wrong here? (When you have
a negative sentence beginning I don’t like, you can’t use no; 15
Tell students they’re going to plan a short presentation
you have to use any.) Then put students in pairs to work on about the people they talked about in Activity 4. Have
the other sentences. students consult the notes they made previously and
• Go around the class to see if there are any particular expand on them by adding more details. Students can
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problems. When the first pairs have finished, ask them choose new people if they prefer.
to change partners and discuss, but start from number
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8 and work backwards. Stop the class when the first pair 16
Model the activity by presenting your own sports hero.
has finished. Review the answers by randomly calling on When you finish, prompt students to ask you two or three
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students from different pairs. follow-up questions. Then put students in groups to take
turns talking about the people they made notes about in
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Activity 12, Suggested answers: Activity 15. Remind students to ask one another questions
1 When you have a negative sentence beginning I don’t about each person.
like, you can’t use no. You have to use any.
c • As the students talk, take notes on areas of good language
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2 Hardly any is followed by a plural countable noun, not use, errors in pronunciation, or other ways the talk could
a singular noun. be improved. After each person finishes, let the class
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3 Junk food is uncountable, so we have to use (very) little. ask questions and encourage students to offer polite,
We only use (very) few with plural countable nouns, constructive criticism.
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like very few burgers.

4 Places is a plural countable noun, so we have to use
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(not) many. With (not) much, we use uncountable

nouns.
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5 People is the plural of person, so we have to use (quite

a) few. We use (a) little with uncountable nouns.
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6 Money here is uncountable, so we have to use (so)

much. We use (so) many with plural countable nouns.
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7 We only use of if the noun that follows is used with

the, so we could say most of the people I know—or just
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most people I know.

8 Every is followed by a singular countable noun—every
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minute of every day, etc.
13
Read the directions aloud. Call on a student to model the
activity for the class by having him read corrected statement
1 in Activity 12 and then the sample text in blue for that
statement. Call on another student and have her model with
statement 2.
• Put students in groups to take turns reading statements
and then responding to them by either agreeing or saying
a new sentence that is true for them. Have students keep
taking turns until every student has responded with a new
sentence.

11 Work in pairs. Complete the sentences with determiners. 13 Decide which sentences you agree with in Activity 12.
Then discuss. Change the sentences that you do not agree with.
Share your ideas in groups. Answers will vary.
1 She used to be a forward on
the US women’s soccer team and she’s Number 1 isn’t true for me. I like some sports. I’m really
one of the most successful soccer players ever. into basketball and baseball.
2 She played for her country 275 times Number 2 isn’t true. Lots of athletes from my country
and scored 150 goals. No man has ever have won medals!
managed that! 14 Complete the biography with one word in each blank.
3 Not many people can claim to have made
a sport popular more or less on their own. Yao Ming is (1) a retired professional
4 He has no ego problems and basketball player. He stopped playing a (2) few
a great personality. years ago, but he’s still one of (3) the most
5 My coach has shown me some videos famous athletes in China. I have a (4) lot / number
of Joaquín when he was at his best. of great memories of watching him play. He spent
6 She always fought right to the end, even (5) many / several years playing in the NBA in North
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when it seemed there was no / little hope. America, which was amazing because (6) no
Chinese player had ever done that before—and (7) hardly
12 Work in pairs. Look at the corrected sentences. Discuss any have done it since. (8) Most ,
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why you think the original sentences were wrong. if not all, Chinese people know him and are very proud
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1 I don’t like no any sports. of what he achieved. He’s instantly recognizable because
2 Hardly any athlete athletes from my country has have ever he’s 7 feet 6 inches tall. He made (9) every
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won an Olympic medal. other player in the NBA look small in comparison! In the
3 I think I’m pretty healthy. I eat very few little junk food. end, though, he had a (10) lot / number of injuries that
ended his career.
4 There aren’t much many places near here where you can
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exercise outside.
15 Think again about the people you chose in Activity 4.
5 A little few people I know are crazy about sports.
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6 I don't think it's right that some athletes earn so many Make notes about their lives, achievements, and why you
much money. admire them. Answers will vary.
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7 Most of people I know have no interest in soccer.

16 Work in groups. Tell each other about the people you
8 I try to exercise every weekends weekend if I can.
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wrote about in Activity 15. Ask each other more questions.

Answers will vary.
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3B Is the cost of coming in first too high?
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Fireworks explode at the opening
ceremony of the London Olympic
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Games in 2012.
OLYMPIC GOLD hi
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VOCABULARY BUILDING 5 They helped to set up a program that promotes

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excellence in sports.
Synonyms in texts
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They helped to establish a system that

Writers often use words or phrases with similar promotes excellence in sports.
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meanings to make their work more interesting and to 6 Children are chosen as potential stars.
avoid repetition. Children hope to be selected as potential stars.
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Countries competing to host the Olympics will often spend 2 Work in pairs. Rewrite the phrases using synonyms.
huge amounts to hold the 16-day event. prove to have talent—prove to have a natural ability
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1 achieve their targets

1 Complete the sentences with these synonyms. Use a
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2 core principle
dictionary, if necessary. 3 got its highest ranking
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establish funding hold 4 linked to success

selected sums top 5 tackle the challenges you face
1 Countries compete to host the Olympics. READING

Countries spend huge amounts to hold
the 16-day event. 3 Work in groups. Which of these statements do you
2 Hosts spend huge amounts. agree with? Answers will vary.
Hosts invest large sums of money. 1 The most important thing is not winning, but taking part.
3 They have programs for elite athletes. 2 Hosting the Olympics is a waste of money.
They support top competitors. 3 In sports and in life, you get what you pay for.
4 There is money to help develop successful athletes. 4 Increasing participation in sports at low levels could help
This funding is directly linked to success. tackle health and social challenges.

3B Is the cost of coming in first too high?
VOCABULARY BUILDING Synonyms in texts • Call on different pairs to give their ideas. If they are correct,
write the number and phrase on the board. You might also
Warm up Do one of the following activities:
ask for alternatives or give some yourself. You might need
• Put students in groups and ask them to create a list ranking to correct some of the students’ suggestions. For example,
the group members from the biggest sports fan to the if students used a thesaurus for a word that has many
person who likes sports the least. synonyms, they may have chosen one that doesn’t collocate
• Create a mind map on the board for the Olympics. Start as well as others.
by putting the Olympics in a circle at the center of the
diagram. Ask students to think of categories connected to Activity 2, Suggested answers:
the Olympics. Write these around the center circle. Then 1 meet their goals / meet their objectives
have students in groups (or as a class) brainstorm as much 2 basic belief / key theory
as they can remember about the last summer or winter 3 achieved its best position
Olympics. After a few minutes, get ideas from the students 4 related to achievement / connected to
and build up the map. Look for opportunities to introduce accomplishment
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new language connected to students’ ideas. 5 try and deal with the problems you have / tackle the
issues in front of you
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1 You can use the book or have students close their books
and write the following sentence on the board: Countries
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Study Tip Learn synonyms
competing to host the Olympics will often spend huge amounts Many comprehension test items work by matching a
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to hold the 16-day event. word or phrase in the question with a synonym in the
• Underline to host Ask students if anyone can find a synonym text. So when you learn vocabulary words, you might
for this verb in the rest of the sentence. (hold) Underline the want to write down the definition in English or include
Olympics and ask what other way this is referred to in the
c a common synonym. However, be careful when using
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sentence. (the 16-day event) You could also ask students synonyms in conversation and writing! Words with
if they can think of other ways to say host or the Olympics.
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similar meanings may be used slightly differently,

Students might suggest put on, conduct, run, operate; the sometimes in different collocations.
games, tournament.
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• Ask Why do people use synonyms like these? Then read the
explanation in the box on p. 36 aloud. Read the Activity
READING
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1 directions aloud. Then call on a student to read item 1

3 Read the activity directions. Call on different students to
aloud and fill in the blank. (hold) Have students do the other
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read the statements aloud. Give the class several minutes

items individually, using a dictionary if necessary.
to think about them. Then put students into groups. Say
• While they work, note words they look up, ask you about,
Discuss the statements in your groups. Tell whether you
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or underline. Review the answers by having different

agree with them or not. There’s no right or wrong answer.
students read the sentences aloud. Write the numbers and
Give your opinion and support it with information using your
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synonyms on the board. As you write, ask questions such

background knowledge of sports and the Olympics, and your
as What other things can you establish? What sources might
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personal experience. Remind students to listen politely to

funding come from? You might also ask if they see any
everyone’s opinions.
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other pairs of synonyms in the sentences. (amounts/money,

• When groups are finished discussing, ask Did any groups
athletes/competitors)
reach a consensus on any of the statements? Have groups
respond.
2 Write prove to have a natural ability on the board. Ask
students if they can rewrite this using different words.
Students may read out the example in the book. Then
ask if they know a synonym for prove (show). Rewrite the
sentence, pointing out how you can’t say show to have, so
sometimes you have to add words, too: show they have a
natural ability.
• Put students in pairs to rewrite the activity phrases. Tell
them they should make at least one change in each phrase.
Allow them to use a dictionary or an online thesaurus if they
need help.

4 Warm up Tell students they’re going to read a text about the CRITICAL THINKING Supporting arguments
Olympics. Set a time limit of two minutes and ask students to
find out the answers to these two questions: Which country is 6 Write this fact on the board: Forty percent of the funding for
the main focus of the article? Is the author in favor of spending UK athletes comes from money raised by the National Lottery.
money on the Olympics? Don’t use the recording of the reading Ask students if they think this supports the idea of spending
for this activity, as it will give away the answers to Activity 4. money on the Olympics, undermines it, or is irrelevant. Take
• When students are finished reading, repeat the two questions students’ responses. (Some may argue that if the money
and have students call out the answers. (China, no) Notice doesn’t come from taxes, it’s a good thing. Some may feel
any disagreement. Choose individual students to explain their it’s irrelevant because the money could still be spent on
answers, using evidence from the reading. Confirm answers. something else.)
Reading strategy Skim for the general idea • Explain to students that information is sometimes chosen—
or ignored—in order to build an argument or support
When we skim, we read quickly to understand what a
an opinion. Ask What are the best, or strongest, kinds of
passage is generally about, and to take note of certain
information to use to support an argument? Discuss with the
key information. To skim, read the title, the first sentence
class that facts (information that can be proven to be true),
of each paragraph, and any section headings. Allow your
statistics, the opinions of experts, and personal experience
eyes to look quickly at content words (nouns, verbs,
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provide solid evidence to support an argument. Explain
adjectives). Also look at photos and read the captions.
that good readers should accept what a writer says, but
When practicing this strategy in class, set a time limit
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also find out if other facts support or contradict the writer’s
so that students develop the habit of reading quickly.
argument.
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• Read the Activity 4 directions aloud. Make sure students • Put students in pairs or groups. Tell them to discuss the
other facts listed in Activity 6.
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understand the task. Have them read the answer options,
then do the first item together. Read the first paragraph of • Go around and observe students as they discuss. Provide
the article aloud, or at least the sentence before the first assistance as needed. Then go through the items one by
blank. Ask the class which group of words best fits the blank.
c one, asking students to give their ideas on each fact.
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Have students call out the answer.
• Don’t immediately say if the answer is correct or not, but 7 Tell students they’re going to debate the issue of hosting
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call on students to explain why they chose what they did. the Olympics in their country. Split the class into two
If the class doesn’t agree, make sure all students’ answer teams, one for hosting and the other against it. Divide
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suggestions are noted and explained by a student. Let each team into smaller groups to brainstorm ideas for two
students debate and see if they can persuade each other. or three minutes.
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Finally, confirm the correct answer and make sure students • Appoint one person in each group to be a secretary
understand why it’s b. (Although the paragraph opens with and write down the group’s ideas.
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one quote, the last sentence indicates that the message of • Reassemble the two teams. Give the members of each team
that quote has been replaced by a different message.) matching numbers: 1, 2, 3, 4, and so on. Then ask both 1s to
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• 12 Tell students to read the rest of the article or play sit together, both 2s to sit together, and so on. Tell students
the audio track. Have students fill in the rest of the blanks. to debate and try to win their partner over to their side of
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Review the answers in the same way as above. the argument.

• Circulate as students debate, helping and refereeing as
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5 Ask different students to read one or two questions from necessary. Stop the exercise when things begin to quiet
Activity 5 aloud. Give your own (ideally true) answers. Then down. Have individuals from both sides sum up their
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put students in pairs to ask and answer the questions. strongest arguments. Then have students vote for or
Circulate and provide assistance as needed. against hosting the Olympics.
• When a few pairs have finished, stop the activity or have
students change partners. When enough pairs have finished,
call on students to share their ideas with the class.
Teaching Tip
One way to encourage more student talking is to
model speaking tasks for the whole class yourself. Here,
you could ask students to choose two questions from
Activity 5 to ask you; then give detailed answers that
are true for you. This helps students see that you expect
longer answers, allows you to recycle vocabulary, and
lets students get to know you better!

12 When Baron Pierre de Coubertin set up the six and nine, and are sent to special sports schools run
first modern Olympics in Athens in 1896, he declared by the local government, (3) e . Those
that “The most important thing in the Olympic Games who prove to have talent move on to a semi-professional
is not winning, but taking part; the essential thing in 30 schedule of four to six hours a day, five or six days a
5 life is not conquering, but fighting well.” These days, it week. Later, the top performers move on to provincial
can seem that this core principle has been forgotten, (1) training centers. Students there live and breathe their
b . sport and hope to be selected for their provincial team
(4) d . There are around 400,000 young
The hosting countries spend huge amounts of money 35 people in this system, whose main purpose is to win
to hold the 16-day event. Many of the countries taking glory for their nation. In the years before Beijing, it
10 part invest huge sums in programs for elite athletes. And accounted for a very large percentage of all sports
that money is not spent to come in fourth; the only thing funding.
that matters is having “the best Games” and winning
medals—preferably gold. In both sports and life, you tend to get what you pay for;
40 (5) a . China came in first in Beijing, and
The figures are enormous! Depending on who you ask, Great Britain got its highest ranking in over 100 years in
15 China spent 40 billion dollars on the Beijing Olympics and 2016. The question is whether this search for success at
Russia invested 50 billion in Sochi; the Rio and London
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all costs comes at the expense of investing in something
Games each cost between 14 and 18 billion dollars. In c
which is arguably more valuable: (6) .
terms of money for athletes, the UK spent over 400 million
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45 Seeing your team win can obviously lift your spirits.
dollars supporting 1,300 top competitors. This funding is
However, this feeling is only temporary, while taking
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20 directly linked to success: those who fail to achieve their
part in regular exercise and sports has been shown to
targets will have their funding cut and, in some cases,
have long-term physical and psychological benefits.
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completely removed. (2) f ! Given this, surely spending more money on increasing
Similarly, several years ago, China established a system 50 sports participation from the lowest levels up would be
a better way of tackling some of the health and social
known as Juguo Tizhi (“whole country support for the
elite sport system”) for developing athletes. Children are c challenges that many countries face.
25
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identified as potential sports stars between the ages of
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CRITICAL THINKING Supporting arguments

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4 Read about what some countries will do to host the

Olympics and do well. Complete the text with the
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phrases (a–f). Sometimes writers select information to support their point

a the more money you spend, the better the results of view.
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b overtaken by the other motto de Coubertin is known for:

“faster, higher, stronger” 6 Work in pairs. Read the facts below. Do they support an
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c local clubs and competitions; facilities for people to stay argument for spending money on the Olympics? Why?
healthy and play for fun
1 Six million dollars of the Beijing Olympics’ costs went
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d and then to be full-time professional athletes

toward sports. The rest included new subway lines, an
representing their country
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airport terminal, a light railway, and roads.

e where they train for up to 15 hours a week
2 The majority of Juguo Tizhi athletes retire from their sport
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f So much for the value of just “taking part”

without a formal education.
5 MY PERSPECTIVE 3 According to the Chinese National Audit Office, the
Beijing Olympics made a profit of 146 million dollars.
Work in pairs. Discuss the questions. Answers will vary. 4 Montreal took over 30 years to pay off its debts from
1 Would you like to participate in a system like Juguo holding the Olympics. Answers will vary.
Tizhi? Why? 7 A city in your country wants to host the Olympics. Divide
2 Do you know any schools that specialize in sports?
into two teams—one for and one against. In your teams,
Do you think they are a good idea? Why?
discuss the arguments you would give. Then debate the
3 Do you have to play sports at school? How much
issue as a class. Think about: Answers will vary.
importance is given to winning?
4 Have you seen any great sporting events? How did they • the impact on the local community.
make you feel? Why? • what would happen after the Olympics.
• alternatives to hosting the Olympics.

3C Getting Better All the Time
GRAMMAR Comparatives and superlatives
1 How much do you agree with this quote? Give examples to show how things
are better or worse now than they were in the past. Answers will vary.
“This is the best time to be alive—ever.” —TED Speaker Gareth Cliff
Comparatives and superlatives
a Bicycles have improved and become far more aerodynamic.
b There are many more people training today.
c Athletes are training harder and more intelligently than before.
d The running tracks used in the 1930s were not as fast as the ones today.
e The soft surface of old running tracks stole much more energy from athletes’
legs compared to modern tracks.
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f Usain Bolt is the fastest man in history.
g On average, elite shot-putters now are two and a half inches taller and
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130 pounds heavier than they were in the 1920s.
h The current hour record in cycling is only slightly better than it was over 40
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years ago.
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i The more money governments spend on athletes, the better the results.
c
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2 Look at the Grammar box. Read the sentences about how sports and athletes
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have changed. Answer the questions.

1 Which sentences use a comparative form with:
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• an adjective?
• an adverb?
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• a noun?
2 Which sentence uses a superlative adjective?
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3 Which sentence emphasizes that something is “less than”?

4 Which of the words in bold show a small difference and which show a
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big difference?
5 Why do we say many more people, but much more energy? What is the opposite
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of each of them?
6 Which sentence shows how one change causes another change to happen at
at
the same time?

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3 PRONUNCIATION Linking words together in fast speech
When one word ends in a consonant sound and the next begins with a vowel
sound, we often link the two words together when speaking.
I don’t do it as much… may sound like: I don’t do it as (tas) much…
If one word ends with a consonant sound and the next word starts with the same
consonant sound, we often leave out the first consonant sound.
…than it did last season may sound like: …than it did last season
Swimmers wear caps and body

a Read about linking words together in fast speech. Then listen to the
suits to help them move through sentences. Underline where you hear the links. 13
the water faster than other
competitors.

3C Getting Better All the Time
GRAMMAR Comparatives and superlatives At this point, have students complete Activities 4–5 on
p. 133 in the Grammar Reference section. You may also
1 Write the following on the board: This is the best time to be assign these activities as homework.
alive—ever. Then read the Activity 1 directions. Tell students
to work in pairs to make a list of things they think are better 3 PRONUNCIATION Linking words together in fast speech
these days than in the past, and a list of things that are • 3a Dictate the following two sentences:
worse now than in the past. I don’t do it as much as I used to.
• Take a vote to see what the class thinks. Say Hands up, I’m better at it than I used to be.
everyone who thinks this is the best time to be alive. Call on a • Say each sentence twice, quickly. Pause between each
couple of students for their ideas or some things from their sentence to allow students time to write. Don’t repeat the
lists. Then ask some students who did not raise their hands sentences more than twice. Then have students compare
to share their ideas. Write some of the ideas on the board— their sentences with a partner.
particularly any in which students used, or attempted to • Call on a student to read what he or she wrote. You can
use, comparatives. Write students’ exact words, even if they
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write it on the board or have the student come to the board
include mistakes. and write it. Correct any mistakes and show how they can
• Discuss as a class. Then go back and look at the things you occur when words are spoken together quickly.
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wrote on the board. Guide students to correct any mistakes • 13 Have students read the explanation in the box or
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in the language or grammar. Highlight the language of read it aloud yourself. Make sure students understand how
comparison. Tell students they’re going to learn more about two words can sound like one when spoken quickly. The
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the grammar skill of comparing. words’ sounds are joined, or linked, together and shortened
or dropped altogether. Then play the audio and tell students
2 Tell the class they are going to look at some sentences
from the TED Talk they’ll watch later on. The sentences are c to underline where they think words are linked and sounds
dropped.
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about how sports have changed over the years. Either have • Put students in pairs to compare their work. You can either
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students read the sentences in the Grammar box silently, write and mark up the sentences on the board or just have
read them aloud yourself, or call on different students students repeat the sentences individually and chorally.
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to read a sentence each and correct any pronunciation To engage students further, have them say the sentences
problems. correctly as fast as they can.
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• Have students answer the questions in Activity 2 in pairs. • Point out that the accuracy of the answers is not as
You can either review the answers now or wait for them to important as practicing speaking English.
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read the Grammar Reference and then review the questions

as a class.
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Activity 2
1 comparative form with an adjective: a, d, f, g, h, i;
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comparative form with an adverb: c; comparative form

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with a noun: b, e, i.
2 f
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3 d
4 Words which show a small difference: two and a half
inches (taller); only slightly (better) / Words which
show a big difference: far (more aerodynamic); many
(more people); much (more energy); 130 pounds
(heavier)
5 Many is used with countable plural nouns such as
people; much is used with uncountable nouns such as
energy. The opposites are far / much fewer people and
far / much less energy.
6 i: the more money ... the better ...

• 3b Explain the task. Give three or four of your own (ideally • Have students compare their ideas with a partner. Tell them
true) examples. Then have students look at the eight to help one another express their ideas and then make notes
statements (in Activity 3a) and think about what they’ll say. for possible use later on. As feedback, find out what some of
Give them two minutes to do this. the changes students would make are, and how they could
• Call on one or two students to share a sentence with the contribute to a bigger change. If time permits, continue the
class. Ask one or two follow-up questions to find out why discussion as a class.
they are, for example, better at English than they used to
Activity 4
be, or how they know they’re better. Then put students into
groups to take turns sharing sentences and similarly asking The training program for British cycling was very
follow-up questions to find out more about each other. successful because it found lots of things which all made
• Monitor students’ interactions and note issues to revisit. a small difference to performance (such as washing hands
When a few groups have finished, call on students to so they wouldn’t get colds, choosing good pillows to
share sentences with the class. Provide feedback and, if ensure good sleep, etc.), but which added up to a lot.
appropriate, retell some interesting things you heard as The lesson it teaches us is that we should focus on small
students talked. targets we can achieve rather than setting a big target
which we fail at and that approaching things this way can
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Expansion then lead to more success.
Have students write sentences comparing their skills at
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sports, music, languages, school subjects, and so on, with 5 Read the directions. Then have students help you fill in one
those of friends or family members; for example, I’m better or two blanks. Say Number 1, what’s the missing word? (the)
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at math than my brother, My sister is more athletic than I Who can tell me why? (because it refers to a specific race, the
Tour de France) What about number 2? (much)
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am, My best friend dribbles a soccer ball faster than I do.
• Tell students to complete the summary. When most have
finished, have them compare answers with a partner. Check
Teaching Tip
c the answers by reading the text aloud; when you get to a
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You might hear interesting anecdotes that students tell blank, call on random students to say the word. Ask why or
while they’re working in pairs. It’s sometimes nice to draw attention to surrounding language that provides a clue
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share these with the class. One way is to ask students to the answer. Write the numbers and words on the board.
to retell these experiences. However, students may get
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nervous in front of the whole class, not speak clearly or 6 Read through the three activity options with your students
loudly enough, or make mistakes so that others don’t and make sure they understand each one and that they are
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fully understand. Instead, you can retell the story. Start to choose only one of the three. Before students decide, give
by saying I heard a great story from Cristiano. He said he,… some further explanation.
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and so on. You might write some useful language on the • For the first two options, tell students they’ll need to revisit
board as you tell the story (whether the student used Activity 1 on p. 38. If they were intrigued by the quote,
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those words or not). You might also invite the class to ask either agreeing or disagreeing with it, they may want to
the student some questions to clarify points or get details. tackle the essay. For the second option, they should review
the lists they made and make any necessary changes in the
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vocabulary and especially the grammar, making sure to use

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4 Tell students they are going to read about a successful comparatives correctly. You might want to provide sample
sports program and the lessons it may have for life in statements to help students, such as One way life is better
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general. Ask students to read the whole text to find out what today is that rivers are not as polluted as they were in the past.
the lessons are and how they could work in their own lives. • For the third option, students may want to work with the
Say Think about what small changes you could make in your same partner they worked with for Activity 4. Tell them to
life that might make a big difference? work together to come up with two or three small changes
for each of the four goals. Remind them to explain how the
changes would lead to the goals. Circulate as students work
and provide assistance as necessary.

1 I’m better at it than I used to be. 5 Complete the summary in Activity 4 with one word in
2 It’s the best thing I’ve experienced in my life. each blank. Compare your ideas with a partner.
3 I don’t do it as much as I used to.
4 It’s a lot more popular than it used to be. 6 CHOOSE
5 It’s a bit more difficult than it was in the past.
6 It’s far easier than it was in the past. Choose one of the following activities. Answers will vary.
7 I’m not as good at it as I’d like to be. • Write a short essay on the question in Activity 1. Use
8 They’re doing worse than they did last season. comparatives in your response.
b Work in groups. Replace it in each sentence to make • What is better now than in the past? What is worse? Make
sentences that are true for you. Answers will vary. lists of five things that are better and five things that are
I’m better at speaking English than I used to be! worse. Use comparatives to explain the differences.
4 Read about how small changes made a big difference for • Work in pairs. How many small changes can you think
the British cycling team. How can small changes make of which would contribute to these big improvements?
big differences in your life? Explain how the changes will affect the final result.
- Improving the performance of a school’s sports team
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Between the Olympics in 1908 and 2004, the British cycling - Getting better grades at school
team won just three gold medals. No British cyclist had - Increasing people’s life expectancy in your country
even come close to winning (1) the world’s - Stopping global warming
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greatest cycle race, the Tour de France. Yet over the next
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twelve years, the British team won more than 25 gold
medals and had two winners of the Tour. How could the
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team perform so (2) much better?
The first thing was that cycling received a
On average, elite shot-
(3) lot more funding (4) than
c putters now are two and
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it had before and, thanks also to a new Olympic track in
a half inches taller and
Manchester, the team could train (5) more
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130 pounds heavier than

intensively. The coaches also began to focus on making they were in the 1920s.
small improvements in lots of areas. This was not just
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about training better and eating (6) more

healthily, but also included things like teaching the
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cyclists to wash their hands properly and finding the

(7) most comfortable pillow for them to use
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at night! (8) The cleaner their hands, the

(9) fewer colds and viruses the cyclists pick up,
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and the more training they can do. If they do not get as
much sleep (10) as they need, they may
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ride one percent (11) slower / worse the next day.

The more of these small improvements you can make,
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bigger / larger / greater

the (12) the difference compared
(13) to / with your competitors.
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With the recent successes in British cycling, there are

(14) many / far / a lot more people cycling in the country
than there used to be. Having a much bigger pool of
riders improves the chances of finding talented cyclists to
continue that success.
There is a lesson here for all of us. We often set big goals
which aren’t so easy to achieve when perhaps we should
focus on all the things we can do (15) slightly
better. Small changes can add up to a big difference.

3D Are athletes really getting faster, better, stronger?
“ We all have this feeling that we’re

somehow just getting better as a human
race… but it’s not like we’ve evolved
into a new species in a century.
DAVID EPSTEIN ”
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Read about David Epstein and get ready to watch his talk. 3.0
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Slowing down and stressing words 3 Work in pairs. Which of these sports do you do or watch?
Speakers will often slow down and stress words when they
c What equipment, skills, and physical attributes do you
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are contrasting two ideas. The surrounding language can need for each one? Answers will vary.
sound very fast.
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basketball cycling gymnastics soccer

swimming tennis track and field water polo
1 Look at the Authentic Listening Skills box. Listen to an
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extract from the TED Talk. Underline where David slows

down and stresses words. 4 Watch Part 1 of the talk. Guess what David is going to
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14
argue. 3.1 b
The winner of the 2012 Olympic marathon ran two hours
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and eight minutes. Had he been racing against the winner a The human body has evolved to be better at sports.
of the 1904 Olympic marathon, he would have won by b New records in sports are largely due to technology and
nearly an hour and a half. professionalism.
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c Sport is a natural part of human development.

2 Work in pairs. Underline the contrasts in the extracts.
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5 Watch Part 2 of the talk. Complete the summary with a

Then practice saying them aloud.
number, year, or measurement in each blank. 3.2
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1 Usain Bolt started by propelling himself out of blocks 1936

In (1) , Jesse Owens held the world record
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down a specially fabricated carpet designed to allow him

in the (2) 100 meters. If he had run more
to travel as fast as humanly possible. Jesse Owens, on the
recently against Usain Bolt, he would’ve finished
other hand, ran on cinders.
(3) 14 feet behind him. However, Owens
2 Rather than blocks, Jesse Owens had a gardening trowel
was competing in very different times, and modern
that he had to use to dig holes in the cinders to start from.
runners are greatly helped by technological advances.
3 …had he been running on the same surface as Bolt, he
Given the same conditions, Owens would have been within
wouldn’t have been fourteen feet behind—he would
(4) one stride of Bolt!
have been within one stride.
4 Rather than the last beep, Owens would have been the Technology also helped to improve the hour record that
second beep. Listen to it again. cyclist Eddy Merckx set in (5) 1972 by almost
5 Rather than the average body type, you want highly- (6) five miles, but after the rules were
specialized bodies that fit into certain athletic niches. changed in (7) 2000 , cyclists had to use the
same equipment. Subsequently, they were only able to go
(8) 883 feet farther than Merckx.

3D Are athletes really getting faster, better, stronger?
• Warm up Tell students they are going to watch a TED WATCH
Talk about the way athletes are able to push their sports
to new levels. Read the quote on p. 40 aloud and ask 3 Read the Activity 3 directions and the sports listed below them.
students to say what they think it means. Provide prompts, • Talk about the first sport with the whole class. Ask for a
such as Do you think athletes are in better physical condition show of hands: Who plays or watches basketball? Call on a
today than in the past? What might account for that? What student with a raised hand ask What equipment do you need
about better nutrition, and developments in materials and to play it? Continue asking questions: Does it help to be tall,
technology? short, fast, strong, a good passer? and so on. You could create
a web on the board about the ideal basketball player.
AUTHENTIC LISTENING SKILLS • Put students in pairs and have them discuss the other sports,
Slowing down and stressing words making notes about equipment, skills, and physical attributes.
Tell them they can use a dictionary if necessary. Go around
1 Read with the class the information in the box about how and check that partners are doing the task correctly and
speakers slow down when they contrast two ideas. Make provide assistance as necessary. When a couple of pairs have
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sure that students understand that contrast means “to show finished, have students change partners to compare notes
the differences between things.” and discuss any sports they haven’t yet covered.
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• You might want to create a chart on the board, for example,
Listening Strategy Listen for stressed words
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listing the sports in a vertical column, with Equipment, Skills,
When listening to fast speech, you may sometimes miss and Physical attributes as column heads. Then call on different
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words. Rather than become discouraged, focus on the students to share their notes on each sport with the class.
more understandable slower speech. Speakers tend to Record their information in the chart, or have students come
slow down and stress the most important points. Pay up and fill it in. Have the rest of the class make comments.
attention to these parts and you’ll get a reasonable
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Activity 3 Sample answers:
understanding of the whole talk.
basketball ball / net / court / height / ability to jump
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• 14 Play the audio and tell students to underline where

cycling bike / helmet
they think the speaker slows down and stresses particular gymnastics control / bravery / strength / muscles /
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gracefulness / somersaults
words or phrases.
soccer ball / trainers (soccer cleats) / uniform / shin
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guards / speed / awareness

2 Have students read the extracts. Check their understanding of swimming trunks / swimsuit / goggles / cap / height / strength
the language. Address any questions they have. They may ask tennis racket / touch / hand-eye coordination
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about the words and phrases below. Give a brief translation if track and field sneakers / running shoes (or spikes) /
you can. There’s no need for students to learn these words, but shorts / (starting) blocks / power / speed (or pace)
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it will help them when they listen to the whole talk. water polo swim cap / trunks / ball / ability to swim /
propelling himself: throwing himself height / strength
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blocks: equipment runners push off from at the start of a 4 3.1 Read the directions. Explain to students that based
on the introduction they’re going to watch, they should
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race; often called starting blocks (show or draw a picture)

choose which of the points they think will be the main idea
cinders: ashes; what remains after you burn something
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of the whole talk. Read the three choices aloud. Then watch
gardening trowel: a small tool for digging (show or draw a the section straight through.
picture; demonstrate using one) • Restate the task and have them compare their ideas with a
partner. Then take a vote. Say Hands up if you think it’s a; hands
stride: one big step when you walk (demonstrate)
up if it’s b; and so on. Ask different students to justify their
beep: a small sound or signal (make a beeping sound) answers and then either confirm the answer yourself (b) or play
niche: in this case, a highly specialized athletic activity the section again to resolve any disagreement.
• Have students work in pairs to decide what is being 5 3.2 Read the directions and have students look at the
contrasted and to underline the words that might be summary. Tell them you’ll play the video and that they
stressed to point out these contrasts. Then have them should complete the text with the missing number, year, or
practice reading the extracts and slowing their pace when measurement. Then play Part 2 of the video.
they get to the underlined words. When pairs have finished, • Have students complete the summary and compare their
call on several students to read the extracts aloud. answers with a partner. Then review each answer. Make
sure students agree before recording it on the board.

Teaching Tip 8 Vocabulary in context
One way to prepare students to watch a video is to do a • 8a 3.5 Tell students they’re going to watch some clips
first viewing with the sound off. Have students focus only from the talk. They’ll see new words and phrases and should
on the images on screen, and get them to think about choose the correct meaning for each. Then play the video.
what they’re seeing by asking some questions. Using this • 8b After students watch, put them in pairs. Read the
technique can help build background knowledge, allow directions and give them a few minutes to discuss items
you to preteach vocabulary, and prepare students to 1−4, which include the new phrases they just learned.
listen more successfully. Provide the students one or two of the examples you would
give. Ideally, these should be true.
• Now have pairs think of examples for the items. Go around
6 Have students look at the phrases in items 1−6. You might and help by correcting or giving them the English they
call on students to say what certain words and phrases need, noting points to include in your feedback. When pairs
mean, such as incentives, fame and glory, and radiator. Do are done, call on students to share their examples with
the same with the points, a−f, which they’ll hear David make the class. Correct any errors and give feedback about new
in his talk. language that came up.
• 3.3 Read the directions and play Part 3 of the video. Then
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have students do the matching activity. Circulate as students 9 Have students work in pairs to discuss questions about the
work and decide whether you need to replay the video. TED Talk. Read the questions aloud. Answer any questions
• Check the answers as you did for Activity 5. Write the
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students have about them. Give students sufficient time
numbers and letter answers on the board. to think of answers to the questions, to make some simple
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notes, and then to discuss their ideas with their partner.
• As an alternative, you may want to put students into groups
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Expansion
and assign a different question to each group member.
Have students discuss these questions in pairs or as a
When everyone is ready, have each student read his or her
class:
• Which sports generate the most money and why? c question to the group and answer it. Students can then
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discuss, asking and answering group members’ questions.
• Where does the money go?
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• What effects does money have on these sports? CHALLENGE

• You may want to have students suggest different popular
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7 Read the directions and have students look at the six sports and list them on the board. Then list some lesser
statements. Go over any potentially unfamiliar words, such known sports that students may want to consider. Read
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as electric shock, primates, endurance, the Matterhorn. the items to cover aloud and invite students to share any
• 3.4 Make sure students understand that they may relevant information they know. Write it on the board to
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not hear these exact words in the talk, but they’ll hear the give students some ideas.
same ideas, expressed slightly differently. If the content of • Remind students that they’ll have to do research in order to
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a statement is not covered at all, they should choose the find out all the required information. You can assign this task
option not stated. Watch Part 4 of the video. When the as homework or allow students time to do Internet research
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video ends, give students time to complete and review in class.

their answers and compare them with a partner’s. • You can have students report what they find out in groups,
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• Call on different students to stand, read a statement, and present their ideas to the class in the next lesson, or write a
short report with pictures or other graphics.
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give the answer—true, false, or not stated. If everyone

agrees, record the numbers and answers on the board as in
previous activities. If there’s disagreement, replay the video
and get students to agree on the correct answer.

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6 Watch Part 3 of the talk. Match what David mentions 8 VOCABULARY IN CONTExT
(1–6) with the points he is making (a–f). 3.3
1 high-jumpers and shot-putters f
2 digital technology c c meanings of the words and phrases. 3.5
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b Work in pairs and think of at least one example of:
3 financial incentives, fame and glory a Answers will vary.
1 a recent change or event that has affected people
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4 Michael Phelps and Hicham El Guerrouj e

5 the Kalenjin tribe b throughout the world.
2 someone or something that changed the face of
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6 a radiator d
your country.
a The move towards specialized types of bodies for
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3 two brands which are essentially the same.

particular sports accelerated. 4 an activity that has shrunk in popularity.
b Kenyans are the best marathon runners.
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c It made elite sports more available to a wider group
of people. 1 How much of David's talk was new to you? Was there
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d Some people might have long, thin legs because anything he said you already knew?
of evolution. 2 What were the three most interesting facts for you?
3 What do you think is the most important factor in
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e Swimmers have long torsos, and runners require

proportionately longer legs. improving results that David mentions? Why?
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f Specific groups of people have advantages for 4 Do you think all sports are better than they were in the
some sports. past? Why?
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7 Watch Part 4 of the talk. Are the statements true, false, CHALLENGE
or not stated? 3.4
Choose a sport you are interested in. Find out:
1 When a person gets an electric shock, it activates
• if it has changed in the ways David Epstein describes.
their muscles. T
• if there have been any other changes.
2 We only use a small percentage of our brain power at
• how the records today compare to 50 years ago.
any one time. NS
• why any changes have occurred.
3 We can train our brains to accept more pain. T
4 Primates are more suited to endurance than humans. F
5 Kílian Jornet was the first person to ever run up the
Matterhorn. NS
6 David does not expect Kílian’s record to be broken. F

3E Surveys
Useful language SPEAKING
Introducing main findings 1 Work in groups. The bar graph on this page shows the results of a survey into
The most surprising / interesting thing which sports people had done during the previous month. Discuss:
we found was that… Answers will vary.
• whether anything shown surprises you. If so, why?
You won’t be surprised to hear that… • why you think certain activities were more or less popular.
but one thing that was interesting • which results you would expect to be similar and different where you live.
was…
The main thing we discovered 2 Work in pairs. Discuss which claims are supported (S) and not supported (NS)
was… by the data in the graph.
(By far) the most popular… was… 1 One fifth of those surveyed used a gym in the month before the survey. NS
Introducing other points 2 Swimming and diving are the most popular sports. S
3 One in twenty of those surveyed played golf in the month before the survey. S
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Another thing that was interesting
was… 4 Just under five percent of those surveyed bike to and from work. NS
5 The popularity of certain sports may change depending on the season. NS
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Apart from that, we found that…
Some other things worth 3 Work in pairs. You are going to conduct a survey. Choose a question from below
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mentioning are… or think of one that interests you. Your survey should have at least six options.
Answers will vary.
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1 What activities have you done in your free time in the past two weeks?
2 What is your favorite type of movie to watch?
What sports have you participated 3 What subjects do you want to study in college?
in during the last month?
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4 Interview as many students as you can and take notes. Discuss your notes with
your partner. Then present the findings to the whole class. Answers will vary.
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Swimming
and diving
Health and
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fitness
WRITING A survey
Biking
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(recreation)
5 Work in pairs. Read the description on page 150 of the bar graph on
Soccer
this page. Answer the questions.
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Running 1 What extra information is included which was not shown in the bar graph?
2 Which part of the description expresses opinion rather than fact?
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Aerobics, yoga,
and dance 6 Passive forms are often used in reports. Complete the sentences using
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Biking (place the past participles of the verbs in parentheses. You will learn more about
to place)
passives in Unit 5.
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Golf
0 5 10 15 1 The graph shows the result of a survey conducted (conduct) at our
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Percentage of people school last month.

Source: UK Department for Culture, Media and Sport
Beach soccer is popular

on Ipanema Beach in
Rio de Janeiro.
42 Unit 3 Faster, Higher, Stronger SAMPLE COPY, NOT FOR DISTRIBUTION

3E Surveys
SPEAKING • Make sure students understand that they’ll need to think
of at least six options (more if they want) for their survey
• Warm up Tell the class they’re going to talk about surveys. respondents to choose from. As an example, ask the class to
Have students share what they know about them. Ask suggest six different types of movies. (action, science fiction,
questions, such as Have you ever conducted a survey, or comedy, horror, animation, musical, documentary, and so
answered the questions in someone else’s survey? What was it on) Write them on the board. Repeat for the other survey
about? What do surveys consist of? What kind of organizations topics, if necessary.
conduct surveys? Why do they conduct them? Are all surveys • Put students in pairs to decide on the subject of their survey
equally reliable? What might make one survey more reliable and the options to include. Try to put together students
than another? Take students’ responses and discuss as a class. who express interest in surveying the same question.
When it seems that all pairs have written down at least five
1 Tell students to look at the bar graph on p. 42. Remind them
options, stop them and tell them to add Other to their list of
that a bar graph is a kind of chart that is used to display
options.
statistical data, often collected from a survey. The data are
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displayed in vertical or horizontal bars. 4 Before students get underway, ask the class how they will
• Give students a couple of minutes to look at the chart. Check record the results and if people will be able to choose more
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that they understand what it shows. Ask What are the main than one option.
parts of the graph? (a question, names of different sports, • Say Now you get to conduct your surveys! Get students to
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percentages of people displayed as bars) Read the question move around the class in pairs to conduct their surveys.
at the top of the graph aloud. Ask Which sports have most of
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Remind them to ask each student they survey the same
the people surveyed done in the last month? (swimming and exact question. When most have finished, end the task and
diving) Then call on a student to describe in what order the tell students to sit down.
bars in the graph are arranged.
c • Have pairs add up the survey responses and calculate
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• Put students into groups. Read the Activity 1 directions. percentages. Have all the pairs who surveyed question 1 sit
Have groups discuss the activity items. Circulate and
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together, all who did question 2 to do the same, and finally

check that students are doing the task correctly and have those who did question 3 sit together as well. Tell each
notice mistakes, difficulties, or where they use L1. Provide group to compare their results. Have them consider reasons
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assistance as needed. they would give to explain the results and any implications
• At the end of the task, ask the class as a whole for their ideas
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there might be. Ask one person from each group to report
about the three questions. Have students with differing the group’s findings.
points of view explain why they think the way they do. Help
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where necessary. Finally, give some feedback about new WRITING

language that came up, and errors to correct (which you
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may have written on the board). 5 Tell the students they are going to learn to write a
description of a bar graph to report survey results. Have
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2 Read out the task and do the first item with the whole students read the model text on p. 150. Set a strict time
class. Read the statement aloud. Give students a couple limit or read it aloud as students follow along.
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of minutes to study the graph; then ask for a vote on who • Pair students. Read the questions aloud and have students
thinks the statement is supported by the chart, and who
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answer them together. Check answers as a class.

thinks it isn’t. Call on individual students to give their
reasons before confirming the answer. Write the number
Activity 5
and NS on the board.
1 The text includes information on the number of people
• Put students in pairs to discuss the four other statements.
who took part in the survey, how old they were, and
When most have finished, go through each statement, take
that 68 percent walked for health and recreation. The
a vote, and record the item number and answer on the
text also includes information on the time of year
board.
when the survey was conducted and reasons for not
3 Explain to students that they’re going to create and then participating in sports.
conduct their own surveys. Read the directions and the 2 The third paragraph expresses opinion rather than fact.
three survey questions. Tell student they’ll have to choose
one of the questions or come up with their own. For notes on Activity 6, see page 43a.

6 Tell students the passive voice is commonly used in reports Writing Strategy Using phrases in place of
of surveys. Ask students if they know why this is. (The focus percentages
of a survey is on the people answering the survey, not those
Simply citing numbers and percentages can make for
conducting it.) Remind students that in the passive voice,
a dull, uninteresting report, especially if students are
the subject of the sentence or clause receives, not performs,
making a presentation to classmates or to an audience
the action. You might also show how we often shorten
with interests other than math and statistics. Making
passive relative clauses by crossing out which was.
such a report interesting can be a challenge, but
• Have students complete the Activity 6 sentences with
presenting findings in a variety of ways is one way that
the past participles of the verbs. Go around and check
can help. Remind students that just as using synonyms
that students are doing the task correctly and notice any
and antonyms makes their writing more interesting,
problems. Then review the answers by calling on individuals
using an occasional phrase rather than another number
to read the completed sentences aloud.
or percentage can similarly perk up a report of survey
• Write the item numbers and participles on the board. As
findings. Furthermore, when giving an oral report, words
you do so, ask follow-up questions about the vocabulary,
such as tiny, vast, and significant will allow students to
for example, What else can be conducted? or give other
use lots of vocal expression.
examples of the usage, such as The most popular activity was
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watching TV, followed by shopping, followed by. . . .
8 Read the activity directions. Tell students that following the
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7 Read the text in the Writing strategy box aloud. Discuss model on p. 150 will help. You may wish to read the model
with students some other reasons why someone might aloud.
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want to report survey results in language that is less • Put students in pairs and tell them to plan their writing
precise than citing the exact percentages. (It might be
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together. Assign the actual writing for homework or set a
because the survey creator wants the results to sound more time limit of, say, ten minutes to do it in class. As students
understandable or appealing to a particular audience, or to are writing, go around and help them. Remind them to
have more impact.)
c use some phrases instead of all percentages and to include
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• Explain to students that they’re going to learn some more passive forms.
language for describing statistics. Direct them to Activity 7 • Have partners exchange papers. After reading their partner’s
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and read the directions and phrases aloud. Go through all description, each student should review it to see how many
the phrases to make sure students understand them. Ask phrases were used to present the statistics and how many
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students how they would describe the difference between, times the passive voice was used. Have students return the
for example, almost half and the vast majority. Ask Which one
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papers and discuss any corrections and suggestions for

represents a greater number? improvement together.
• You might do the activity as a whole class for a change or
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put students in pairs. If students work individually or in pairs,

Expansion
review the answers as a class.
Have pairs create a visual to illustrate some of the key
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findings of the survey they conducted in Activity 4. Tell

Activity 7
them to include it in a written report explaining how
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1 a tiny percentage 5 just under three quarters

they conducted the survey, what the results were, and
2 roughly a third 6 the vast majority
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what conclusions they drew from it.

3 almost half
4 a significant majority
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Study Tip Writing: Reflect and rewrite

Tell students that after getting a piece of writing back
from their teacher, they shouldn’t just look at the grade,
but go through the corrections and any suggestions the
teacher made to improve the writing. They should reflect
upon them; that is, take time to really think about them.
Finally, rewrite the text incorporating the corrections and
suggestions. Rewriting helps you remember corrections
and understand how to improve all types of writing.

2 Fifty students aged (age) thirteen to fifteen were interviewed
(interview) about their reading habits.
3 As can be seen (see), only 20 percent of those surveyed
(survey) said they had read a novel in the previous six months.
4 The most popular author was J.R.R. Tolkien, followed (follow) by
Anthony Horowitz.
5 We might expect a higher response if the survey were repeated
(repeat) with a younger age group.
7 WRITING SKILL Describing statistics Writing strategy
Replace the percentages in italics with these phrases. Describing statistics
Almost half A significant majority A tiny percentage When we describe statistics, we
Just under three quarters Roughly a third The vast majority sometimes use phrases or estimates
instead of specific percentages.
Instead of 10.3 percent cycled, we
1 2% of those surveyed spend more than an hour a day exercising.
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might say one in ten biked. We do
2 35% of those who responded play a team sport at least once a month.
this for variety or to emphasize a
3 48% of those who responded prefer exercising alone.
point. For example, over half may
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4 65% of those surveyed would do more sports if they had more free time.
sound bigger than 52 percent.
5 74% of respondents play fewer sports now than they did five years ago.
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6 96% of the people I spoke to recognize the importance of exercise.
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8 Work in pairs. Refer to the Writing strategy and use the passive forms in
Activity 6 to describe the statistics in this bar graph. Answers will vary.
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Sports Participation by Gender Male Female
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Soccer 90.8 9.2
Golf 86 14
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Biking (place to place) 68.9 31.1

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Biking (recreation) 68.3 31.7

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Hiking 62.7 37.3
Running 60.2 39.8

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Health and fitness 51 49
Swimming / diving 42.7 57.3

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Aerobics / dance 24.1 75.9

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Yoga 17.5 82.5

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Source: UK Department for Culture, Media and Sport

4 Cultural
Transformation
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• discuss how art and cultural events can
benefit people and places.
• read about an innovative program for
teaching music.
• learn about a Spanish city that was
transformed by art and architecture.
• watch a TED Talk about how a park was
created on an old railroad line.
• write a for and against essay.

4 Cultural
Transformation
Unit Overview
About the Photo
In this unit, students will talk about Carnival and other community
festivals as ways of celebrating culture and bringing people The photo shows part of a performance by the Vila Isabel
together. They’ll learn about an innovative program that Samba School in a parade during the Rio Carnival. Samba
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molds children into musicians, teaching them not only the schools are associated with different areas in the city, and
joys of music, but the transformative power of discipline and each school raises money during the year to finance their
elaborate carnival routines. Some of the parade floats can cost
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commitment as well.
up to $250,000 and are made by specialist artists.
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Students will read about a city that created an economic revival
through art and hear a talk about a park in the sky and how Language note Carnival refers to an annual festival that
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neighborhood activism preserved and transformed a unique typically occurs during the week before Lent in traditionally
cityscape. Finally, students will take a stand and write an essay Roman Catholic countries, involving parades, music, and
for or against a topic related to culture and community.
c dancing. The derivation of the word is uncertain, though it can
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possibly be traced to the Latin carnem levare or carnelevarium,
Unit Objectives which means “to take away or remove meat.” This concurs with
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Vocabulary the fact that Roman Catholics in earlier times were required to
• Cultural events refrain from eating meat during Lent.
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• Vocabulary Building Adjective and noun collocations 2

Warm Up
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Grammar • Display the photo on Student Book pp. 44−45.

• Grammar 1 Future forms 1 • Ask for a show of hands from students who like it. Ask
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• Grammar 2 Future forms 2 students why they like it or why they don’t like it.
• You may want to share the information in About the Photo
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Reading with the class. Then ask questions, such as the following, to
• A System That’s Leading the Way continue the discussion:
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1 What do you think the performer in the photo is standing

TED Talk on? (a float) What are floats made of? How do they move?
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• Robert Hammond: Building a Park in the Sky 2 Has anyone ever been on a float or marched in a parade?
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What did you do to be part of it? How did the experience

Pronunciation make you feel?
• Contrastive stress 3 Do you think spending so much money on these elaborate
displays is a good idea? Why or why not?
Speaking 4 How would you describe the atmosphere and the crowd at
• Making and rejecting suggestions a carnival—or at any local celebration?
• Suggesting alternatives
Writing Resources
• A for and against essay • Classroom Presentation Tool

Unit 4 Cultural Transformation 44a
4A Putting the Town on the Map
VOCABULARY • Ask questions to check students’ understanding of the
vocabulary. For example: What other things besides carnival
1 Have students read the list of attractions in Activity 1. Check or parades are held in a city or town? What do you see in a
their understanding of the vocabulary. parade? What preposition follows impact? What other events
• Put students in groups. Ask What makes something a cultural can have an impact on a city?
attraction? Are playgrounds or soccer fields cultural attractions?
Have students respond. 4 Read the first part of the directions aloud. Suggest one or two
• Write prompts on the board and discuss: What’s the nearest cultural attractions, ideally one national or international event
museum? What concerts or live performances have you been and one local event, to model ideas for students. Highlight how
to recently? Where were they held? Think of annual fairs or the phrases from Activity 2 can be used for a variety of events.
celebrations. Do they honor any local traditions? List some local • Give students a couple of minutes to choose their attractions
attractions or events on the board. Leave for later reference. or events. Then tell them to complete the sentences. When
• Have groups discuss questions 2 and 3. Listen and take notes as they’re finished, put students in pairs to share ideas and help
they talk. At the end, share some interesting things you heard each other complete the activity, if necessary.
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with the class.
5 Point to the list on the board or remind students of the
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2 Tell students they’re going to learn some phrases to talk about events they discussed in Activity 1. Then read the Activity
cultural events. Read the directions aloud. Do item 1 together. 5 directions and the sample sentences. Define promoter, if
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Read the first part of sentence 1 aloud. Then say Every held is necessary. Ask Which phrase from the second sentence did you
read in Activity 2? (put on a)
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February. Hmm. That’s not right. What should it be? Either wait
for someone to call out the words in the proper order, or call • Write another sample on the board, such as I went to a
on someone to answer. Help, if necessary, by reading the first festival of traditional arts and crafts last year. It filled me with a
part of the sentence again, this time adding is. . . .
c sense of pride in my culture.
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• If you think students will find the task difficult, do another • Begin the class discussion. Call on different students to stand
one as a class. Then tell students they can use a dictionary if and talk about a place or an event. Encourage students to
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they need to. try to use the lesson vocabulary without looking at their
• When most students have finished, tell them to compare books. Have the rest of the class make comments, add other
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answers in pairs and to help each other with anything they details, or ask questions.
haven’t finished. Don’t confirm the answers yet. • At the end of the exercise, provide feedback. Make sure to
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praise students for their efforts.

Activity 2
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6 Point out or read the text in Activity 2 that tells about the
1 is held every February benefits of Carnival to the city of Rio and its people. Then
2 put on a huge number of parades
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read the Activity 6 question.

3 attract almost a million tourists • Put students in pairs to generate ideas. Display some
4 has a big impact on the city discussion prompts, such as What often happens when
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5 generates over $750 million in income people are brought together for a good time with people they
6 attend the four-day event
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don’t know? How do you and your family members feel in the
7 boosts Brazil’s broader economy days before a big event? Why? What can you learn at a cultural
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8 wide support for the festival attraction? How might such an event create jobs?
9 it brings people together • Set a time limit, if necessary. Circulate as students talk,
10 create a sense of pride helping with language when they can’t express themselves
11 offers young people opportunities to take part clearly in English.
12 put Rio on the map • At the end of the discussions, ask different students to share
their ideas. Write the benefits on the board. You could then
3 15 Play the audio track so students hear the answers. have a whole-class discussion on which benefits students
Then go through them one at a time by asking different think are the most important.
students to read a sentence aloud, putting the words in the
correct order.
• Either write the number and phrase on the board or get the
class to repeat the correct phrase.

45a Unit 4 Cultural Transformation
4A Putting the Town on the Map
VOCABULARY Cultural events
Answers will vary.
1 Work in groups. Look at these cultural attractions and discuss the questions.
art gallery / museum art / music festival

comedy club food festival
movie theater music venue
public art theater
1 Which of these cultural attractions do you have near where you live?
2 Do you go to any of them? Why?
3 Would you like to have any of them near where you live? Why?
2 Complete the summary by putting the words in bold in the correct order.
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The Rio Carnival, one of the world’s leading festivals, (1) every held is February in
Rio de Janeiro, Brazil. During the festival, organizers (2) huge put on a of parades
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number and parties all over the city, which (3) million tourists almost a attract.
The festival (4) on impact has a the city big and on people’s cultural lives. The
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carnival involves around 200 Samba schools which compete to have the best
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Members of the Vila Isabel costumes, dance routines, and musical bands. It (5) million over income $750 in
Samba School perform in a generates locally in Rio, which comes from tourists who (6) four-day attend event
parade during the Rio Carnival. the and the Samba schools, which can sometimes spend over 3 million dollars on
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costumes and preparations. The festival also (7) Brazil’s economy boosts broader.
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But it’s not just about money. There’s (8) wide for support festival the because
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(9) it together people brings and helps (10) create a of pride sense in the
country. Many of the Samba schools are from the poorest neighborhoods in the
city, and the festival (11) opportunities to offers young people part take in
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cultural activities and learn new skills. In many ways, the festival has (12) put map
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on the Rio as a world city and cultural hotspot.
3
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Listen to the summary. Check your answers in Activity 2. 15
4 Complete the sentences with six different cultural attractions you know of.
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Then work in pairs and share your ideas. Answers will vary.
1 is held every year.
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2 attracts a lot of tourists to our area.

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3 has had a big impact on our country.

4 brings people together.
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5 has very wide support.

6 I’d like to get involved in .
5 Work as a class. Use the words and phrases in bold from Activity 2 to talk about
the places and events you thought of in Activity 1. Answers will vary.
We have a music venue near where we live. The promoters put on a lot of
small concerts and parties.
6 MY PERSPECTIVE
Work in pairs. Discuss the question. Answers will vary.
What other benefits can you think of that are related to cultural attractions and
events? Think about the benefits to you, your town, and your country.

Unit 4 Cultural Transformation 45
LISTENING GRAMMAR Future forms 1
7 Work in groups. Look at the photo and discuss 11 Look at the Grammar box. Why do you think the forms in
the questions. Answers will vary. bold are used in each sentence? Suggested answer: They’re ways
of expressing future occurrences.
1 Where do you think the photo was taken? Future forms
2 What has been done to the building? Why?
3 Do you like it? Why? a And in Haiti, the project is certainly going to create
4 Have you ever seen anything similar? Where? jobs, and it’ll be employing local artists.
b I guess that work won’t last, but I think the locals are
8 Listen to a podcast about two big art projects aiming hoping the project will attract interest in the area.
to make a difference. What are the plans for these
places? 16 1 Port-au-Prince: paint a neighborhood
c The piece should be low maintenance, so they won’t
2 Birmingham: find an artist to create public art be spending thousands of pounds every year to keep it
1 Port-au-Prince, Haiti 2 Birmingham, UK in good condition.
9 Work in pairs. Do the speakers mention these points in d What about once it’s been completed?
reference to Port-au-Prince, Birmingham, or both. Listen e What’ll happen when the paint fades?
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again and check your answers. 16 f We’re about to put on a community arts festival.
1 The project is based on previous work.
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P g We’re holding various shows and events over a week.
2 The project aims to improve the local economy.
both h You can continue the discussion on the Arts Spot
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3 The project is initially expensive.
B website and get information on Mark's festival, which
4 Local people are involved in creating the work of art.
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starts soon.
5 Other things are being built as well.
B
6 It will bring people together.
both
7 It may be difficult to keep the art in good condition.
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c and practice.
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8 There might be an alternative that costs less.
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12 Match each explanation of how to create future forms
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10 MY PERSPECTIVE
with an extract in the Grammar box. There are two
Think about your community. What would you choose if extracts for one of the explanations.
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you had to decide between the two public art projects and
Mark’s suggestion of putting on a local festival? Why? 1 The simple present is used to refer to a scheduled or
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regular event.
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Answers will vary.
2 The simple present or present perfect is used because it
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follows a time word. d, e

3 The present continuous is used because they are talking
about an arrangement they have made with other people.
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With the help of Haas and Hahn, members

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of a Caribbean community came together

to transform a part of their community.
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46 Unit 4 Cultural Transformation
LISTENING
7 Tell students to keep their books closed. Hold up the photo • Read the My Perspective text. Put students in pairs to discuss
on pp. 46−47 or project it using the presentation tool. Call or have students think individually for a short time to decide
on students to describe what they see. which project they would choose for the community and why.
• Then read the questions aloud. Put students in groups • Vote on each project. Call on different students to tell what they
to discuss them. When students have discussed each voted for and why. Allow classmates to challenge them. Have
question for a few minutes, have someone from each group them debate if they feel strongly about a particular project—as
summarize her or his group’s responses to the questions. long as they have valid reasons to support their choice.
• Ask each group spokesperson Did everyone in your group
agree on any of the answers? If so, ask Which ones? Note on Expansion
the board anything the whole class agreed on. Finally, have Challenge the students who felt strongly about a
students open their books and read the photo caption. particular project to work together to write a proposal
to local officials or to the editor of the local newspaper
8 16 Tell the class they’re going to hear two people talk about their idea. Tell them they need to give details
about art projects in Haiti and the UK. Say Listen to find out about it, including how it could be financed, who would
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what the plans are. Play the audio track once straight through. work on it, and, most importantly, how it could transform
• Remind students what they were listening for and have the community.
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them compare their ideas with a classmate. Walk around the
room and notice how well students did; if you see that the
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majority have not understood, play the track again. GRAMMAR Future forms 1
• Call on individual students to tell what the plans are. Then
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ask the class How do these plans connect to the unit theme 11 Read the title of the Grammar box. Ask students what future
of cultural transformation? Guide students to say what they verb forms are used for. (to talk about situations or actions
that will occur in the future) Then read the sentences in the
think is meant by the term cultural transformation and how
c box or call on different students to read them, helping with
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the two plans are examples of it.
pronunciation as needed.
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9 Read the directions aloud and then have students read the • After each sentence, ask if anyone can tell the class why the
statements to themselves. Tell students you’ll play the audio form in bold is used. Don’t wait for a definitive explanation;
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again and they should decide with a partner which city’s students will find out in the next activity. Just see how much
project each statement, or point, refers to. If you wish, you students already know.
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might see if the class can identify the cities without hearing • You may want to tell them that there’s no single future form
the audio again. Don’t confirm any answers. in English. Several forms can be used to talk about the future,
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• 16 Play the audio and have pairs do the activity. and students shouldn’t worry too much about it.
Circulate and see how well they’re doing. At this point, have students complete Activities 1–2 on
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• Check the answers as a class by asking for a show of hands p. 135 in the Grammar Reference section. You may also
(Say Number 1: Hands up. Who thinks it’s Port-au-Prince? assign these activities as homework.
Hands up. Birmingham? Hands up. Both? and so on). You
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might prefer to have the class call out the answers all 12 Read the Activity 12 directions aloud. Explain that for each
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together, or call on individuals. numbered explanation (1−7) they should find the sentence
• When students agree, write the item number and answer in the Grammar box (two sentences, in one case) that
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on the board. When they disagree, ask students to justify illustrates the explanation.
their answers, but don’t indicate who is correct. Instead, • Have students work in pairs to match the explanations with
write a question mark on the board. Finish going through the sentences in the Grammar box. When they’re finished,
the answers, and then play the track again if necessary. Tell go through the answers as a class.
students to focus on the areas of uncertainty. • Remind students that different verb forms can be used to
• If students still can’t agree, replay the track, stopping at key talk about the future. For example, show students that in
points. Draw attention to any problem sounds or words and g, the future forms will hold and are going to hold could be
explain them when you confirm the answers. used in place of are holding without changing the meaning
of the sentence.
10 Ask Does anyone remember what Mark on the audio track says is a
less expensive idea for a community project? (an arts festival) Then
list the three projects on the board: painting the neighborhood;
creating big public art; putting on an arts festival.

Teaching Tip 15 Read the directions and put students in pairs to brainstorm.
A number of vocabulary and grammar tasks may just Go around and notice how they’re doing and once everyone
require students to match a number with a letter or fill in has at least two to three ideas, stop the task.
a blank. This makes checking answers easier, but there is • Call on a few pairs to share their ideas. Discuss with the class
some evidence that it helps memory if students say the what’s good about each idea and point out the potential
words/collocations or whole sentences when they do an drawbacks of some.
activity. So, while you might write the answer numbers • Then have pairs review, revise, and add to their lists based
and letters on the board to save time, have students say on the class discussion.
the whole sentence when they give the answers.
16 Put pairs together with another pair. Read the Activity 16
directions aloud. List the categories on the board: most fun,
13 Tell students they’re going to read about another festival. best at bringing the community together, best for the economy,
Have them read the whole text in one minute to find out longest impact, hardest to organize. Have groups compare all
what kind of festival it is, what it’s celebrating, and if it their project ideas and rate them based on the categories.
sounds like something they would like to take part in.
• Briefly check students’ answers. Then explain the task. For 17 Have students stay in their groups. Say Now pick your best
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example, read the first sentence, giving both options. Then overall idea. Give them time to discuss and decide.
say Number 1: holds or is going to hold? (going to hold) Why? • Then read the list of things to think about aloud. Tell groups
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(because holds suggests it’s every year, and this is just once; to work through the list item by item with the project they
“next year” for an unusual event) chose in mind and to come up with a plan. You may want to
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• Have students complete the activity. When most have give them a time limit. Circulate and help out with language
or ideas, if necessary.
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finished, tell students to compare answers with a partner
and try to explain to each other why their answer choices • When you’re approaching the time limit, tell students to
are correct. Encourage them to refer to the explanations in stop. Find out if any groups think their idea is unrealistic
Activity 12.
c after all, for one reason or another (lack of a suitable venue,
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• Review the answers. Say I’ll read each option. Put your hands cost, availability of professional resources, for example).
Allow extra time for them to make another choice and
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up if you think the first is correct. Then hands up if you think

the second is correct. Ask different students to explain their revamp their plan accordingly.
answers. Accept any explanation that reflects understanding • Have groups address all the details and write a final plan.
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of future forms.
18 Say Now present your plans to the class. Give groups time to
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14 Before class, think of examples yourself for several of the decide how they will present. Encourage them to divide the
activity sentences. presentation so that every group member has a chance to
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• Read the directions and present your sample sentences tell something about the project.
to students to give them some ideas. You could make this • Have groups present their plans. You may want to take
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a game. Tell students they will get 5 points for their first a vote on the two or three best ones, perhaps creating
correct sentence for each number and then 2 points for categories, for example: most fun, most cultural, most
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every additional correct sentence. beneficial, most practical.

• Have students do the activity individually, writing on a clean
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piece of paper. Set a reasonable time limit. Go around the Expansion

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class as students work. Help with any new words they want Invite groups with the most promising plans to turn
to know and notice grammar errors. them into PowerPoint presentations to present to the
• Tell students to trade papers with a classmate and read the whole school. Have them invite parents, friends, and
sentences. Tell them to ask you if they think something is members of the community, including local officials.
wrong. After discussing the sentences, have students add up Assign other class members to help the groups
the points. Give the papers back. write letters, post notices in the community, procure
equipment, and so on, so the whole class is involved.

4 Will + infinitive is used because they are making 4 I will be , so I can .
predictions about the future they are certain about.
b 5 Next semester, .
5 The future continuous is used because they are talking 6 In five years’ time, .
about an ongoing or unfinished future action.
c
15 Work in pairs. Make a list of at least four ideas for pieces
6 Be about to + verb is used to talk about something which
is going to happen in the very near future but has not of art, cultural events, or festivals for your community.
Answers will vary.
started yet.
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16 Work with another pair of students. Compare the ideas
7 Be going to + verb is used because they are making
a prediction. Going to can also be used to talk about you came up with in Activity 15. Discuss which you
arrangements and scheduled events.
a think would: Answers will vary.
• be the most fun.
13 Choose the correct options.
• be best at bringing the whole community together.
Our town (1) holds / is going to hold a festival next year for • do most to boost the local economy.
the total solar eclipse. There (2) will be being / are going to be • have the longest lasting impact.
some small events in the week before the eclipse (3) takes / • be the most difficult to organize.
is taking place, like talks and music. On the actual day, the
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17 Work in the same groups. Choose one of your ideas.
eclipse is expected early in the morning, so we (4) are about
to put on / are putting on a concert with some local bands as Discuss more about the details of the project. Use future
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the sun (5) rises / will rise. After the concert (6) has ended / forms. Think about: Answers will vary.
will end, we’re going to have a huge breakfast barbecue to • the venue.
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prepare for the big event. It should be great! A lot of people • how long it will take to set up and how long it will last.
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(7) will be coming to / come to the area next year to catch • who will take part.
the eclipse, so we (8) will hopefully get / are hopefully getting • who will organize it (professionals / volunteers).
a few visitors here, although that’s not the main reason • how much it will cost.
for putting on the event. We’re really doing it because we
c • how you will raise the money.
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want to bring people together, and it’s not like we (9) will be • any permission you will need.
spending / spend thousands of dollars on it. If (10) it’s going • how to get people to support the project.
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to be / it will be a success, we’ll need lots of volunteers. • anything else you think might be important.
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14 How many times can you complete the sentences so that 18 Present your ideas to the class. Vote for your favorite.
they are correct and true? Compare with a partner and Answers will vary.
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see who got the most. Answers will vary.

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1 I’m next weekend.

2 I’m going to after .
3 There’s about to be in our town.
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4B Music to Their Ears Gustavo Dudamel is the musical
director of the Venezuelan
A SYSTEM THAT’S
Youth Orchestra.
LEADING THE WAY
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VOCABULARY BUILDING 2 Work in pairs. Put the collocations in Activity 1 in pairs

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Adjective and noun collocations 2 and say how they might be linked together.
Answers will vary.
fierce ambition / private companies
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It is a good idea to notice and learn adjective-noun

collocations. When you learn them, consider how they To get to the top of a private company, you need fierce
might be used. Think about: ambition.
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• what verbs or phrases go with the collocation.

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give an individual performance / get a mark for your READING

individual performance
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3 Read about El Sistema, a program for teaching music. Put

• examples from real life.
the sentences in the correct places in the article. There is
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We have to work in groups, but we get a mark for our one extra sentence that you do not need to use.
individual performance.
a It has also been credited with improving relations
between different communities and saving many
1 Work in pairs. Look at these adjective-noun collocations. children from getting involved in gangs and violence.
Take turns explaining what each one means. Use a b Obviously, the resources that the Venezuelan
dictionary, if necessary. government puts into El Sistema are important.
diverse social backgrounds fierce ambition c Central to El Sistema is a focus on discipline and
hard work innovative program commitment.
leading orchestra low income d Abreu was also a politician and a minister in the
mixed results private companies government. not used
straightforward process strict set of rules e However, it seems that there are always individuals
whose lives are changed.

4B Music to Their Ears
• Warm up Have students open their books to p. 48. Tell the 2 Read the directions. Call on a student to read the sample
class to look at the photo and read the caption. Then ask if sentence aloud. Then say That makes sense, but you might
anyone has heard of the Venezuelan Youth Orchestra, Gustavo also say “Fierce ambition isn’t enough to reach your goals; hard
Dudamel, or El Sistema. Have students share what they work helps, too.” Explain that there’s no one correct answer
know. Tell them Gustavo Dudamel is also the music director for these, but students need to explain their ideas to show
of symphony orchestras in Venezuela and Los Angeles, their understanding.
California. If any students have played in an orchestra, have • Put students in pairs to discuss ways to link the rest of the
them talk about the experience—whether they liked it, what collocations.
instruments they played, how much they practiced, and so on. • Go around and make sure students are doing the task
• Explain to students that they’ll read about the Venezuelan correctly, providing assistance as necessary.
Youth Orchestra and El Sistema later. Then ask more questions • As feedback, ask different pairs to share and explain their
about the photo, such as: What’s Dudamel doing in the photo? combinations.
(conducting); What instruments do you see? (violin, cello, viola);
Do the young people in the photo perform individually or as a
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Expansion
group? (mostly as a group, unless they have a solo part)
Have students think of one or two verbs to go with each
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VOCABULARY BUILDING collocation. They could then write an example sentence
Adjective and noun collocations 2 or a paragraph using two or more of the collocations.
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1 Write the words individual performance on the board. Ask
What is the part of speech of each of these words? Ask how this
READING
adjective-noun collocation connects to the photo and/or ask
3 Say Now you’re going to learn about El Sistema. You may
for a translation.
c want students to do a quick first read of A System That’s
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• Point out that there are further collocations you can make
Leading the Way to get the general idea of the text. Say As
with individual performance that include verbs (a collocation
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you skim the article, you should notice some of the collocations
of a collocation!). Ask students to suggest some (includes an
you just learned. Set a time limit and stop them when the
individual performance, weren’t any individual performances,
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time is up.
record an. . . , and so on) and see if they can come up with a
• 17 Play the audio, or read the article aloud yourself, as
sentence using one of their ideas. Write them on the board.
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students follow along.

• Have students read the information in the Vocabulary
• Read the Activity 3 directions aloud. Have students look at
Building box on p. 48 to themselves. Then put students in
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the activity sentences and see if there are any words they
pairs. Read the Activity 1 directions aloud and explain the
don’t know. Make sure they understand has been credited (if
meaning of the first collocation with students.
you are credited with something, people believe you are the
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• Say I know diverse means “different” or “varied,” and social

cause of a positive change) and commitment (if you show
background refers to a person’s experience or culture.
commitment, you consistently work hard at something and
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• Ask students What might you describe with this phrase? Take
keep doing it even at difficult times or when others stop).
students’ responses. Offer other ideas, if necessary: groups
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• Remind students of the task. Read the final sentence

of people, such as a class, an orchestra, employees of a
in the first paragraph aloud and ask the class which of
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company, and so on.

the sentences (a−g) they think should come next. Wait
• Have pairs discuss the meanings of the rest of the
for students to volunteer an answer. Call on someone if
collocations. When most have finished, get students to
necessary and have the student explain his or her choice.
compare answers in groups. Go through the answers by
Make sure students agree before confirming the answer.
asking different students to explain the meanings.
Write on the board (1) f.
• Tell students to complete the activity individually. Remind
Activity 1, Suggested answers: them there is one extra sentence.
diverse social backgrounds: a range of upbringings;
fierce ambition: great desire to achieve; hard work:
lots of effort; innovative program: new way to do
something; leading orchestra: exemplary or popular
orchestra; low income: little money from work; mixed
results: varying outcome; private companies: owned
by individuals; straightforward process: easy-to-follow
procedure; strict set of rules: demanding regulations
4 Read the directions and the questions. Then tell students to CRITICAL THINKING Understanding and
cover the reading text and give them a few minutes to reread evaluating ideas
the questions and write down any information they remember.
• Then have students look back in the text to check and/or 7 Read the information in the Critical Thinking box with the
find the answers. Set a time limit again. class. Ask What were some of the factors, or things, that make
• Check the answers as a class. Ask students who have all the El Sistema successful? Take one or two responses only.
answers to raise their hands. Call on someone to give the (Its founder was passionate about music; it gets financial
answers. After each one, ask the rest of the class to raise their support from the government.)
hands if they think it’s correct. If there’s any disagreement, • Read the Activity 7 directions. Put students in small groups
have another student give the answers and justify it. Finally, to discuss some things that have contributed to El Sistema’s
confirm the correct answer. success. When everyone has at least three or four ideas, stop
• You might explain the exam tip below. the discussions and ask different groups for their ideas. Write
each new factor on the board.
Reading Strategy Pacing • Tell students they don’t need to cover every possible factor,
Different exam tasks require different pacing strategies. but push groups to go beyond three or four. Prompt them
You need to save time for longer, more demanding tasks. with questions. Ask, for example, How might Jose Antonio
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With fill-in-the-blank activities, you need to read the Abreu’s background have contributed to El Sistema’s success?
sentences closely. Look for key words or ideas from the (As an economist he understands the financial aspects of the
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text in the sentences, and, when you’ve finished, reread program; his passion for music motivated him to persist with
his dream.) How might home visits by teachers be a factor?
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the whole text to check that your answers make sense. For
other tasks, such as the one in Activity 4, you can just scan (It’s a time-consuming program; if parents don’t understand
why, they won’t support their children.)
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the text for key words. This type of task doesn’t require
close analysis or rereading afterwards. • Challenge groups to dig in and come up with some other
factors. When groups are done, have them share their ideas.
c Add them to the list on the board.

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5 Ask different students to read the questions in Activity 5 aloud.
In each case, give your own (ideally true) answers. Then put Activity 7, Suggested answers:
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students in pairs to discuss. Leadership; funding from the government and private
• Circulate and check that students are doing the task companies; strict rules and long rehearsals; emphasis on
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correctly and notice mistakes, difficulties, or where they fun, team spirit and physical expression; structure
use L1. Help them by correcting or giving them the English
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they need and then write some of these points on the 8 Read the discussion questions. Keep the ideas written on the
board, or remember them for class feedback. board. Then discuss as a class.
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• When a couple of students have finished, ask the class to • Ask the class if any of the factors listed would be possible
change partners, but to start from the last question this in their country or not. Take students’ responses and ask
them why they think that way. If students are not sure, you
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time. Continue listening and noting.

• At the end of the activity, retell for the class some interesting could go through individual ideas one at a time to discuss
if they’re possible or not. Do the same with the question
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things you heard and give feedback about new language

that came up and errors to correct (which you may have about whether some factors are not really critical for success.
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written on the board). • For the last question, take a vote. Say Hands up if you think El
Sistema would work well in your country. Then Hands up if you
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6 Put students in pairs. Read the activity directions aloud. Say think it wouldn’t. Ask individual students from both sides to
You should have noticed some of the collocations as you read give their opinions. If anyone didn’t vote, help them with the
the article. Let’s see how good your memories are! language so they can explain their views.
• You may want to give students a few minutes to think
9 Read the My Perspective question. Put students in groups to
and write brief notes on their own before they discuss the
discuss. It probably won’t take long, but encourage students
collocations with their partner. Tell them to think about the
to give reasons. Again, you might take a vote to see who
main points in the article and try to recall the context in which
would like to take part in El Sistema and who wouldn’t.
each collocation was used. Then have pairs begin the activity.
• When pairs have covered as many of the collocations Expansion
from memory as they can, have them refer to the article to Have students write about a memorable band, orchestra,
check their ideas. Ask Did any pairs remember how all the or choral concert they performed in or attended.
collocations were used in the article? Or they can do the same for a concert of rock, traditional,
or other music. They must describe what made the
concert memorable and try to use two or three of the
collocations they learned.
17 JOSE ANTONIO ABREU trained and However, money is not the only factor in its success.
worked as an economist for many years, but his dream was (3) c . New students can start from as young as
to have a life in music. He fulfilled that dream, first through three, but students and their parents must agree to a strict
individual performance, but later, and more importantly, by set of rules and attend classes and rehearsals for between
5 founding El Sistema. El Sistema is an innovative program for 30 one and four hours a day, up to six days a week. Teachers
teaching music to children from diverse social backgrounds. may visit parents to help them understand the hours
It has been so successful that an orchestra that is part of required to improve and how to support their children.
the program, the Venezuelan National Youth Orchestra, has While discipline is important, the musical training also
been named among the five leading orchestras in the world. emphasizes fun, team spirit, physical expression, and the
10 (1) f . 35 value of performance. Students start in a choir and work on
When he first started the orchestra, Abreu had managed to rhythm and percussion, before moving on to playing the
get 50 music stands for the 100 children he was expecting recorder, and then finally choosing their instrument at the
to come and rehearse. In the end, only 11 showed up. What age of seven. (4) g .
was he going to do? Give up? Try to get more children El Sistema is seen by many people from low-income families
involved? In fact, he went several steps further, and promised
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15 40 as a way to stay in education and escape poverty. It can
those 11 students that he would turn the orchestra into a present opportunities to travel via tours within Venezuela
world leader! So apart from this fierce ambition, how did it and abroad. (5) a . No wonder many other countries
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happen? have looked to copy the program.
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(2) b . It pays for instruments and teaching for over Setting up a “sistema” is not a straightforward process, and
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20 500,000 young musicians who are involved in the program 45 there have been mixed results. (6) e . As one parent
and also provides monthly grants to older students as a from the Scottish Sistema put it, “My son was struggling,
reward for their hard work. It also pays for performances and I was worried he was going to drop out of school and
and teaching younger children in the program. Private
c end up hanging out with the wrong kids. El Sistema has
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companies often sponsor local groups and parents also raise made a huge difference. He’s gained confidence, learned
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25 funds for tours. 50 discipline, and he’s definitely back on track.”

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f Yet, 40 years ago, such an idea seemed a long way off. 1 CRITICAL THINKING Understanding and
g Lessons are mainly conducted as a group, with all the
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evaluating ideas
class working towards performing a piece in front of
an audience. 4
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If you want to copy a successful idea or make use of what

you have learned in a new context, you need to understand
4 Read about El Sistema again. Answer the questions.
all the factors that made the idea a success and evaluate
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1 How many children went to Abreu’s first rehearsal? how far they can be applied in a new context.
How many participate now? 11 / more than 500,000
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2 How old are children when they choose a 7 Work in groups. Discuss the different factors you read
musical instrument? seven
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about that help make El Sistema a success.

3 How much do they practice? 1–4 hours per day, 6 days a week
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4 Why do other countries like El Sistema? 8 Work as a class. Discuss: Answers will vary.
It’s a way to keep children in school and escape poverty.
5 Work in pairs. Discuss the questions. 1 Are all the factors you discussed in Activity 7 possible in
Answers will vary.
1 Have you ever learned how to play a musical instrument? your country? Why?
How good were / are you? 2 Are there any factors that you think are not necessary? Why?
2 If you gave up playing a musical instrument, why? 3 Would El Sistema work in your country? Why?
3 If you still play a musical instrument, how much do you 9 MY PERSPECTIVE
practice? Do you ever perform?
4 What kind of music do you listen to? What do you like Would you like to participate in a program like
about it? El Sistema? Why? Answers will vary.
6 Work in pairs. Look at the adjective-noun collocations

in Activity 1 again. Tell each other what was said about
them in the article. Check your answers.
Answers will vary but should include adjective-noun collocations.
The Guggenheim Museum
contributed to the “Bilbao Effect.” 4C High Hopes
GRAMMAR Future forms 2
1 Look at the Grammar box. Then look at the sentences in each set.
Which sentence in each set does not show the future in the past?
a was / were going to 3
1 Before the election, the mayor said he was going to make changes.
2 I was going to enter a painting competition but didn’t finish in time.
3 I fell asleep in the car when we were going to the gallery.
b would 1
1 I would really like to go to the Edinburgh Festival next year.
2 They thought it would bring a lot of investments into the city.
3 If we did more cultural activities here, I'm sure we would attract more tourists.
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c was / were + present participle 2
1 The show was starting in a matter of minutes, so we had to rush.
2 I couldn’t hear the movie because the people behind me were talking.
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3 I only bought two tickets because I thought your brother wasn’t coming.
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The future in the past
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a My son was struggling, and I was worried he was going to drop out of school
and end up hanging out with the wrong kids.
c
b He went several steps further and promised those 11 students that he would
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turn the orchestra into a world leader!
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c Abreu had managed to get 50 music stands for the 100 children he thought
were coming to rehearse.
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2 Complete the first parts of the sentences using was / were going to and these
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verbs. Then match them with the second parts of the sentences.
be cost get hold play rain

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1 They said the building was going to cost something like $35 million, d
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2 The forecast did say it was going to rain a bit, f

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3 We were going to get tickets for the concert next month, b

4 They told us the band was going to be on stage around nine, e
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5 I thought they were going to play all their hits, a

6 When they announced they were going to hold the World Cup here, c
a but they just played loads of new stuff. They were absolutely terrible.
b but it literally sold out in seconds. I couldn’t believe it.
c loads of people were actually against it.
d but it cost way more than that.
e but we had to wait for hours. It must’ve been midnight before they came on.
f but it just poured all day.
3 PRONUNCIATION Contrastive stress
a Listen to how the quantity words in the second part of the sentences are
stressed to emphasize the contrast with previous plans or predictions. 18
b Practice saying the complete sentences from Activity 2.

4C High Hopes
GRAMMAR Future forms 2 2 Explain the task and do the first one with the students. Write
on the board They said the building _______________ $35
• Warm up Write the word exciting on the board and ask the million dollars. Read it aloud and ask Which is the correct verb
class for a word with the opposite meaning. (disappointing, form? Wait for a student to answer or call on someone. Write
boring) Write students’ suggestions on the board. the correct form. Then have students look at the sentence
• Display an example of something you found exciting and parts. Ask Which part completes the sentence? Get the answer
something you found disappointing and explain why. Try to from the class and say So, $35 million was the plan, but that
include one of the future in the past forms from these pages; changed to emphasize the contrast.
for example, I expected that the concert was going to be • Have students complete the activity individually. Go around
disappointing. My parents told me I was silly and that I should and check that they’re doing the task correctly and notice
be excited. mistakes or difficulties.
• Have students tell a partner about similar examples from • When most have finished, have students compare in
their own lives, using the words on the board. pairs. Check the answers. Have different students read the
• Listen and notice where students could have used one complete sentences aloud and write the answers on the
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of the future in the past forms or did use them. Use these board as you go, for example, 1d.
examples to introduce the grammar. • As you go through the sentences, you could also model
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• Alternatively, ask students to work in pairs to retell the text pronunciation at this point and have the whole class repeat,
on p. 49. Say Try to include verb forms like those on the board.
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then move on to Activity 3b.
Use this to then move on to Activity 1 on p. 50.
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3 PRONUNCIATION Contrastive stress
1 Draw students’ attention to the Grammar box on p. 50. Read • 3a 18 If you didn’t model the correct stress in the
the title aloud. Tell the class the example sentences in the second part of the sentences as part of your feedback in
box are all from the reading on p. 49. Have students read
c Activity 2, read the text in Activity 3a aloud. Play the audio.
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them silently, or call on different students to read a sentence • 3b Either use the recording or model the sentences
aloud. Correct any pronunciation problems.
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yourself. After each sentence, pause the audio and have

• Read the Activity 1 directions aloud. Have students do the class repeat the sentence. Then call on a few different
the activity in pairs or do it with the whole class. For each
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students to stand and say each sentence individually.

sentence, you could ask for a show of hands. (Hands up if you • You could tell the students to say a sentence fast or slow:
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think it’s future in the past, and so on.) Juan—slow. . . Ana—fast. . . Sergei—fast, and so on.
At this point, have students complete Activities 3–4 on • Correct any mistakes that come up, if you can. Ideally, show
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p. 135 in the Grammar Reference section. You may also the students how the correct sound is formed.
assign these activities as homework.
Activity 3b
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Teaching Tip a but they just played loads of new stuff

b but it literally sold out in seconds
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It helps to highlight words and forms so students focus

c loads of people were actually against it
on aspects of grammar. The book does this, and you can
at
d but it cost way more than that

point to the examples there, but it helps to write the
e but we had to wait for hours
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examples and review the questions on the board. You

f but it just poured all day
can underline important aspects of form or write names
of tenses or create a table to make things clearer.
Expansion
For further practice with contrastive stress, instruct
pairs of students to take turns saying the first part of a
sentence from Activity 2 and coming up with a new
second part. One partner reads the first half of the
sentence; the other says a new second part. Then they
switch. Remind them to use contrastive stress.

4 Tell students they are going to read about the so-called Activity 6
Bilbao Effect. Before they read, ask the class for ideas about 1 2
what they think it might be, bearing in mind the unit topic, 1 the play called The 1 better than she
the photos on pp. 50−51, and their background knowledge. Mousetrap expected
• Tell students to skim the whole text. When students are 2 a band called The Arrogants 2 letdown
finished skimming, call on a few to tell if any of their ideas 3 a Japanese horror movie 3 terrified
were correct, or on the right track.
• Explain the Activity 4 task. Read the first sentence of the text 7 Prepare one or two cultural events that you could describe
aloud. Model for the class: Say, for example, Number 1—is the verb using the prompts from Activity 7 to model ideas for students.
correct (yes) or should it be were looking? (no) What about looked? • Read the directions aloud and tell the class about the events
Explain that looked is also correct and that both was looking and you thought of. Highlight the words and patterns in Activity 7
looked can refer to a past event as if it was still in the future. either by writing them on the board as you say them or
• When most have finished, ask them to compare in pairs. slowing down and drawing attention to them as you speak.
Then review the answers with the class. Say Raise your hands • Give students time to think of their own events and plan
if it’s correct. Then say Raise your hands if it’s incorrect. Ask what they’ll say. (Students can include an example they
different students to correct the incorrect forms and explain used in the Warm up, if they want.) Encourage them to
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their answers. Record the answers on the board. make notes with key words to use when they speak.
• Put students in small groups to share their experiences. Say
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Activity 4 Take turns and give your attention to your classmates as they
Bilbao Effect: the idea that attracting a cultural institution talk. Listen and take notes as students talk.
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brings investment, tourism, and cultural energy
8 Either get students to read the Grammar box silently, or read
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1 C; 2 Inc–were going to be; 3 Inc–would improve / improved;
the title and the information in the box aloud yourself. You may
4 C; 5 C; 6 Inc–was going to look like / looked like; 7 C;
want to point out that the example sentence came from the
8 Inc–would be
c audio track for Activity 6. You could ask students Does anyone
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remember what the sentence is referring to? (The Mousetrap)
5 Say Remember we discussed whether a program like El Sistema • Put students in pairs. Tell them to use the information in the
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could succeed in other places. Then read the My Perspective box to answer the Activity 8 questions.
activity aloud. • You can either review the answers now or after students
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• Have the class identify some of the reasons why Bilbao was read the Grammar Reference.
able to transform itself. Write them on the board. (The city
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had a large sum of money, a plan and a focus, a creative At this point, have students complete Activity 5 on p. 135
architect.) Then have students discuss the question in pairs, in the Grammar Reference section. You may also assign
this activity as homework.
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generating as many reasons as possible in a few minutes.

9 Read the Activity 9 directions and have students complete the
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sentences individually. If necessary, do the first one with the class.

Bilbao has a better climate; it’s a more attractive tourist Read the first sentence aloud twice, each time with a different
destination; Bilbao invested in infrastructure.
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verb option. Ask the class Which verb is correct? (will have been
playing) Which verb form is it? (the future perfect progressive)
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6 Remind students of the exercise they did where they talked • Make sure students understand that this verb form is used
about surprising and disappointing experiences, using here because the action (the band playing together) is in
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future in the past forms. Tell the class they’re going to listen progress now, but the 30-year period will be completed in
to some people describe similar situations. the future (at the end of the year).
• 19 Read the Activity 6 directions. Play the audio track • Have students complete the activity. Review the answers.
once straight through. Say Take notes as you listen.
• When students have finished listening, call on different 10 Read the activity options. If students choose the first one,
students for their answers to the two questions. As have them write research articles about the project’s
they explain how each speaker felt and why, correct or development and the public’s reaction to it.
emphasize the grammar that’s used. • If students choose the second option, have them work
with a partner to choose things that are most and least
likely to happen by the time they’re 30.

4 Read about the Bilbao Effect. What is it? Which of 8 Work in pairs. Look at the Grammar box. Answer
the italicized parts are grammatically incorrect? the questions. Future perfect: will have + past participle
Correct them. Future perfect continuous: will have been + -ing
1 What is the form of the future perfect? What is the form
By the 1990s, the city of Bilbao in northern Spain was no of the future perfect continuous?
longer the industrial center it once was and the future 2 Which form do we use to emphasize the duration of an
(1) was looking bleak. It was hard to see how new jobs activity before a certain point in the future? future perfect
continuous
(2) was going to be created or what could be done to ensure 3 Which form do we use to emphasize completed actions
things (3) improve. Local authorities decided to invest over by a certain point? future perfect
$1 billion in the hope that a new focus on culture (4) would 4 Which word shows a point in the future? soon
attract visitors. The money (5) was going to be spent on
The future perfect
transportation, bridges, parks, libraries, and the remarkable
Guggenheim Museum, designed by Frank Gehry. Once Use the future perfect to show the time in the future by
people saw what the building (6) was looking like, excitement which something will be complete.
grew. When it opened, the authorities (7) were expecting
around 300,000 visitors in the first year, but by the end of It will soon have been running for 70 years, and over 10
million people will have seen it.
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that year it had attracted a million! The impact on the city has
been even more dramatic than people hoped it (8) was, so it’s
no wonder other cities are now desperate to copy what has
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become known as the “Bilbao Effect”! and practice.
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5 MY PERSPECTIVE 9 Complete the sentences with the future perfect or future
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perfect continuous form of the verb.
Think of three possible reasons why the “Bilbao Effect”
might not work in another city. 1 By the end of next year, the band
c will have been playing (play) together for 30 years!
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6 Listen to three people describing cultural events they 2 By the end of this course, I will have been studying (study)
went to. Answer the questions. 19 English for ten whole years!
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3 I can’t talk now. I’ll call you after five. I

1 What event did each person go to? will have finished (finish) school by then.
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2 How did they feel about it? Why?

4 He’s originally from Peru, but by June he
will have been living (live) in Canada for ten years.
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7 Think of places or cultural events you have been to. Plan

what you want to say, using the language below. Then 5 This museum will soon
have been (be) open for a whole century.
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share your experiences in groups. Answers will vary.
It was much / way… than I thought it would be. 10 CHOOSE Choose one of the following activities.
Answers will vary.
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I wasn’t expecting it to be very…, but it was actually… • Find out about a new development in your town or
It was nowhere near as good as I was expecting. country. Why was it built? Has it been a success?
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I was expecting it to be pretty… but it was actually very… • List ten things that will have happened in your life by the
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time you are 30. Then work in pairs. Which are the most
or least likely to happen?
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The Zubizuri (Basque for “white

bridge”) stretches across the
Nervion River in Bilbao.

4D Building a Park in the Sky
“ …that’s the power that public space

can have to transform how people
experience their city and interact
with each other.
ROBERT HAMMOND ”
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Read about Robert Hammond and get ready to watch his TED Talk. 4.0
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AUTHENTIC LISTENING SKILLS 2 Do you know of any old buildings or places that used to
be used for one purpose, but are now used for a different
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Recognizing words you know purpose? Do you like the change?
Sometimes you may not recognize words in fast speech 3 What’s your favorite public space? Why? How often do
because you expect to hear the full form. For example, in a
c you go there?
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dictionary with is shown as /wIθ/, but in fast speech it may
5 Watch Part 1 of the talk. Choose the correct options.
sound more like /wI/.
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4.1
1 Look at the Authentic Listening Skills box. Then listen 1 In the old days, the freight line trains: c
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and complete the extracts from the TED Talk. 20 a used cowboys to protect the goods they were carrying.
b were pulled by horses.
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1 And by 1980, the last train rode. It was a train

loaded with frozen turkeys . c caused several fatal accidents.
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2 I first read about it in the New York Times, in an article 2 As time went by: a
that said it was going to be demolished. a more freight started being transported by road.
3 And at the end of the we were the only two people b the line was mainly used to transport meat.
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meeting, we realized
that were sort of interested in the project. c people in the neighborhood wanted it demolished.
4 And that’s really where we started… the idea 3 At the community board meeting, Robert: b
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coalesced around… let’s make this a park, and a offered to volunteer to help preserve the High Line.
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let’s have it be sort of inspired bythis wildscape. b realized he was in a small minority.
c knew a writer from the New York Times.
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2 Listen to the extracts again. Which of the words were the

most difficult to hear? 20 Answers will vary. 4 The main inspiration for the project came from: c
a the spectacular views of Manhattan.
3 Say each sentence twice, slowly the first time—with a b the industrial architecture of the line.
gap between each word—then faster, linking the words c the way nature had started reclaiming the
in each part of the sentences together. Answers will vary. abandoned space.
6 Watch Part 2 of the talk. Why were the following
WATCH mentioned? 4.2
1 9/11 4 half a billion
4 Work in pairs. Discuss the questions. Answers will vary. 2 100 million 5 three
1 Where you live, are there any old buildings, industrial 3 20 years and 250 million
places, or pieces of land that are no longer used? Do you 1 caused economic problems 4 tax revenues expected
2 cost to build High Line 5 sections of the High Line
know when or why they stopped being used?
3 20 years = $250 million in revenue

4D Building a Park in the Sky
• Warm up Tell students they’re going to watch a TED Talk sentences. Read the first one slowly and then again, faster.
about how local activism transformed an abandoned piece Call on a few students to repeat the two-step process, guiding
of land in New York City. Read the quote on p. 52 aloud and them to say the sentence two ways—exactly as you did.
ask students to translate it or say what they think it means • Call on other students to repeat the process with different
in English (or both). sentences. Then get the class to say sentences together.
• Play the short introductory text on the DVD for students. • Say the sentences again, but faster this time. Again,
Then have them do the exercises. encourage individual and group repetition. When students
• After they finish, you might write the key words from the are able to say a sentence faster and more naturally, stop
section on the board and ask students to retell what was them and point out what they’re doing, that is, how they’re
said on the video or as much of it as they can. saying certain groups of words together.

Recognizing words you know
4 Tell students to read the activity questions to themselves
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1 Before students look at the Authentic Listening Skills box, to see if they understand them. Then have a student read
ask them why it’s sometimes hard to hear words they the first question aloud. Give one possible answer, then ask
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already know when they’re listening to natural speech, that students if they know any others. Discuss.
• Put students in pairs to discuss items 2 and 3. Go around
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is, everyday conversation. Wait for students to volunteer
ideas or call on some for their thoughts. and check that students are doing the task correctly and
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• Have students read the explanation. Either model the help with any language they need. Note some new words
different ways of saying the word with yourself or ask or phrases you hear on the board for feedback.
students to. Point out that many other words they know • Pose the questions again to individual students to check
and can easily read will also be squeezed or shortened in c their understanding. Take this as an opportunity to teach
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this way in natural speech. some of the new language that came up in the discussion.
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• 20 Read the activity directions. Then play the audio Ask the class for a translation/explanation of the word and
track as students listen and try to fill in the blanks. Have then give examples to show how it’s used.
• Wrap up the activity by asking students to tell what their
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students compare what they wrote with a partner.

• Play the audio again, this time stopping after each missing favorite public spaces are.
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phrase. Have students call out the missing words. Write

them on the board. 5 Tell students that they’re going to watch the first part of the
video. Go over any unfamiliar language in the activity items.
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You may want to provide the following definitions: fatal:

Teaching Tip
causing someone to die; freight: goods carried by vehicles;
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When you have to give students an answer in a listening reclaim: take back something that used to be yours.
activity, decide whether it’s because they can’t hear • 4.1 Play Part 1. Read the activity directions and have
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the words or don’t know the words. If the problem is students see if they can complete the activity individually.
deciphering fast speech, you might want to write the Tell them to compare their answers with a partner.
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words on the board and show students where certain • Take a vote. (Hands up if you think the answer to 1 is a; hands
sounds that they expect to hear in the words have
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up if it’s b; and so on.) Ask different students to justify their

disappeared, changed, or joined with other sounds. Say answers and then either confirm the answer yourself or
the words at gradually faster speeds to help students replay the key section to resolve any disagreement.
hear how sounds can change in fast speech.
6 4.2 Read the directions and the items aloud. Then play
2 20 Play the audio again and stop after each extract. Part 2. Pause if you need to clarify something, for example,
Ask Which words did you find hard to hear? Ask students if feasibility study or the different estimates of costs and value
they can duplicate how those words sounded to them. If to the city.
possible, display the standard phonetic pronunciation of • When the section is finished, have students discuss the
the words and also how they sounded to students. five items with a partner. Circulate and assess how well
they understood the video. Decide whether you need to
3 Say Let’s practice talking fast. Read the Activity 3 directions replay it. When you think they’re ready, call on pairs to talk
and demonstrate for students how they should read the about the different numbers and amounts in the context
of the video.

7 Tell students to read the Activity 7 directions and discussion Expansion
items to themselves to see if they understand them. Then Tell students to write a proposal for a way in which their
have a student read the first item aloud. Model some own town or city could be changed and why this would
thinking for the class. Say I remember estimates were made benefit the local community. This would be a change to
about property values and taxes that influenced the city. some physical thing—for example, an existing building
• Put students in groups to discuss. Go around and check that or structure, a street, an open space, or any other similar
they’re doing the task correctly and help with any language thing students can think of. These proposals could then
they need. Note issues that will need to be addressed when be discussed at the start of the next class.
you give feedback.
• Replay the video if students need clarification of certain
points. When groups are finished, have them share their CHALLENGE
ideas about the first two points with the whole class. Wrap • Explain the task and give students a minute to look at the
up the activity by asking groups to explain who would activity text. To get them started, ask the whole class for an
benefit the most in each case. If students have strong example of something Friends of the High Line had to do
opinions, let them debate. early in their campaign connected to events and people,
and something connected to money.
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8 4.3 Tell students that they’re going to watch the third • If students seem stuck for ideas, ask questions, such as
part of the talk. Have them read the activity directions and What was the first meeting Robert Hammond went to? What
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statements. Clarify vocabulary as necessary (for example, happened at the end of it? How did Friends of the High Line get
inspiration, elevated). Then play Part 3. started? Where did the money come from?
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• When it’s finished, have students do the activity individually. • Put students in pairs to tackle the first part of the activity.
Review the answers as a class. Replay parts of the video if Set a time limit and conclude that part by asking a few
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students disagree on whether a sentence is true or false. pairs to share their lists. You may sometimes need to ask
Confirm the answers. for clarification or further explanation and then perhaps to
c reject certain ideas if you feel they’re not relevant. Explain

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9 Vocabulary in context why to the class.
• 9a Tell students that they’re going to watch some clips • Next, have pairs join with another pair for the second part of
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from the talk which contain new or interesting words the Challenge. Remind them of the task. Model by giving an
and phrases. Explain that you’ll pause the video when the example of a quality that you think is necessary to bring about
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options come on screen and ask everyone to call out the change, using the phrases provided. Then say Think about
correct meaning together. Robert Hammond. Do you think you could do what he did?
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• 4.4 If a lot of students are giving the wrong answer, • As groups discuss, go around to listen and observe.
provide additional explanations or examples before moving Are students using the phrases provided? Take notes
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on to the next clip. Play the video. and help as needed.

• 9b Put students in pairs. Have them look at the four activity • At the end, give feedback about new language that came
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items. Answer any questions students may have about the up, and errors to correct. Compliment groups that showed
words and phrases in italics. Reteach some, if necessary, or ask good speaking and listening behavior.
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if any students recall the examples in the video.

• Help pairs get started. Give one or two examples for a couple
Teaching/Exam Tip
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of the questions. Circulate and check that students are doing

Being able to use a language with confidence and
the task correctly. If students’ discussions are lagging, have
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proficiency means that students have learned words and

them change partners and continue the activity.
their meanings and are able to recall them quickly when
• Notice mistakes, difficulties, or where students use L1. Help
they hear or read them or try to use them in classroom
them by correcting or giving them the English they need.
and exam situations. Emphasize to students that unless
Focus especially on their use of the new words and phrases.
they’re in a situation where they hear this language
• At the end of the task, have pairs share their most interesting
frequently and repeatedly, they will have to spend time
ideas. Give some feedback about new language that came
consciously learning and memorizing collocations and
up, and errors to correct (which you may have written on
phrases and make an effort to recall and use them.
the board).
• Finally, you may want to take a class vote on which
suggestions in item 4 were most often chosen for students’
neighborhoods.

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7 Work in groups. Robert Hammond explains that a special 4 Which ideas do you think your town or city would
really get behind? Why?
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study was designed to show whether the High Line
would add value to the city. Discuss: Answers will vary. • Free art gallery and museum entrance for everyone
• Spending more money on public art
• how the creation of a park on the High Line might add
c • Official areas for young people to put up street art
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value to the local area. • Free art materials for all schoolchildren
• how demolishing the High Line might add value to • Displaying work by local poets on public transportation
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the area.
• who you think would benefit most in each case—and CHALLENGE
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which plan of action is better.

Work in pairs. Make a list of all the activities you think
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8 Watch Part 3. Are the sentences true or false? 4.3 Friends of the High Line had to do at each stage to
transform the abandoned rail line into a park.
1 Twice as many people as expected used the High Line
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Think about:
last year. F
2 Architects have taken inspiration from the High Line. T • events and meetings. • money.
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3 Some parts of the High Line have been elevated to a • people. • the law.
higher level. T
Work with another pair of students. Then use some of
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4 Robert Hammond doesn’t really like the design. F

the phrases below to discuss:
5 He believes the space encourages people to behave in
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ways they wouldn’t normally. T • what personal qualities are needed to help change a
neighborhood in this way.
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9 VOCABULARY IN CONTExT • which of these qualities you think you have.

a Watch the clips from the TED Talk. Choose the correct • how you could develop these kinds of qualities and skills.
meanings of the words and phrases. 4.4
I think you’d need to be very… if you were going to…
b Work in pairs. Discuss the questions. Answers will vary.
1 What different ways of reducing the number of people You’d have to be a very… kind of person if you wanted
who get run over can you think of? to…
2 What problems might arise if ancient relics are found in I’d like to think I’m fairly…
a construction area?
3 Who do you usually talk to if you need to figure out I’d be lying if I said I was…
what to do about a problem? Why? The best way to get better at… would be to…

4E What’s the plan?
SPEAKING
Useful language 1 Choose the options that are true for you. Then work in pairs and explain
your choices. Answers will vary.
Making suggestions
Do you feel like going to…? 1 I usually go out to meet friends four or five times a week / two or three times a
week / maybe once a week.
I was wondering if you’d like to go
2 I hardly ever / sometimes / often go out with my parents.
to…?
3 I prefer going out alone / with one or two close friends / with a big group.
Rejecting suggestions 4 When it comes to deciding where and when to meet, I let other people decide / we
To be honest, it’s not really my kind generally try to reach a group decision / I basically like to take charge.
of thing. 5 I mostly like going to the same place / different kinds of places.
Doesn’t really sound like my kind of 6 When I go out with friends, I like to plan everything in advance / I’m happy to just
thing, I’m afraid. go with the flow and see what happens.
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Suggesting alternatives 7 I often / rarely / never go to cultural events like concerts, exhibits, and plays.
OK. Well, in that case, how about 2
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Listen to two friends making plans. Answer the questions. 21
going to…?
1 What different cultural events do they mention? exhibition, concert, movie
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OK. Well, if you’d rather, we could
2 What do they decide to do in the end? see a movie
always go to…
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3 Why are the other ideas rejected? One person objected.
4 Where and when do they arrange to meet? Why? six o’clock at a café to get coffee first
3
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Listen to the two friends again. Complete the sentences by adding two or
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three words in each blank. 21
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1 I was wondering. Do you fancy going out somewhere with me tomorrow?

2 Where did you have in mind ? Anywhere in particular?
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3 OK. What kind of thing is it? I’m not really into art, so…
4 How about checking out this band that are playing in the park
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tomorrow night?
5 What about just going to see a film? Would you be up for that?
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6 Let’s go for the later one—but meet a little bit earlier.

7 I’ll book tickets right now —just to be safe .
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4 Work in pairs. Make plans to go to a cultural event. Make sure you:

Answers will vary.
• use real places or events that are local to you.
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Some festivals and events that • reject at least one suggestion and explain why.
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attract a lot of people like this • arrange where and when to meet.
color run sometimes require a • use language from Activity 3 and the Useful language box.
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large cleanup operation.

4E What’s the Plan?
SPEAKING 2 Tell students they’re going to hear two friends making plans
• Warm up Tell students the photo on p. 54 shows the and then they’ll answer questions about the dialogue. Have
Birmingham City Color Run, in the state of Alabama in the US, students look at the Activity 2 questions.
where runners take part in a 5 km race and are splashed • 21 Play the audio track once straight through.
with different colored powders as they go through each Encourage students to jot down notes. When the track
kilometer. Explain that the Color Run was inspired by the is finished, call on a student to answer the first question.
Indian festival of Holi where crowds of people similarly Then ask Did anyone hear any other events mentioned? Have
douse one another in colors. Ask Do you think the Color Run students respond. Put students in pairs to compare and
looks like a good time, or your worst nightmare? Have a few discuss the other three questions.
students respond. • Circulate and notice how well the students are doing
• Point out the Useful language box on p. 54. Have students (without saying anything). If you see that the majority are
silently read through the language for making and rejecting struggling to remember what they heard, be prepared to
suggestions and coming up with alternatives. play the track again.
• Then put students in pairs to role-play two friends • Review the answers by calling on different students or
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discussing whether or not to go to the Color Run. Tell them by asking the whole class. Where there is a dispute, ask
to use the language in the box. Model with a student to get students to justify their different answers. If necessary, replay
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pairs started. Ask (Rikki), I was wondering if you’d like to go the audio.
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to the Color Run next month. What do you think? Prompt the
student to respond Doesn’t really sound like my kind of thing. 3 21 Have students read the directions and look at the
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• Then have pairs role-play. Say Remember to suggest sentences. Play the audio again straight through and have
alternatives if necessary. When they’re done, call on a few students complete the sentences as best they can.
pairs to repeat their dialogue for the class. • Ask students to compare their completed sentences with
c a partner. Tell them they can work together to fill in any
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1 Read one or two of the Activity 1 items aloud, as is, so missing information.
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students get the idea. Then repeat the sentences, this time • Go around and check how they did and decide if they need
choosing the options that are true for you. Highlight the to hear the audio again.
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Useful language either by writing it as you say it or slowing • Call on students to read each sentence aloud. Play the audio
down and drawing attention to it as you speak. Explain why to confirm or check each one. Write the answers on the
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you chose the options you did. board. If necessary, highlight how some words may sound
• Put students in pairs to read the directions and do the different in fast speech, as letters or sounds may disappear
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activity. Go around and check that students are doing the or be linked with other words.
task correctly and notice mistakes, difficulties, or where they • You could also ask questions or give extra examples such as
use L1. Provide assistance as necessary. Can you think of two other things you might invite someone
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• When most have finished, either stop the activity or ask to, using phrases such as “Would you like to… ?” Or ask Do
students to change partners and continue. you have anywhere in mind? Encourage students to use
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• At the end of the task, you might want to call on students the language they learned to answer these questions in
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and randomly assign them one of the sentences to read different ways.
aloud, including the option that’s true for them. Then ask
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Did anyone choose a different option? Call on students who 4 Explain the task. Ask students to individually think of three
respond and have them read the sentence and explain their or four cultural events or venues in their area. Tell them they
choice. can be movies, art exhibitions, concerts, or places, such as
• Provide any feedback you have for the students. museums, theaters, or other buildings, where performances
are held.
• Have students look at the items they’ll be discussing. Point
out that they should think of reasons why someone might
not want to go to an event. You might demonstrate the
conversation with a proficient student.
• Put students in pairs or tell them to stand up and find a
partner to work with.

WRITING
5 Read the activity directions aloud. Write the essay title on 9 R
ead the Activity 9 directions. Have students look back at
the board. Read it aloud, and ask students for a quick show Activity 8 as you read the first sentence aloud: It is sometimes
of hands for who agrees with the idea, and who doesn’t. said that art is a mirror of society. Then give one or two
• Give students a couple of minutes to consider reasons for example endings for it, such as:
both sides of the issue. Then ask students for reasons for and . . . In fact, a lot of art doesn’t reflect society at all.
against the museum project and record them on the board
to build a mind map. . . . In fact, a lot of art has no relevance to society.
• If they’re slow to answer, you might put students in pairs for • Put students in pairs to see if they can write endings to at
a minute or so to generate ideas. Remind them that these least two of the other sentences. Go around and help with
reasons are not necessarily ones they personally feel strongly language as necessary.
about, just reasons someone might have for or against the • When everyone has done at least two, have different pairs
museum project. Add other reasons to the board. read their sentences. Start with less proficient students to
build their confidence. Challenge stronger students/fast
6 Direct students to the essay on p. 150 and have them read it. finishers to write endings for all of the sentences.
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When they’re finished, ask the question: Does the writer agree
with the statement in the essay title? (no) Why? Elicit from students
Writing Strategy Make a plan and write a first draft
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that the writer disagrees because he or she believes the money
would be better spent in other areas of the community. Tell students their writing will go more smoothly if they
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• If any students cited a similar reason in Activity 5, call on plan before they write. They should think about the
them to add further comments. Ask them for suggestions format and characteristics of the kind of writing they’re
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about other areas of the community that would benefit doing and make an outline or use a graphic organizer.
from an investment of funds similar to what would have Tell them to add a couple of ideas or key words to each
part of the outline, then write a first draft. Explain that
gone to the building of a museum.
c the point is to get ideas down quickly, while they’re fresh
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7 Tell students they’re going to learn more about writing for in their minds. Say Don’t get hung up on the details, or on
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and against essays. Have them read the text in the Writing grammar or spelling. You can revise and edit later.
strategy box. Then discuss as a class, making sure students
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understand the logic of each point. Say Doing each of these

things will show your readers that you’ve studied the issue 10 Read the directions and the two options aloud. Make sure
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thoroughly. You can anticipate opposing arguments and show students understand the two different options, a and b, and
why your position is stronger. the three titles they have to choose from if they pick b.
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• Read the Activity 7 directions aloud. Then have pairs reread • Tell them that following the model and the pointers at the
the essay and answer the questions. You might want to back of their book will help, as well as the Writing strategy
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have students work in pairs, with one student holding the and Useful language boxes.
activity page open and the other student holding the model • Put students in pairs and tell them to talk about and plan
page open to avoid a lot of flipping backwards and forwards. their writing.
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• When they’re finished, list the three stages of an • Assign the actual writing for homework or set a time limit
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introduction on the board: 1. Tell why the issue is important; and do it in class.
2. Give an opposing argument; 3. Refute the argument and give • As students plan (and write, if applicable), circulate and
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your opinion. Then call on students for their answers. Tell provide assistance as needed. You might note some
them not to look at the model. Confirm the correct answers common mistakes for feedback when the time is up.
and write them on the board.
8 Tell students that there are words and phrases, such as it has Expansion
been claimed that, that writers use to introduce what they Have students write an introductory paragraph for one
believe to be a weak argument. Ask Do you remember why of the titles in option b (or one of the other titles if they
they do this? (to show their knowledge of the issue; so they already did one for their essay), using the pattern for for
can then refute that argument) and against essay introductions laid out in the Writing
• Say You’re going to use these words and phrases in Activity 8. strategy box.
Read the directions. Have students work individually. Do the
first one together if you think it’s necessary.

WRITING A for and against essay
5 Work in pairs. Look at this essay title. Think of two reasons why you might Writing strategy
agree with the statement in the title, and two reasons why you might
disagree. Answers will vary. Opening paragraph
When writing the opening
Building a new museum would boost tourism in the area and benefit the whole community paragraph of a for and against essay:
6 Read the essay on page 150. Does the writer agree with the statement in the • show the reader you know why
essay title? Why? No. She believes the money could be spent in other areas. the subject is relevant.
• give what you feel is a weak
7 WRITING SKILL Introducing arguments argument or point of view.
Work in pairs. Look at the essay on page 150 again. Use the Writing strategy box • say why you disagree and give
to identify each of the three stages of the introduction. Answer the questions. your own opinion.
1 How does the writer stress the importance of the subject? by explaining why it’s relevant now
2 What phrase is used to introduce an opposing point of view? it has been claimed that
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3 How does the writer signal a disagreement? by using however, … Useful language
8 Complete the sentences, which give a weak argument, with these words. Showing relevance
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believed claimed common seen sometimes supposedly Over recent years,… has become
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increasingly important.
…is getting better and better / worse
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1 It is sometimes said that art is a mirror of society. In fact,…
supposedly and worse at the moment.
2 Creativity belongs to the world of the arts. In reality, though,…
3 It is widely believed that music can help to connect young people Over the last few years, there has been
from different backgrounds. However,…
c a dramatic increase / drop in…
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4 It is often claimed that comedy works best when it’s cruel. However,… Introduce an opposing view
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5 Museums are sometimes seen as being of no interest to young It is sometimes said that…
people. However,… It is often claimed that…
6 One common argument against more focus on the arts in schools is that
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they do not make students more employable. In reality,… Say why we disagree
…but, in fact,…
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9 Work in pairs. Complete the second sentences in Activity 8 to show how each In reality, though,…
of the arguments could be seen as weak. Answers will vary.
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However,…
10 Choose one of the options and write a for and against essay of 250 words.
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Answers will vary.

a Argue the opposite point of view to the student essay you read on page 150.
b Write an essay on one of these titles:
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What our city needs is a big new concert hall

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We should not host a festival because the cleanup is too expensive

New technologies have had a very negative effect on our cultural lives
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5 It’s Not Rocket
Science
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• learn about and discuss different
life hacks.
• read about why humans are curious.
• learn about brain research.
• watch a TED Talk about science
being for everyone.
• design and write about an
experiment.

5 It’s Not Rocket
Science
Unit Overview
About the Photo
In this unit, students will talk about science in their lives—what
they know about it and the scientists who practice it, how The photo shows Taylor Wilson, a young American
students’ lives are better for it, and how they learn it. scientist, and his family. Taylor has always been interested
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in nuclear physics. When he was twelve, he decided he
Students will learn about life hacks and the Internet, inventions, wanted to make a star, and that led to his building a nuclear
and the importance of collaboration and teamwork for fusion reactor in his garage. Taylor is currently working on
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“pushing the envelope” of scientific innovation. They’ll read a number of science and engineering projects. He’s also a
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about how curiosity is necessary for learning and watch a TED TED speaker.
Talk about the similarities between play and experimentation—
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and how this makes young people natural scientists! Finally,
Language note “It’s not rocket science” is an expression
students delve into the scientific method and design and write
people use when they think something is not that difficult
about an experiment.
c to do or understand. It’s a nod to the fact that the science
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involved in the development of modern rockets was very
Unit Objectives difficult. People might use the phrase in a humorous way (to a
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Vocabulary young child, trying to tie his shoes), an encouraging way (to a
• Science in action student learning multiplication), or an exasperating way (to an
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• Vocabulary Building Adjective endings employee who can’t stay focused enough to learn his job).
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Grammar
• Grammar 1 Passives 1
Warm Up
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• Tell students to keep their books closed. Display the photo

• Grammar 2 Passives 2
on pp. 56−57, either pointing to it in the book or projecting
it with the presentation tool.
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Reading
• Ask the class who they think the family might be. Why do
• Back to the future?
they think the young man on the left is dressed that way?
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• Take students’ responses. Explain who the people are by

TED Talk
reading aloud the caption and About the photo to the class.
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• Beau Lotto and Amy O’Toole: Science is for everyone, kids

Did anyone come close? Then put students in pairs and ask
included
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them to think of at least five questions they would like to

ask Taylor Wilson.
Pronunciation
• Have the class then conduct an “interview” with Taylor,
• Stress in passives
who can be played either by you or a student, or else have
students role-play the interview in pairs.
Speaking
• Tell students they can use their imaginations in
• Staging
conducting the interview, as long as the questions
• Preparing research questions
and answers make sense.
• Hypothesizing
Writing Resources
• The scientific method • Classroom Presentation Tool

Unit 5 It’s Not Rocket Science 56a
5A Life Hacks
VOCABULARY 4 Tell students they’re going to learn some more collocations
for the verbs they’ve been working with.
1 Tell students to read the Activity 1 questions and check that • Read the activity directions and say, for example, Number
they understand them. You may need to clarify mysteries 1—a theory, an opinion. Hmm, what verb goes with both?
of science or prompt students with the names of famous Explain that form is the most common verb for this pair
scientists (Isaac Newton, Albert Einstein, Marie Curie, of words, but other verbs might make sense in certain
Stephen Hawking, Jane Goodall, Galileo Galilei). contexts (prove a theory).
• Put students in small groups. Call on a student to read the • Tell students to complete the phrases individually, using
first question aloud. Suggest one way yourself, then ask a dictionary if necessary. When most have finished, have
the class for other ideas. Have them discuss the rest of the them compare answers with a partner and help each other
questions in their groups. with any problematic phrases. (Have students write down
• Circulate and help by correcting errors or giving students their collocations to use later, in Activity 6.)
the English they need. Write some helpful points on the • Review the answers. Write the numbers and verbs on the
board, or remember them for class feedback. board. As you write, ask follow-up questions. For example:
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• When a few groups have finished, stop the activity and After you form a theory, what might you do next? Where might
call on groups to share one or two suggestions about the you analyze a sample? A sample of what?
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second and third questions.
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• Give your feedback. To wrap up the activity, start a web on 5 Put students with new partners to compare answers from
the board for the qualities of a scientist and have students Activity 4 and to think of other collocates for the verbs.
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call out qualities they came up with. Discuss them as a class; Encourage them to use a dictionary.
then add them to the web. • When everyone has at least one new word or phrase for
each verb, stop the activity and have pairs share what they
2 Tell the students to read the phrases and underline any of
c came up with. Call on less proficient students first to give
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the words in bold they don’t know. Put students in pairs them an opportunity to contribute.
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and tell them to explain any words their partner doesn’t

know, or check them in a dictionary together. Activity 5, Suggested answers:
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• When the first pairs finish, stop the activity and give 1 form − a team/a response; 2 analyze − information/
feedback on the new language. Say something like, OK, a book; 3 conduct – research/tests; 4 release – from
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you knew some of the words. Good! Let’s look at a couple you captivity; 5 submit − a plan/a school project; 6 reward
weren’t sure about. . . . Ask a follow-up question to check − good behavior/an attempt; 7 track − a package/
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understanding and deepen students’ knowledge, such sleep patterns

as: How do scientists conduct research? (do experiments,
observe nature) Why might you want to dissolve a substance?
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(to see what it’s like as a liquid) How do you track progress?
(use graphs, enter data into a computer) 6 H
ave students revisit the collocations they came up with
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• You’ll have further opportunities for reteaching the for Activity 4. Read the Activity 6 directions aloud. Have
students write answers for each collocation.
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vocabulary as the lesson progresses.

• Model thinking aloud. Say Form a theory; form an opinion.
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3 Read the activity questions aloud. Then read the first Let’s see. All kinds of scientists form theories—physicists,
phrase in Activity 2 and turn it into a sentence. Model with climatologists, for example—when they’re trying to
a student partner. Ask Do you design experiments in your understand how the universe works. And lots of people form
science classes? Repeat for one or two other actions. Then opinions! Art and movie critics do; it’s their job. Call on a few
have pairs take turns asking and answering questions about students to share their ideas.
the rest. Circulate and help as necessary.
• When the first pairs finish, have everyone change partners 7 Prepare your own (ideally true) answers to the questions
and continue, starting from the last action this time. before the class. Model answering the questions in class.
• Call on pairs to share their dialogues about different actions Then put students in small groups to discuss.
with the class. Invite comments and provide feedback. • At the end of the task, give some feedback about new
language that came up and errors you heard.

57a Unit 5 It’s Not Rocket Science
5A Life Hacks
VOCABULARY Science in action
1 Work in groups. Discuss the questions. Answers will vary.
1 In what ways has science made life easier or better in your lifetime?
2 Can you think of two mysteries science has yet to solve?
3 Which scientists have you heard of? Why are they famous?
4 What personal qualities are most important if you want to be a scientist? Why?
2 Work in pairs. Do you understand the words in bold? Use a dictionary,
if necessary. Answers will vary.
1 design an experiment
2 conduct research
3 form a hypothesis and prove it
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4 put a substance in water and heat it up to help it dissolve
5 create a chemical reaction that releases a gas
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6 track students’ progress
7 record the results of an experiment and analyze them
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8 write a report and add references at the end
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9 place something under a microscope
10 reward hard work
11 get rid of a chemical
12
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submit an assignment
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3 Work in pairs. Do the actions in Activity 2 happen in your science classes at
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school? Who does each activity? Give examples. Answers will vary.
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We don’t really design experiments at school. We just follow the ones in the
textbook or do what the teacher tells us to do.
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4 Complete the phrases. Add verbs from Activity 2 that are commonly used with
each set of words.
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1 …a theory / …an opinion form

2
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…samples / …the results analyze

3 …an operation / …a survey conduct
4 …chemicals into the atmosphere / …an animal release
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5 …an essay / …it before the deadline submit

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6 …their effort / …her for her work reward

7 …the movement of birds / …your progress track
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5 Work in pairs. Compare your answers in Activity 4. Then think of one more
word or phrase to go with each verb. Use a dictionary, if necessary.
6 Look again at your completed phrases in Activity 4. Who might perform each
action? Why? Answers will vary.
7 MY PERSPECTIVE
Taylor Wilson is the youngest Work in groups. Discuss the questions. Answers will vary.
person ever to produce a type 1 What science experiments have you done at school that you enjoyed?
of energy called nuclear fusion. 2 Have you ever designed an experiment yourself? If yes, what for? If no, why not?
He did it by building a reactor in
What experiment would you like to design?
his parents’ garage.

Unit 5 It’s Not Rocket Science 57
LISTENING 2 And of course it works better as an alarm if the cup
is then left far away from your bed, as then
8 Work in pairs. Read the definition. Then tell each other you’ll be forced to get up to turn it off.
any life hacks you know for: Answers will vary. 3 The cup channels the sound in one direction, whereas
normally it’d be thrown around all over the place.
1 smartphones. 3 the home.
2 computers / computer games. 4 food and drink. 4 It’s been designed to track your sleep patterns and
wake you up during light sleep rather than deep.
Life hack /laIf hæk/ noun [countable] 5 If your phone’s being charged and you need it done ASAP,
A simple solution or a piece of advice that helps you solve a then what you need to do is put it in airplane mode.
problem, save time, or improve how something works. 6 An email has just been sent to me by Maxine,
who’s suggested a hack for anyone out there who likes a
9 Listen to an extract from a radio show called Life Hacks. spicy curry from time to time.
Answer the questions. 22
12 MY PERSPECTIVE Answers will vary.
1 What four life hacks are mentioned?
2 What problems do the life hacks help solve? Which of the four life hacks do you think is:
• the most useful? the least? Why?
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10 Correct the false information in each sentence.
• the easiest to understand from a scientific point of view?
Then listen again to check your ideas. 22
the hardest? Why?
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1 Marie bought herself a phone for her birthday.
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2 Marie’s a morning person.
3 It’s best to put the paper cup right next to your bed. GRAMMAR Passives 1
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4 The cup throws the sound around the room. 13 Work in groups. Look at the Grammar box. Then answer
5 The app alters your sleep patterns. the questions.
6 Phones can be charged faster on airplanes.
7 Spicy food increases the temperature in your mouth. c 1 What tense are each of the passive forms in Activity 11?
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8 The chemical in chilies is easily dissolved with water. 2 Why is the passive used in each case? Focus is on the object or
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3 Identify the object(s) in the sentences person experiencing the

11 Complete the extracts with three words in each blank. in the Grammar box. Are the objects action.
Then listen again to check. 22 direct or indirect? What do they
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1 Well, I was recently given this lovely new refer to? a smartphone / direct object
b An email / direct object.
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smartphone.
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58 Unit 5 It’s Not Rocket Science
LISTENING Activity 10
1 She was given a phone. 2 She’s not a morning person.
8 Ask if anyone is familiar with the term life hack and, if so,
3 Put the cup far away. 4 The cup channels the sound.
have them tell the class what they think it means. Then
5 It tracks your sleep patterns. 6 They can be charged
have students read the definition of life hack in Activity 8 on
faster in airplane mode. 7 A chemical makes it seem hot.
p. 58.
8 Wash it off with something fatty.
• Say That’s not exactly a new idea. What are other words
that mean something similar? (a work-around, a quick fix) 11 Put students in pairs. Tell them to read the sentences and
Explain that some of these terms, unlike life hack, refer to a discuss what they remember about the missing words.
temporary, rather than a permanent, solution. • 22 Play the audio once straight through and have
• Read the activity directions and the four categories. Think of students complete the sentences individually as best as they
one or two life hacks yourself to model ideas for students. can. Then have them compare answers with their partner.
• Have pairs stand up and share their ideas with different • Call on students to say each answer. Play the audio to confirm.
students. Tell them to change partners from time to time. Write the numbers and answers on the board. (Students will
• Listen and take notes as students talk. At the end of the need to refer to them for Activity 13 below.)
activity, share some of the more interesting hacks you heard • Call on students to read the completed sentences aloud.
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about with the whole class.
12 Read the My Perspective text aloud. Call on students to name
Tell the class they’re going to listen to a recording the four hacks from the audio track. Write them on the board.
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9 22
in which four life hacks are discussed. Read the directions • Choose students who gave different answers to explain their
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and the questions students will have to answer and play the choices and allow a discussion to develop, if students are
track once straight through. interested. After each discussion, ask if anyone has changed
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• When the recording is done, have students compare their their answer and have them explain why.
answers to the questions with a classmate’s.
• Go around and notice how well the students are doing Exam Tip Read the questions first
c Remind students that whether an activity or test item includes
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(without saying anything). If the majority have not fully
answered the questions or are confused, play the track again. a reading or a listening text, they should always read the
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• Ask the whole class or individual students for their answers. questions before reading or listening to the text. They should
Where everyone agrees, write the number and key words note key words or ideas in the questions and start thinking
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on the board. If students disagree or most don’t know, play about synonyms or related language they might read or
the audio track again to listen and check. hear in the text. If they come across an unfamiliar word in a
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question, they might still be able to answer it based on the

Activity 9 other language in the question and the context of the text.
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1 a paper-cup loudspeaker; a sleep app; “airplane

mode” charger; eat yogurt with spicy food 2 helps GRAMMAR Passives 1
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get you out of bed; wakes you up during light sleep;

13 Either tell students to read the Grammar box silently, or
saves energy; is faster; stops burning sensation
read the text aloud yourself. Ask what the verb is in each
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sentence and have students call them out all together. (was
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10 Have students read the statements. Make sure they given, has been sent)
understand them. You might remind them why this is • Put students in groups to answer the Activity 13 questions.
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important. (See the Exam Tip.) Tell them that for questions 1 and 2 they’ll need to refer to
• Point out that all the statements are wrong and have pairs the list of Activity 11 answers on the board.
discuss briefly to see if they can remember what the correct
information is. Then have students work individually to Activity 13
correct each statement. 1
• 22 Play the audio and have students check their statements. 1 past; 2 simple present, future; 3 conditional;
Call on individuals to read their corrected sentences aloud. 4 present perfect; 5 present continuous;
• If students are unsure of certain details, replay the track, 6 present perfect
stopping at key points. Play these sections two or three
times if students are still struggling to extract the correct At this point, have students complete Activities 1–2 on
information. Draw attention to any problem sounds or p. 137 in the Grammar Reference section. You may also
words and explain them when you give the answers. assign these activities as homework.

Teaching Tip 16 Read the questions aloud and have partners discuss. This
It helps to highlight words and verb forms to emphasize exercise can be seen as simply a brief discussion to reflect
aspects of grammar. The book does this, and you on the blog text and as a link to the next activity.
can point to the examples there, but it also helps to • For feedback, you could ask different students to share their
write examples on the board. As you review grammar ideas on other important inventions.
activities, write the answers on the board. Underlining
the target form, writing the names of the tenses, or
17 Say Let’s see how much you know about inventions we take for
granted. Do the first one together. Have a student stand and
creating a chart—all help to make grammar skills clearer.
read the first item aloud. Remind her to use proper stress
when reading the passives. Provide assistance or correct as
14 Tell students they’re going to read about an invention. Read needed. Thank the student and tell her to sit down.
the Activity 14 directions. Have students read the blog to • Say Raise your hand if you know what it is. If several students
find out what the invention is and how it has impacted raise their hands, have them call it out. (a yo-yo) Provide
people’s lives, but stress that they have just one minute to the answer if necessary. Then say Now underline the passives
read it. in the two sentences. How many are there? (four) Call on a
• Read the text up to the first blank aloud and say I have to student to read them aloud.
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use the verb place. The correct passive form here is. . . what? • Have students complete the activity individually.
Have students respond. (be placed) • When students are ready, have different volunteers name
• Have students do the activity. When most have finished, tell
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the other three inventions. After each is correctly identified,
them to compare answers in pairs. have the students who guessed it raise their hands. Say Give
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• Review the answers by calling on students to read the text yourselves one point if you knew it.
aloud and fill in the blanks. Write the item numbers and • Finally, go through the passives in each item. Tell students
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passive forms on the board. to give themselves one point for each one they underlined
correctly.
15 PRONUNCIATION Stress in passives
• 15a Read the explanation in the box aloud. Say Let’s c • Tell the class the highest possible score for items 2−4 is 11.
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(3 inventions; 8 passives) Figure out who got the highest
practice stress. Tell students to look at their completed blog score and declare the winners.
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entries for Activity 14.

• Model reading the first couple of sentences. Pause after 18 Say Now you get to write your own invention “riddle”! Read
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each passive form (include the adverb completely, but don’t the directions aloud and put students in pairs. (Alternatively,
stress it more than transformed) and ask Which word in the you could assign this as homework for students to do
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verb did I stress the most? Have students call out the answers. individually.) Make sure everyone understands the task.
(placed, transformed, created) • Have pairs brainstorm different inventions. Provide time for
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• Call on different students to model reading the rest of the them to do research. When pairs are ready to compose their
sentences for the class. Remind them to place the most riddles, tell them they have to use passive forms. Say Use the
stress on the main verb.
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items in Activity 17 as models for using passives.

• Correct any mistakes that come up. • Circulate as students work, providing assistance as
• 15b Put students in pairs to practice reading with proper necessary. You might suggest that students choose a
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stress. Tell partners to read the blog entry aloud to each different invention if you see that several pairs are doing the
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other. Say Read the Pronunciation box to yourselves first as a same one. (It’s all right if just two pairs do the same one.)
reminder. Then pay attention to how your partner reads the • When pairs are satisfied with their riddles, put them with
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passives. another pair to quiz each other. You could then have
• After they finish reading, you might suggest that partners pairs move on and repeat the process with other pairs.
grade each other from 1−10 on their use of proper stress. Alternatively you could have pairs present their riddles to
Partners should justify the grade they give each other, and the whole class.
then read the blog again to improve it, if necessary. Monitor • When everyone has heard all the riddles, have the class vote
pairs as they read. for the best one.
Activity 15a
1 be placed; 2 have been transformed; 3 was created;
4 be said; 5 had been used/were used;
6 were being tested/were tested 7 being connected;
8 be given

The passive a Look at the completed blog entry in Activity 14.
Which word is stressed in each passive construction?
The passive is made by using a form of the verb be + b Work in pairs. Practice reading the blog entry in
past participle. Activity 14 with the correct stress.
a I was recently given this lovely new smartphone. 16 Work in pairs. Discuss the questions. Answers will vary.
b An email has just been sent to me by Maxine.
1 Do you agree that the internet is the most important
invention ever? Why?
2 What other inventions would you put near the top of the
and practice.
list? Why?
14 Complete the blog entry with the correct passive forms.
17 Underline the passives in the descriptions. Can you name
If you’re making a list of the most important inventions ever, the things described?
the internet should (1) be placed (place) right
at the top! Our lives (2) have been completely 1 The name is taken from Tagalog, a language that’s
transformed (transform) since the first web page spoken in the Philippines, where it was used as a weapon
(3) was created (create) in 1990. It could even for hundreds of years. It was first produced as a toy in
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(4) be said (say) that the internet is the California in the 1920s. yo-yo
ultimate life hack! Of course, various linked systems of 2 It is thought that it was first produced in Mocha, Yemen,
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computers (5) had been / were used (use) for some time over a thousand years ago. It’s now consumed all over
the world—particularly in the morning. coffee
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before the birth of the world wide web, and early versions
of what was to become the web (6) were 3 It was first invented in Ancient China over 2,000 years ago
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regularly (being) tested (test) throughout the 1970s for use in government, but wasn’t introduced into Europe
and 80s. Today, though, it’s rare to meet someone who has until the 11th century. paper
no interest in (7) being connected (connect). For many 4 You’ve probably been asked to type letters into one of
young people, that means more than 20 hours a week c these when using the web. They’re used to prevent
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online! Indeed, the internet has become so essential to our spam and were invented by TED speaker Luis Von Ahn
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lives that some argue it is like air, and that everyone should from Guatemala. Captcha boxes
(8) be given (give) free access to it.
18 Work in pairs. Write a description of something like in
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Activity 17. Use the passive. Then work with another

15 PRONUNCIATION Stress in passives
pair of students. Can they correctly guess what is being
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described? Answers will vary.

When using the passive, greater stress is placed on the
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main verb and less stress is placed on the auxiliary verb.

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People have created more

original ways to use cups
as loudspeakers.

5B Curiosity, Cats, and Kids b It’s more important than ever to make sure kids learn to
be curious.
c Social media doesn’t help us know people better.
VOCABULARY BUILDING d We run the risk of becoming less curious if we’re
not careful.
Adjective endings
6 Work in pairs. Which statements do you think the writer
Adjectives can sometimes be recognized by their endings.
would likely agree and disagree with? Refer to the article
Common adjective endings include:
to explain why. Answers will vary but should cite supporting
-ous: curious, tremendous, previous statements from the text.
-able: reliable, treatable, adaptable 1 Parents should make sure kids don’t experiment too much.
2 You can’t create anything new unless you recognize the
-ive: effective, innovative, imaginative
limits of your understanding.
-ful: beautiful, hopeful, helpful 3 The people funding scientific research should demand
-al: practical, electrical, social clear outcomes.
4 Humans are basically programmed to ask why.
1 Work in pairs. Think of a noun that each adjective in 5 You don’t get a full picture of people from the way they
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the Vocabulary Building box often goes with. Use a present themselves online.
dictionary, if necessary. 6 We need to share ideas with like-minded people if we are
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to develop our curiosity.
2 Choose four pairs of words from Activity 1. Write a
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sentence for each pair. Answers will vary. 7 Work in groups. Do you agree with the statements in
Activity 6? Why? Answers will vary.
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Research needs to have practical applications.
CRITICAL THINKING Asking critical questions
c
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It is often thought that (1) innovation / innovative in science
comes from the labor of (2) curiosity / curious geniuses: To check ideas and deepen understanding, ask questions
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the kinds of individuals who work in isolation, find about statements or research. For example:
(3) pleasure / pleasurable in exploration, and don’t worry Research has shown that curiosity is just as important as
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too much about the (4) practicality / practical applications intelligence in determining how well students do at school.
of their findings. While it is true that the (5) use / useful of
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many new discoveries is not always immediately clear, you The starting points for thinking critically about this
only have to look at the results of scientific work conducted statement might be:
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by teams to see that it is a (6) social / society process and How is student success measured? In what subjects?
involves far more (7) cooperation / cooperative than is often How are curiosity and intelligence measured? How different
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imagined. (8) Collaborative / Collaboration can not only help are they?
to speed up scientific work; it can also enhance the quality of
Can you be intelligent without being curious, and vice versa?
the work and help share knowledge amongst a wider group
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of individuals. Can you be successful at school without one of these

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characteristics?
4 MY PERSPECTIVE Answers will vary. Is curiosity important for doing well in a job? What kind
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of jobs?
Work in pairs. Answer the questions.
1 What are the advantages and disadvantages for scientists 8 Work in pairs. What are two questions you would ask if
or researchers working on their own, as part of a small you wanted to think critically about each statement?
team, and in a much bigger team? Answers will vary.
2 How do you prefer to work? Why? 1 Hard work is more important for success than either
curiosity or intelligence.
2 There is some evidence that bees can think like humans.
READING 3 It has been shown that you can only learn seven words in
5
a language lesson.
Read the article about curiosity. Which sentence is the
best summary of the main point? d 9 Compare your ideas in Activity 8. How many of the
a Technology can help us become more curious, but it can questions can you already answer? What is the best
also kill our curiosity. question to explore each statement? Answers will vary.

5B Curiosity, Cats, and Kids
• Warm up Remind students of the collocations they 2 Read the Activity 2 directions aloud. Call on a student to
learned at the beginning of the unit; for example, form a read the sample sentence to the class. Make sure students
theory, reward hard work. Say You’re going to test one another understand they need to choose four adjective-noun pairs.
on how many collocations you can come up with. You may Say You can use your own pairs or some you heard from your
want to list some verbs on the board. classmates. You might want to display other sample sentences.
• Explain that student A says a verb and student B has to give a • Set a time limit of between five and ten minutes for
collocation. Then student B says a verb, and Student A says a students to write a minimum of four sentences.
collocation. Tell them they can repeat a verb, but not a collocation. • When the time is up, have students compare their
• Students get a point every time they can’t think of a sentences with a partner’s. Call on students to share some
collocation. The student with the lowest score wins. of their sentences with the whole class.
• Language note Explain to students that the section
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title, “Curiosity, Cats, and Kids,” is related to the old saying
“Curiosity killed the cat.” Ask students if they’ve ever heard For a fun activity, challenge partners to combine some of
their sentences into a short story. They can change some
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this expression and what they think it means. Explain
that it’s sometimes said to young children who ask too sentences slightly to make them fit together better. Tell them
it’s fine if the stories are funny or silly, but they should have
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many questions, or to warn young people not to allow
their curiosity to lead them into dangerous situations. Ask correct grammar. Have pairs share their stories with the class.
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students if they think it’s a good saying or not.
3 Tell students they’re going to read about how science gets
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VOCABULARY BUILDING Adjective endings done. Tell students to read the whole text quickly to get the
main point, not to choose any options.
1 Ask everyone to close their books. Write on the board:
• Ask what the main point is. (Most scientific discovery comes
curious, reliable, effective, beautiful, and practical. Read the
c from collaboration and teamwork, not from geniuses
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words aloud and point out the endings.
working alone.)
• Ask the class what kind of words these are. (adjectives)
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• Explain the task. Make sure students see that each choice is
For each one, have students call out other adjectives
between a noun and an adjective. Model with the first two
with the same ending.
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choices if necessary. Have students complete the activity.

Study Tip • When most have finished, have students compare answers
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Explain that it’s helpful to learn adjective endings. in pairs. Then confirm the answers by calling on students
Remind students that they often encounter unknown to read completed sentence parts aloud. Write each
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words as they read. However, if they recognize the number and word on the board. You could check students’
ending, it will help them figure out what kind of word it pronunciation and stress as you do so.
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is. Knowing that and using context will often help them 4 Ask What’s your opinion on the best way for science to get
to guess the unknown word’s meaning. done? How do you prefer to work on projects? Have a student
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read the first question for the class.

• Have students open their books to p. 60. Tell them to
• Invite students to suggest one advantage and one
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read the box, Adjective endings. Then read the Activity 1

disadvantage of working on your own. Then write some
directions aloud. Say Let’s do one together. Curious: What
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prompts on the board. What about working with a small

things are often described as curious? Take students’
team? What are the pros and cons of that? How might
responses. (a cat, a child, a look) It might be helpful to put
working on a large team be different?
the word in a sentence; for example, The coach gave me a
• Put students in pairs to discuss their ideas about each
curious look when I asked if the school had a quidditch team.
activity question.
• Then have pairs do the rest of the adjectives, using a
• Call on pairs to share their ideas. Invite the rest of the class
dictionary if necessary. Review the answers by asking
to ask questions and make comments.
different students to read their adjective-noun pairs aloud.
curious person; tremendous respect; previous experience;
reliable information; treatable disease; adaptable behavior;
effective communication; innovative design; imaginative
child; beautiful song; hopeful sign; helpful advice; practical
advice; electrical equipment; social skills

READING
5 Tell students they’re going to read an article about curiosity 7 This gives students a chance to consider the statements in
and how it has intersected with science over the years. Say Activity 6 from their own viewpoint. They may be reluctant
As you read, think about what the main point of the article is. to challenge the article, so try to get them thinking. You
• 23 Have students read the article. Set a time limit (around might, for example, choose a statement that you think is
three minutes). Or you can play the recording, or read the text debatable and express a different viewpoint about it. Then
aloud yourself, as students follow along. When students are invite students to give their ideas.
ready, have them look at the four answer choices. • Have students discuss in groups. Circulate and provide
• Tell students to choose and then compare their choice with assistance. Be a moderator if necessary. Students may feel
a partner’s. Say If you disagree, talk it over. Find the evidence strongly about some things, for example, the negative
that supports your choice. Can you agree after all? aspects of social media.
• Read each choice aloud and get a show of hands. Choose • At the end of the activity, provide feedback and share
individual students to explain their choice, using evidence interesting things you heard, especially where students had
from the text. differing but valid opinions or gave examples.
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Reading Strategy Improve your speed CRITICAL THINKING Asking critical questions
To do well on a reading test, students need to improve
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their reading speed. They can do this in different ways: 8 Have students close their books. Write this sentence from the
learning more language, especially collocations and article on the board: Research has shown that curiosity is just as
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phrases (flash cards can help); timing themselves when important as intelligence in determining how well students do in
reading a text (write the time on the text); rereading a school. Call on a student to read the statement aloud.
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text several times over a term, reading it faster each time; • Say This was surprising to me. And it made me wonder. You can’t
reading longer texts that are slightly below their level make such a statement without being able to back it up with facts,
(use a graded or leveled reader). Of course, the point
c right? Ask the class What questions would you ask the writer
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is not speed for speed’s sake, but finding a speed that about this statement? Take students’ responses and discuss.
allows for basic comprehension—and this speed will • Explain to students that even if a statement sounds
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vary with the genre and topic of each text. authoritative, or was written by an “expert,” it’s OK, even
good, to be a little skeptical. Asking the right questions
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shows that you’re thinking critically.

6 Read the directions aloud. You could have the students • When the discussion has been exhausted, or if students
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read the text quickly to refresh their memories and to time are unsure of how to respond, have them open their books
themselves to see how quickly they can read it. Read the to p. 60. Have different students read parts of the Critical
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first statement aloud and do it with students as an example. Thinking box.

• Think aloud. Say That statement doesn’t make sense to me, • Discuss any questions or comments students have. Then put
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but I need to check the text. I remember the writer talked about them in pairs to do Activity 8. When most pairs have come up
children at the beginning. I’ll start there. Have students look with two questions about each statement, stop the discussion.
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at the text.
• Then call on a student to tell what she thinks. Would the 9 R
ead Activity 9 aloud. Call on pairs to share their questions
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writer agree or disagree? Why? Don’t immediately say if for each Activity 8 statement. Write the best ones on
she’s correct, but ask someone else to give their answer and the board and discuss with the class why they’re good
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explanation. examples of critical thinking.

• Confirm the answer. If necessary, point out that the writer
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says curiosity is important for learning and that asking
questions and, by inference, experimenting, makes learning Put students in small groups. Assign each group one
enjoyable and effective. of the last three questions in the Critical Thinking box
• Put students in pairs to tackle the other statements. When to discuss. Tell students to keep notes as they discuss
they’re finished, review the answers in the same way as and then compile them into a short report. Each report
above, making sure you get students to justify their answers. should begin with the assigned question and the answer
• If short on time, you could also ask students to tell what they the group came up with. Explain that the answer doesn’t
personally think about each statement at this point and skip have to be definitive. It could be something like, We’re
Activity 7. not sure, but here’s what we think. . . .

Curious explorers
make their way
through Rising Star
Cave in South Africa.
Curiosity allows us to embrace

unfamiliar circumstances, brings
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excitement into our lives, and
opens up new possibilities. But how
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curious are we in the 21st century?
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23 Perhaps you’ve heard the old saying “curiosity killed 30 may have developed a basic need to fight uncertainty—the
the cat.” It’s a phrase that’s often used to warn people— more we understand about the world around us, the more
especially children—not to ask too many questions. Yet it’s
c likely we are to survive its many dangers!
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widely agreed that curiosity actually makes learning more However, curiosity is currently under threat like never
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5 enjoyable and effective. In fact, research has shown that before—and perhaps the biggest threat comes from
curiosity is just as important as intelligence in determining 35 technology. On one level, this is because technology has
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how well students do in school. become so sophisticated that many of us are unable to think
Curiosity also allows us to embrace unfamiliar circumstances, too deeply about how exactly things work anymore. While
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brings excitement into our lives, and opens up new it may be possible for a curious teenager to take a toaster
possibilities. Being curious requires us to be both humble apart and get some sense of how it works, how much do
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enough to know we don’t have all the answers, and confident 40 you understand about what happens when you type a
enough to admit it. Asking the questions that help us bridge website address into a browser? Where does your grasp of
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the gap between what we already know and what we’d like technology end and the magic begin for you?
to know can lead us to make unexpected discoveries. In addition to this, there’s the fact that we all now connect
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15 In science, basic curiosity-driven research—conducted so deeply with technology, particularly with our phones.
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without pressure to produce immediate practical results— 45 The more we stare at our screens, the less we talk to other
can have unexpected and incredibly important benefits. people directly. To make matters worse, all too often we
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For example, one day in 1831, Michael Faraday was playing accept the images of people that social media provides us
around with a coil and a magnet when he suddenly saw with, and then feel we know enough about a person not to
20 how he could generate an electrical current. At first, it need to engage further with them.
wasn’t clear what use this would have, but it actually made 50 The final—and perhaps most worrying—way in which
electricity available for use in technology, and so changed technology stops us from asking more has to do with
the world. algorithms, the processes followed by computers. As we
Unsurprisingly, there are chemical and evolutionary theories increasingly get our news via social media, algorithms find
25 to explain why humans are such curious creatures. When out what we like and push more of the same back to us,
we become curious, our brains release a chemical called 55 meaning that we end up inside our own little bubbles, no
dopamine, which makes the process of learning more longer coming across ideas that challenge our pre-existing
pleasurable and improves memory. It is still not known why beliefs. Perhaps the real key to developing curiosity in the
learning gives us such pleasure, but one theory is that we 21st century, then, is to rely less on the tech tools of our age.

5C Mind-blowing!
GRAMMAR Passives 2
1 Work in groups. Look at the Grammar box. Do you believe the sentences are
true? Explain why using these phrases. Answers will vary.
I’m absolutely sure.
I’m not sure but, if I had to guess, I’d say…
I read about it recently. / We did it in class.
I remember hearing about it.
I’ve got a feeling it’s a myth / it’s a trick question.
Passive reporting verbs
a The heart was believed to be the center of intelligence until the Middle Ages.
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b It is claimed that computer training programs can limit the effects of aging on
the brain.
c Einstein’s brain was said to be bigger than average, which explains his
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intelligence.
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d It is estimated that the human brain is about 75 percent water.
e It is well known that most of the time we only use ten percent of our brain
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capacity.
f Exercising is thought to create chemicals that reduce your ability to think.
g The part of the brain called the hippocampus is known to be connected with
c
our sense of direction.
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h It has been generally accepted that creative people have a dominant right
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brain.
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2 Listen and find out which sentences in the Grammar box are true. How many
did you get right? 24
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a T b F c F d T e F f F g T h F
3 Work in pairs. Look at the Grammar box again and:
It is claimed that; It is estimated; It is well known that; It has been generally accepted that
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1 identify the whole passive reporting pattern in the sentences that begin with It.
2 identify the form of the verb that follows the passive forms in sentences that do
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not begin with It. to be; to be; to create; to be

3 discuss what you notice about the different patterns. Answers will vary, but should
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include examples of subject + base form of verb and to be + base form of verb.
4 Write sentences about the brain using these notes and the passive.
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1 The brain / estimate / contain…around 12 percent fat.

The brain is estimated to contain around 12 percent fat.
2 It / once / think / the brain / become…fully mature by the time children were six.
3 The brain / now / know / develop…most during the teenage years.
4 It / once / believe / the brain’s networks / become…fixed as we aged.
5 Brain training activities / claim / improve…listening skills and memory.
6 It / sometimes / say / brain size / affect…intelligence.
7 It / still / not really know…why we dream while we sleep.
8 Brain transplants / generally accept / be…impossible.
5 Work as a class. Discuss how you think research into the brain is carried out.
Answers will vary.

5C Mind-blowing!
GRAMMAR Passives 2 • Tell students we use passives to report ideas, beliefs, or actions
when we don’t know who said, believed, or performed them,
1 Put students in groups and read the directions and phrases or when the most important part of the sentence is what’s
to them. Then have them look at the statements in the being reported—not who said or did it. We can begin these
Grammar box. sentences with a specific subject or with it.
• You may want to provide these definitions: Middle Ages: the • Then have students answer the Activity 3 items in pairs, or
period of European history from roughly A.D. 500 to 1500; make it a whole-class activity. Either give the answers now
hippocampus: a part of the brain located deep within it that’s or wait for them to read the Grammar Reference and then
related to memory; dominant: stronger, with more control ask the class the grammar checking questions or call on
• Have a student read statement a aloud. Give a possible individuals to give their answers.
answer yourself, using one or more of the italic phrases.
Then ask students whether they believe the statement or 4 Have students close their books and write the Activity 4
not and encourage them to respond using the phrases. example on the board: The brain / estimate / contain…
• Organize students into groups to do the activity. Circulate around 12 percent fat.
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and check that students are doing the task correctly. • Explain the activity and ask for a volunteer to say the
• When groups have finished, point out the title of the complete sentence. Do item 2 as a further example as it
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Grammar box. Ask Did you notice the passives in the starts with it and requires a different pattern.
• Have students open their books and complete the activity
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statements? Have students call out a few and write them on
the board. Say We’ll talk about these later. individually. When the first few students finish, put students
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• You might want to take a vote on each statement. (Say in pairs to check their sentences and help each other
Hands up if you think statement a is true. Then, Hands up if complete the activity.
you think a is false.) Tally the votes on the board. Point out • Review answers by having different students read their
which ones students are in agreement on. c sentences to the class. When the sentence is correct, have
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the class repeat the first part. When there’s an error, write the
At this point, have students complete Activity 3 on p. 137
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sentence on the board and have the class help you correct it.
in the Grammar Reference section. You may also assign • Finally, have students correct their sentences, if necessary,
the activity as homework. and read them over for content.
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2 24 Say Now we’ll find out how smart we are! Play the
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audio track as students check their answers. Activity 4

• At the end of each extract, write the item letter and T or F 2 It was once thought (that) the brain became…
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on the board without stopping the recording. 3 The brain is now known to develop…
• Check to see how well students did. (Say Hands up if you got all 4 It was once believed (that) the brain’s networks
became…
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8 correct. 7? 6? and so on.) You might ask different students which

ones they got wrong and why they thought what they did. 5 Brain training activities are claimed to improve…
6 It is sometimes said (that) brain size affects…
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Point out any big discrepancies between the correct answers

and the tally on the board. (Say, for example, Wow, most of us 7 It is still not really known…
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were wrong about (c). I wonder why that is. Any thoughts?) 8 Brain transplants are generally accepted to be…
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Teaching Tip 5 This activity is an introduction to the text in Activity 6. Read

Having students translate English sentences into their own the topic aloud. Give students a few minutes to think or to
languages and then back into English is a good way to brainstorm ideas with a partner. Say Think about all you’ve
get them to notice form and check meaning. Even when read so far about the brain and all the ideas, right and wrong,
students don’t share the same first language, they can still that people have had about it and how it works.
discuss their English retranslations and notice mistakes • Then begin a discussion. Prompt students if necessary: How
they made compared to the original. do you think the brain was studied long ago? What makes it
difficult to examine the brain? What do you know about brain
imaging? Tell students they’ll learn more about the brain in
3 Ask students if they noticed anything in particular about
the next activity.
the passive verbs in the Grammar box statements. Students
might say that some include a present form of be (is) and
others include past forms of be: was, has been. You could
ask if they know why different passives were used.

6 Read the first part of the Activity 6 directions. Model the 9 R
ead the directions. Complete item 1 as a class. Call on
task for the class. Read up to the first choice. Try reading students to volunteer suggestions. See how many you can
the sentence aloud with each option. Then ask Should it be get. Write a few on the board.
“was thought to be“ or “was thought that it was like“? Have • Put students in pairs to work on the other sentences. Set a
students respond. Do the next item if necessary. time limit of between 5 and 10 minutes for the task.
• Have students skim the text and answer any vocabulary • When time is up, go through each sentence and ask who
questions they have. Tell them Galen was a second-century has the most ways of completing it. Ask pairs to take turns
Greek physician and philosopher who did important work reading aloud their suggestions and encourage the rest
on medical theory and anatomy. Have them complete the of the class to challenge them if they think either the form
activity individually and then compare with a partner. or the meaning is wrong. Provide any necessary feedback.
• Check the answers. Ask for a show of hands for each option. Thank the class for their efforts and acknowledge the pair or
Ask different students to explain their answers. Write the pairs that did the best or most imaginative work.
numbers and correct answers on the board.
• Read the second part of the activity directions. Ask Were Activity 9, Suggested answers:
any of your ideas about how brain research is done correct? 1 The patient had his liver scanned. 2 I had my
Have students who respond affirmatively tell the class what stomach examined. 3 They should have their blood
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the ideas were. Call on others to tell what they found most tested. 4 The scientists are having the laboratory
interesting in the text. repainted. 5 I’m going to have my injury looked at.
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6 The research center is going to have its budget cut.
7 Explain that students are going to look at another passive
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form. Draw their attention to the Grammar box and read
the sentences aloud. Point out that the sentences say 10 Read the activity options aloud. If students pick the first
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essentially the same thing in different ways. one, tell them they can choose any science topic, but they’ll
• Then tell students to complete the grammar rules in need to have their facts right and be able to back them up,
Activity 7 individually, in pairs, or read the sentences aloud
c whether or not they choose to write a variety of true and
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and have the class call out the answers all together. Review false sentences. Tell students they can pair up for this one if
the answers as a class. they want.
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• Say The second option requires a little more imagination.

At this point, have students complete Activity 4 on p. 137
Artistic or literary types might like this one. Students can
in the Grammar Reference section. You may also assign
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discuss in pairs or small groups. Tell them they can draw

the activity as homework.
pictures or write poems to make their comparisons.
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• If students choose to write about a medical test they had,

8 Write on the board They had their brains scanned while
tell them they should include as many medical details
they were singing. Read the activity directions and call on a
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as they can, but they should feel free to embellish the

student to come up to the board and rewrite the sentence.
narrative with other details as well; for example, were
(Their brains were scanned while they were singing.)
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they nervous, or curious? Was it uncomfortable? Was it

• Have students do the rest of the sentences individually.
enlightening, or boring?
Review answers by having different students read a
• Say The last option is for anybody interested in becoming an
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sentence to the class.

investigative journalist. Tell students they can work with a
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partner if they want. If they don’t know of a news story like

Activity 8, Suggested answers: this right away, they’ll have to do some research. Tell them
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1 Their brains were scanned… to find out how the error was discovered and what the real
2 A new MRI scanner is being installed… by a local firm. story was. Say You’ll have to do some digging!
3 The scientists’ research was evaluated by experts.
4 My examination will be done later. Expansion
5 My dad’s head was examined when we were in the Have students take their activities to the next level. Those
hospital. who did the science sentences should make them the
basis for a game, with a set of rules. Those who worked
on the brain can make a poster or a display of their
comparisons. Students who researched a news story can
turn their report into a news article or a script for a scene
to be acted out by the reporter and other key people.

6 Choose the correct options to complete the article about 7 Look at the Grammar box. Then complete the
brain research. Does the article cover the ideas you explanation.
thought of in Activity 5?
• In the first sentence, research is the object of the
Our understanding of the brain has changed with verb do.
developments in science, surgery, and medical technology. • In the second sentence, research becomes the
For example, as new technologies were invented, the brain subject of the passive structure can be done.
was thought (1) to be / that it is like a mechanical watch or • In the third sentence, we use the structure get + something
telephone communication. More recently, it (2) has been + past participle so we can make the person affected by an
described / describes as a computer. action (scientists) the subject of the sentence.
After Galen proved that the brain was the center of 8 Write normal sentences in the passive, based on these
intelligence, it was generally assumed that different parts sentences.
of the brain (3) to control / controlled certain senses and
functions of the body. However, the brain could only really 1 They had their brains scanned while they were singing.
(4) understand / be understood from the outside by studying 2 The hospital is having a new MRI scanner installed.
animal brains and dissecting human bodies. Knowledge 3 The scientists had their research evaluated.
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increased as a result of surgery where a patient had a tumor 4 I’m going to have my examination later.
removed from their brain and the resulting physical change 5 My dad had his head examined when we were in
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meant that functions could be mapped to the part of the the hospital.
brain that had been operated on. This mapping came about
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as much through failed operations as successful ones. Now, 9 Work in pairs. Complete the sentences in as many
operations (5) sometimes conduct / are sometimes conducted different ways as you can. Use a dictionary, if necessary.
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while the patient is awake and talking. If a part of the brain Answers will vary.
1 The patient had scanned.
(6) touched / is touched and it affects one of the patient’s 2 I had examined.
senses, he or she can tell the surgeon!
c 3 They should have tested.
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Since the late 1970s, medical technology, such as MRI 4 The scientists are having the laboratory .
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scanning, (7) has allowed / has been allowed safe research 5 I’m going to have my injury .
into the brain without the need for surgery or X-rays. MRI 6 The research center is going to have .
uses powerful magnets and computer imaging to see high
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blood flows in different parts of the brain that (8) believe / 10 CHOOSE
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are believed to show brain activity. If people (9) have / is Choose one of the following activities. Answers will vary.
their brains scanned while doing various thinking activities,
• Write a set of sentences like the ones in the first Grammar
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researchers think they can (10) identify / be identified more

accurately how the brain works. One result of this research box. Share your facts.
is to show the limits of the brain-computer comparison. For • Discuss ways in which the brain could be compared to:
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example, it is now understood that memories are not stored – a city. – a computer.
in one place, but are the result of activity in many parts of – an orchestra. – a spider’s web.
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the brain. • Write about one of these experiences.

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Causative have and get – a time you had to have something scanned or tested
– a time something in the news proved to be wrong
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a Scientists can do research into the brain by using

scanners.
b Research into the brain can be done (by scientists) by
using scanners.
c To get the research done, scientists used a brain scan.

and practice.
Since the late 1970s, medical technology,

such as MRI scanning, has allowed safe
research into the brain without the
need for surgery or X-rays.

5D Science is for everyone, kids included
“ Play is one of the only human endeavors

where uncertainty is actually celebrated.
Uncertainty is what makes play fun.
BEAU LOTTO ”
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Read about Beau Lotto and Amy O’Toole and get ready to watch their TED Talk. 5.0
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AUTHENTIC LISTENING SKILLS
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4 Put the sentences (a–h) in order. The first and last
Fillers are given.
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You can use words and phrases like right, all right, and 1 Perception is grounded in our experience.
you know to ask for agreement, to check that people are a These are the exact same ways of being you need in
understanding, or as a filler while we pause or move on to c order to be a good scientist. 8
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the next point. b If perception is grounded in our history, it means
we’re only ever responding according to what we’ve
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So, this game is very simple. All you have to do is read what done before. 2
you see. Right? c Uncertainty is what makes play fun. It opens
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possibility and it’s cooperative. 7

1 d The question “why?” is one of the most dangerous
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Look at the Authentic Listening Skills box. Listen to the

extract. Identify where Beau adds right or all right. 25 things you can ask, because it takes you into
uncertainty. 5
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What are you reading? There are no words there. I said,

e But actually, it’s a tremendous problem, because
read what you’re seeing.|It literally says, “Wat ar ou rea in?”|
how can we ever see differently? 3
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That’s what you should have said.|Why is this? It’s because

f So what is evolution’s answer to the problem of
perception is grounded in our experience.|The brain takes
uncertainty? It’s play. 6
meaningless information and makes meaning out of it, which
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g So if you add rules to play, you have a game. That’s

means we never see what’s there, we never see information,
actually what an experiment is. 9
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we only ever see what was useful to see in the past.|Which

h Now… all new perceptions begin in the same way.
means, when it comes to perception, we’re all like this frog.|
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They begin with a question. 4

It’s getting information. It’s generating behavior that’s useful.
10 So armed with these two ideas—that science is a way
of being and experiments are play—we asked, can
2 Practice reading aloud the extract in Activity 1 in a similar
anyone become a scientist?
style to Beau. Answers will vary.
5 Watch Part 1 of the talk. Check your order of the
sentences in Activity 4. 5.1
WATCH
6 What does Beau not mention when he talks about
uncertainty making play fun? d
1 Are you good at science? Why?
a Play is adaptable to change.
2 In what ways do you think science is similar to play?
b Play is cooperative.
3 Have you ever asked someone a question about science
c Play opens up possibility.
that they could not answer? What was it?
d Play is unrewarding.

5D Science is for everyone, kids included
• Warm up Tell students they’re going to watch a TED Talk WATCH
about science and play. Read the quote from Beau Lotto,
aloud. Ask them to translate it or say what they think it 3 Have students read the Activity 3 questions to themselves.
means in English. Then call on different students to ask you each of the
• Explain that Beau Lotto is a neuroscientist who studies the questions. Give candid responses. Then put students into
biology and psychology of perception. Play the first section small groups to discuss.
of the video. Have students do the exercises. • Go around and help by correcting students or giving
them the English they need. Remember things to cover
AUTHENTIC LISTENING SKILLS Fillers in feedback.
• Have groups share their ideas about the questions; in
1 Read the explanation of the Authentic Listening Skill and particular, you might want to probe their ideas about how
the example sentence from the talk aloud as students science is related to play.
follow along. Then call on different students to read the
sample sentence aloud for the class. Make sure they use the 4 Read the directions aloud; then have students read through
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proper intonation after the one-word question at the end. the sentences quickly to check understanding. You may
• Ask if students know any other fillers in English. (er, um, want to provide these explanations: Grounded in our
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anyway, whatever, you know, and so on) You could also experience (or history) means our personal experience is the
discuss fillers they use in their own languages.
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basis for understanding what we perceive; just as people
• Tell students that even though such fillers might be can be armed with a weapon, they can be armed with ideas
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frowned upon or seen as uneducated, they’re a normal part to use to argue a point, “defend” a position, or “attack” an
of everyone’s speech and—as they’ll hear—used a lot by opposing viewpoint.
the TED speaker. • Model thinking aloud. Read sentence 1 and say I’m not sure
• 25 Read the Activity 1 directions. Give students a
c what that means. I need more of an explanation. Ask the
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minute to reread the skill explanation, then play the audio class What do you think will come next? Wait for a student
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track. Suggest that students mark the places in the text to volunteer or nominate someone. Point out, if necessary,
where they hear a filler. When the track is done, have that sentence b says more about perception being
students compare in pairs.
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grounded—in “our history” this time.

• Read the extract aloud and tell students to shout out the • Have students do the activity. Say Don’t worry if you’re not
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filler, stand, or raise their hands when you should say Right? sure of the sequence. Just do your best. It might help if you say
or All right? the sentences out loud, but quietly.
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• When a few have finished, you can ask one or two for their
Listening Strategy Recognize fillers answers or just go straight to the video of the talk. Say Let’s
Recognizing fillers for what they are—a word or sound see if you’re right.
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that “fills” a pause in speech—allows students to focus

on what they really want to hear and understand and not 5 5.1 Play Part 1 of the video. Tell students they’ll hear
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be distracted by these expressions. other sentences in between the sentences in Activity 4,

so they’ll need to pay attention. You could put students
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in pairs to check the order together.

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2 Replay the audio track. Then put students in pairs to take • Review the answers as a class, by calling on different
turns reading the text to each other. You might suggest students for the next sentence in the sequence. Write
they give each other a grade from 1−10 for how well they each number and letter on the board.
mimic Beau Lotto’s speaking style. • Replay the video and stop after each sentence from
• You could get the best student to perform for the class Activity 4. Ask students again for the answer.
or even talk along with the video with the sound turned
down, karaoke-style. Keep the task light. This is just a playful 6 R
ead the Activity 6 question and the answer choices. You
way for students to practice their language skills. might want to play the relevant section of the video again
and have students check off each answer choice as they
hear it. Say Raise your hands when you hear the sentence that
provides the answer. (d, “Play is its own reward.”) As the ideas
about play may be hard for students to grasp, replay the
section and discuss each point.

Teaching/Exam Tip • Sum up by asking for a show of hands from the people who
are feeling energized about science. Ask them what they
Some true-false exam activities that test comprehension
want to find out.
occasionally include the answer option “not stated”
or “not given.” These activities can trip students up if
they’re not familiar with them. Students know that true
11 VOCABULARY IN CONTEXT
• 11a Tell students that they’re going to watch some clips
and false statements in comprehension tests refer to
from the talk which contain new words and phrases. Explain
the information in a reading. The information is either
that you’ll pause the video when the options come on screen
restated accurately (true) or inaccurately (false). Examples
and ask everyone to call out the correct meaning together.
of things that are not stated are often commonly
• 5.4 When a lot of students are giving the wrong
known facts connected to the topic of the reading that,
answer, provide additional explanations or examples before
although true in real life, are not mentioned in the text.
moving on to the next clip. Play the video.
Make sure students get practice with these activities.
• 11b Put students in pairs. Have them look at the discussion
points. Answer any questions students may have about the
7 Read the directions aloud. Make sure students know what not
words in italics. Reteach if necessary.
stated means. Have them look at the sentences. Answer any
• Help pairs get started. Give one or two examples from your
questions they have. Tell them that journal in sentence 7 refers
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own life for a couple of the questions. Call on students to
to an academic magazine that publishes research.
give their own examples. Then have pairs discuss.
• 5.2 Play Part 2 of the video. Have students complete the
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• Circulate and check that they’re doing the task correctly. If
activity. Circulate and notice how well they’re doing. Decide
discussions are lagging, have students change partners and
whether or not you need to replay the video.
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continue.
• Check the answers as a class, making sure you have
• At the end of the task, ask Which topic excited or interested
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students justify their answers with evidence from the video.
you and your partner the most? Have pairs share their most
Record the sentence numbers and T, F, or NS on the board.
interesting ideas. Give some feedback about new language
Play Part 3 once straight through. Give students
8 5.3
c that came up, and errors to correct (which you may have
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a few minutes to write their answers, then have them written on the board).
compare and discuss them with a classmate. Replay Part 3
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so students can clarify and revise their notes. CHALLENGE

• Read the Challenge introduction aloud. Ask Did any of you
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Activity 8 wish you’d heard more details about the experiment in the TED
1 An expert added commentary and references; Talk? Or did you come up with your own ideas about how to
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2 Overwhelmingly positive; 3 Anyone has the do it? Ask for a show of hands. Then say Now’s your chance
potential to discover something new. A small question to think and learn more about it.
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can lead to a big discovery.

• Have students read the discussion points silently. Then
organize students into small groups to talk about different
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9 Write on the board: “Changing the way a person thinks about ways they might do each of the things listed. You might
something. . . depends on the way the person feels about want to appoint someone in each group to keep track of
change.” Remind students that Amy said that in the TED
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the groups’ suggestions. Say Remember—science is for

Talk. Ask How do you feel about change? Think about it. everyone!
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• Call on a student to read Activity 9 aloud, including the three • The paper can also be found online. You might want to
discussion points. Tell students to think about how they would have students access this and read it at home. Students will
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feel about changing those things. Ask Do you think other people also find out something of the method for the experiment
would feel the same way you do? Give students a few minutes through the writing lesson in section 5E.
to think; then have them discuss their ideas with a partner. • Circulate as students discuss. Provide assistance as needed.
At the end of the task, tell groups to prepare a short
10 Say Amy discovered that changing the way she thought about presentation about how they’d conduct the experiment,
science was easy. Tell students to think about how they’ve incorporating the group’s most promising or novel ideas.
always felt about science and the people who like it—and
whether they feel any differently now.
• Call on a student to read the My Perspective question
aloud. Have students write down their thoughts about it.
When they’ve had sufficient time, call on students to share
their ideas. Have a class discussion.

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7 Watch Part 2 of the talk. Are the sentences true, false, or 11 VOCABULARY IN CONTEXT
not stated? 5.2
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1 None of the questions the children thought of had ever meanings of the words and phrases. 5.4
been studied before. F b Work in pairs. Talk about: Answers will vary.
2 The children wanted to research if bees adapt their
c • a time you received a reward for doing something.
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behavior to solve problems like humans do. T • a time you regret not bothering to do something.
3 Bees are one of the most intelligent insects. NS
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• an interesting or possible link that scientists have

4 The experiment required bees to recognize the correct discovered in recent times.
color to get a reward. T
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• a time you had to adapt to a new situation.

5 There were several ways for the bees to solve the puzzle • people you think should be given more of a voice.
the children set up. T
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6 The results of the experiment were surprising. NS CHALLENGE

7 Beau wrote the journal article. F
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Beau and Amy do not explain much about how the

8 The paper was rejected by the publisher because it was
experiment worked, apart from showing the one
written in the wrong style. T
pattern of flowers. Work in groups. Discuss how you
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8 Watch Part 3 of the talk. Answer the questions. 5.3 would:

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1 How did the research finally get published? • give rewards to bees for going to “good flowers.”
2 What was the reaction to the research? • identify which bees are going to which flowers.
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3 What were two lessons that Amy learned? • train the bees to learn the pattern of one color
surrounded by another.
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9 Amy says that changing the way a person thinks about • check that the bees aren’t just “smelling” the good
something can be easy or hard. Explain why you think flowers.
it would be easy or hard to change the way people • check that the bees aren’t just choosing the good
think about: Answers will vary. flowers by color.
• check that the bees aren’t just choosing the flowers in
• what they eat. the middle.
• what they watch on TV.
• where they shop. Read the paper about Blackawton Bees and see exactly
how the children set up the experiment and what they
10 MY PERSPECTIVE discovered. It’s available on the TED website.
Did the TED Talk change your views about science and
scientists at all? In what way? Answers will vary.

5E Conducting Experiments
SPEAKING
Useful language 1 Work in pairs. Look at the questions. Discuss why it might be useful to know
the answer to each of them. What do you think the answers are?
Staging Answers will vary.
The first thing we’d need to do is… 1 How much does homework improve exam results?
2 Do goldfish only have a ten-second memory?
We’d also need to make sure that we
3 How many words can you learn in an hour?
(didn’t)…
4 Does going out with wet hair cause colds or the flu?
I suppose then we should… 5 Do boys get more attention in class? If so, why?
Preparing research questions 6 Are people who listen to pop music happier?
I wonder if / how / why… 7 What is the quickest way to have people board a plane?
It’d be good to know what / 2 Work in groups. If you were going to design an experiment for a question like
whether…
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one of those in Activity 1, what steps would you need to complete?
We’d need to try to figure out… Answers will vary.
Hypothesizing 3 Listen to a short lecture on how to design experiments. Note the six main
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I’d expect the results to show… steps. Then compare your answers with a partner. Use the light bulb
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I’d imagine that the data would experiment to explain each stage. 26
probably reveal…
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4 As a class, discuss why you think:
I would / wouldn’t have thought it
would be possible to prove that… 1 certain kinds of hypotheses are easier to prove than others.
2
c
proving a hypothesis wrong can be an important step towards learning.
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3 it’s important to record in detail how experiments are set up and conducted.
4 proving a hypothesis right in the way described could be seen as
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insufficiently scientific.
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5 Work in pairs. Design an experiment to: Answers will vary.

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a find the answer to a question in Activity 1.

b see if one of the life hacks you learned about earlier actually works.
c test another life hack you have heard about.
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Use some of the language in the Useful language box. Decide:

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• how you would set the experiment up.

• what kind of data you would record.
• what points of comparison you would need.
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• what you would expect the results to prove.

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6 Work with another pair. Explain the design of your experiment. Can your
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partners see any way in which it could be improved? Answers will vary.
How can you find out if goldfish

really have a ten-second memory?

5E Conducting Experiments
SPEAKING Activity 4, Suggested answers:
1 Tell students that in this lesson they’re going to talk about
1 Easier to prove hypotheses in hard sciences
designing and conducting experiments. Have students read (e.g., physics) − easily repeated and controlled. More
the Activity 1 questions to themselves. Ask Have you ever variables in social sciences and often no definitive
wondered about any of these things? answers; 2 You often figure out what’s right through
• Read the directions aloud. To get pairs started say I can think negative deduction; 3 Keeping a record is crucial if the
of one reason to know the answer to the first question. Do you experiment is to be repeated; 4 Proving a hypothesis
know what I’m thinking? Prompt students to realize it might once isn’t enough; it needs to be repeated.
mean less homework if homework was found to have no
effect on exam results.
Teaching Tip
• When the first pairs finish, have students who are still working
change pairs and work backward from the last question. While students need to use as much English as they can
• Check students’ ideas by asking individuals the activity in class, recognize that translating and interpreting are
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questions again and use it as an opportunity to introduce very valuable skills. Help students develop these skills
some of the phrases in the Useful language box. (It’d be during lessons. It’s helpful to ask students to think in their
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good to know; I’d expect the answer to be; and so on) L1 and then translate or interpret when they’re dealing
with difficult (nonlinguistic) concepts or doing a complex
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2 Ask As you discussed the questions in Activity 1, did you think task. Having strong English speakers model this helps to
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about what you’d have to do if you were to actually try to find involve and support less proficient students.
out the answer to any of them?
• Say You know that there are certain steps to follow when you 5 Read the first part of the directions and the options aloud.
conduct an experiment. See how many you know. Use your c Put students in pairs and have them discuss the options and
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background knowledge to brainstorm together what some decide what experiment to design. Call on each pair to tell
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others might be. you what they’ve decided to investigate.

• Tell students to each write down the steps the group • If you have time, use an option that wasn’t chosen and
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comes up with. You might tell them there are six stages. model briefly, with a strong student partner, how to go
about designing an experiment for it.
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3 26 Read the activity directions and play the audio • Before pairs begin, point out the Useful language box and
track. Tell students to make notes on the six main steps of have students glance through it. Then have pairs read the
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an experiment. second part of the directions. Say Using the language in the box
• Give students time to compare their steps with a partner’s. and the six steps on the board will help you through the process.
Then list numbers 1−6 vertically on the board. Call on • Have pairs get to work. When everyone has completed the
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individuals to name each of the six steps. Make sure task, stop it and move on to Activity 6.
everyone agrees; then write them on the board. If students
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are unsure, play the track again. Stop at key points to have 6 T
ell pairs to explain their designs to each other. Say See if
students call out the part of the light bulb experiment that
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you can suggest ways to clarify or improve the other pair’s

matches each step. Add that to the board as well. design.
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• Keep the steps on the board for students to refer to later. • When everyone has discussed their experiments, ask each
group for comments on the activity. Ask questions, such
Activity 3, Suggested answers: as Was the process of designing an experiment easy, difficult,
1 Define the purpose of the experiment. 2 Do your educational, revealing? Were the other pair’s comments
research. 3 Form your hypothesis. 4 Design your test. helpful? Will you actually conduct the experiment you
5 Analyze the data. 6 Draw your conclusions. designed?
4 Have students read the activity questions to themselves.

Then discuss as a class. Ask each question and call on
someone to start. If you’re in a monolingual group, you
could allow students to say their ideas in their own
language first, and then ask the speaker or someone else
to translate them into English.

WRITING
7 Tell students they’re going to learn to write a report of Writing Strategy Use transition words and phrases
a science experiment. Say But before you do, think about Tell students that for all writing that describes a process,
the features of a story and of a science report. Are there any whether it’s directions, a scientific method, or their
similarities? Or are they totally different? grandmother’s paella recipe, the most important thing
• Have students read the 10 guidelines in Activity 7 and to do is to describe the steps in the correct order.
decide whether they apply to stories, scientific reports, or Science experiments have to be repeatable to be valid,
maybe both. so the order of the steps is crucial. Tell students that
• Have them work in pairs. When they’re done, read each sequence and transition words and phrases, such as the
guideline and have students call out story or report and “Linking steps” language in the Useful language box, will
write the number and answer on the board. help them to organize a science report and help their
• Be prepared in case students argue that one or two of the reviewers and readers to understand the process.
features are shared by both genres. Allow them to explain
their thinking. Students will discuss these further in the next
10 Explain the task. Tell students that the model and pointers
activity.
on p. 151 will help them organize their writing, and the
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Useful language on p. 67 will help them write the steps of
8 Have students read the directions and locate the text on
the experiment clearly.
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p. 151. Students can do the activity individually or in pairs.
• Put students in pairs to brainstorm an experiment to
You might suggest that one student keep p. 67 open and
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choose. You may need to set aside extra time for students
the other the model page (p. 151) to avoid a lot of flipping
who want to research historical experiments. Assign the
backwards and forwards.
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writing for homework or set a time limit for doing it in class.
• Have students talk about the scientific method for the bee
• As students are writing, circulate and help them. Remind
experiment. Then give them time to go through all the
them to use passives to report some of the information. You
features in Activity 7 and see if they can find examples in
c might note some common mistakes to cover for feedback.
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the report.
• Have students exchange their first drafts with their partner.
• Review the answers as a class and write them on the board.
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Check that the purpose of the experiment is stated at the

Call on students to read examples of the relevant features
beginning and that the method is clearly stepped out.
from the Blackawton Bee report aloud for the class.
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Students should then revise and finalize their work.

9 Have students read through the Useful language box on
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p. 67. Tell them they’ve read some of this language in Teaching/Exam Tip
the bee report on p. 151. Then draw their attention to Good writers reread and revise several times. Tell
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the diagram at the bottom of the page. Say Examine the students that after they’ve written and revised a first
illustrations. Do they seem familiar? What do they show? Have draft, they should make a clean copy. Then read the
whole text again several times, focusing on something
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students respond. Confirm that they illustrate the steps of

the bee experiment. different with each reading—for example, one pass
• Read the first part of the Activity 9 directions aloud. Put for spelling, one for grammar and punctuation, one for
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students in pairs. Say This is going to be a fun challenge! See if you organization and ideas, one for common mistakes they
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can describe the steps of the experiment shown in the diagram, in make. Then they’ll need to correct and make a final copy.
order, without rereading the text at the back of your book. In an exam situation, they may not have a lot of time for
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• You might suggest they begin by trying to number the rereading and editing, but they should try to leave time
verbs in the right order. But remind them that they then for one or two passes.
have to describe the steps in writing, using the verbs and
the Useful language. Tell them there are more steps to
describe than pictures in the diagram.
• When pairs have worked for a while, ask if anyone is
confident that they’ve described the steps in the right
order. Have those pairs retell the process. Ask the class Did
they get it right? Have the class rate the retelling(s).
• Then have all pairs check the text on p. 151 to see how
they did.

WRITING A scientific method
7 WRITING SKILL Describing a process Useful language
Work in pairs. How do you think writing about a process is different from Introducing the process
telling a story? Is the guidance typical of stories or scientific reports? The experiment aimed to show
1 You avoid using personal pronouns, such as I, he, or she. SR that…
2 You use a wide variety of words and descriptive language. S The purpose of the experiment was to
3 You use a lot of passive sentences. SR find out if…
4 You write steps in the order they happened. SR The diagram illustrates the process
5 You define words you think your reader may not know. SR used to…
6 You use idioms and colloquial language. S Figure one shows how…
7 You summarize what you are going to tell people at the beginning. SR
Linking steps
8 You explain the reason for doing something. SR
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9 You may add a diagram of what you are describing. SR First of all,…
10 You have a final sentence or comment that summarizes the point of the text. SR Before starting the experiment,…
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The bees were then released…
8 Read about the process that was completed in preparation for the Blackawton
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Once the bees had been released…
Bee experiment on page 151. Which of the features in Activity 7 can you identify?
After being released, the bees…
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1, 3, 4, 5, 7, 8
9 Look at the Useful language box. Use the language and these verbs to retell Finally,…
the process in the diagram on this page. Then look at the process on page 151 Explaining the steps
and check how well you did. Answers will vary.
c They were marked to identify them.
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let into paint pick up place put into They were marked in order to identify
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release remove return turn off warm up them.

They were marked so that they could
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be identified.
10 Write a method like the one on page 151, describing: Answers will vary.
In order to do this,…
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• one of the experiments you designed in Activity 5.

• an experiment you have conducted at school.
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• a famous historical experiment that you are interested in.

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6 Adapt to Survive
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• discuss evolution and conservation.
• read about an endangered animal.
• learn about mysterious occurrences.
• watch a TED Talk about where camels
come from.
• write a solution to a problem.

6 Adapt to Survive
Unit Overview
About the Photo
In this unit, students will talk about evolution and how the
process has created billions of species over time—99 percent The flag-footed bug in the photo belongs to a large family of
of which have become extinct. They’ll learn that extinction is insects whose members are called various names, including
a natural part of life on Earth and confront the question, Does coreid bugs, leaf-footed bugs, and squash bugs. These bugs
conservation makes sense? exist in a wide range of environments and vary in size, shape,
and color. Some, like the one in the photo, have enlarged or
Students will learn about an unusual animal whose alleged flattened extensions on their legs, hence the common name,
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near-extinction is attributed to human activity, and about leaf-footed bug. They have mouth parts extending more
people’s attachment to unlikely or totally debunked ideas about than half the length of their bodies that allow them to pierce
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the natural world. They’ll watch a TED Talk and learn some leaves and fruit to suck the plant’s juices. They are serious
myth-busting facts about the iconic “ship of the desert” and
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crop pests in some areas of the world.
how some animal adaptations can actually lead to extinction
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rather than survival. Language note The word adaptation did not always have
Finally, students will write a problem-solution essay about how the biological meaning we associate with it today. The sense of
“modification of a thing to suit new conditions” is from 1790,
to save an animal—or something else that’s been part of a way
c although the word actually dates from the 17th century. Its
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of life and may soon disappear.
current biological sense of “variations in a living thing to suit
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changed conditions” was first recorded in 1859, in the writings

Unit Objectives of the British naturalist and biologist Charles Darwin.
Vocabulary
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• Science in action
Warm Up
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• Vocabulary Building Adjective endings

• Display the photo on pp. 68−69. Discuss it with the class—
Grammar who likes it, who doesn’t, and why. Have a student read the
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• Grammar 1 Modals and meaning caption. Share About the Photo with the class.
• Grammar 2 Modals and infinitive forms • Have students describe other insect or animal adaptations
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they can think of that serve as camouflage.

Reading • Remind students that Unit 5 touched upon several aspects
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• Help Save the Endangered Pacific Northwest Tree Octopus of science, including computers and the Internet, how
from Extinction people learn and do science, and inventions, research, and
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the scientific method. Tell them that in this unit, they’ll

focus more on life forms and the science of biology.
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TED Talk
• Latif Nasser: You have no idea where camels really come from • Ask who likes studying biology and why (or why not). Call
on students to share with the class ideas or anecdotes
Pronunciation related to life forms; for example, animals that have
• Weak form of have fascinated or scared them, prehistoric life forms, theories
about life on Earth that intrigue them, and so on.
Speaking
• Telling and responding to anecdotes Resources
• A problem-solution essay
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 6 Adapt to Survive 68a

6A Evolution and Conservation
VOCABULARY
1 Tell students to read the first Activity 1 question. As they possible answer yourself, then call on other students for
read, write the words evolution and conservation on the their suggestions. Have pairs discuss the questions.
board. Say These words are often talked about together. • Circulate as pairs work, providing assistance as necessary.
Why do you think that is? When the first pairs finish, have everyone change pairs and
• Students may say that the two things relate to the natural discuss their answers, starting from the last question.
world of animals, plants, and the landscape. They may • Check students’ ideas by asking individual students the
suggest that evolution is about survival of the fittest and questions aloud. Ask students to share some interesting things
conservation is about helping species whose ability to that came up in their discussions. For example, you could write
survive has become compromised by human activity. some of the extinct animals students named on the board.
• Add some key words to the board connected to either
evolution or conservation. Then have students look the words Teaching Tip
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up in the dictionary or provide the definitions yourself. If you’re certain students won’t know most of the words
• Read the second activity question aloud. Take students’ in an activity, do this quick preteaching exercise. Say the
responses. Explain that adaptations occur when a gene English words (or, even better, collocations of the words)
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mutates—usually by accident. However, if the mutation and then translate them. Then have students work in
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gives an organism a competitive advantage in some aspect pairs or threes to do the activity, sharing what they
of life, then that organism is more likely than others of its remember of the translations.
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species to survive and reproduce, thus passing along the
mutation to its offspring. Tell students adaptations can be 4 Tell students they’re going to learn some more collocates for
physical or behavioral.
c the words in Activity 2. Read the Activity 4 directions and the
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words aloud. Make sure students understand the task.
Activity 1, Suggested answers: • Read each word group in item 1 aloud. Say You have to find
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1 Evolution tries to explain the differences between a noun in the list that goes with each of these groups of words.
species. The idea is that species developed, or evolved, Try out different nouns. Give students a few minutes, then ask
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over generations to adapt to their environment in order OK, which noun collocates with all three? (benefit)
to survive; Conservation is the practice of preserving • Tell students to do the others themselves, using a dictionary
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natural places and endangered species. if they need to. Go through the answers by asking different
students to read the three collocations aloud.
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• Write each number and word on the board. Ask follow-up

2 Tell students they’re going to learn some words and phrases
questions about collocations; for example: What else can you
to talk about evolution and conservation. If necessary,
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destroy? How can you preserve a habitat? How do you preserve

you could quickly preteach some of the words (see
fruit or meat?
Teaching Tip).
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• Then read the directions and the beginning of the article

5 Model for students. Choose an unfamiliar collocation.
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up to item 1 aloud and either wait for the class to say the
For example, say Work in nature conservation sounds strange
answer or call on a student to give it. (species) Translate the
to me. Some people use the word work to mean their job, so
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word for those students who didn’t know the answer.

maybe it means you have a job in an organization like the
• Have students do the rest individually. They can use a
World Wildlife Fund. Then write a sentence on the board, for
dictionary if they need to.
example, I’d like to work in nature conservation someday.
• Review the answers by asking different students to read the
• Have students do the task individually. Notice any
completed sentences aloud. Write each number and word
problematic collocations for whole-class feedback.
on the board.
• As you write, ask follow-up questions to check students’
understanding. For example, ask What are some species you can Expansion
think of? What preposition follows adapt? What do you adapt to? Have students research animal or plant behavioral
adaptations and report what they find out to the class.
3 Tell students to read the questions to check that they
understand them. Reteach vocabulary they ask you about.
Ask a student to read the first question aloud. Give one
69a Unit 6 Adapt to Survive SAMPLE COPY, NOT FOR DISTRIBUTION

The flag-footed bug
6A Evolution and Conservation
has evolved to hide
among leaves and
VOCABULARY Endangered species
flower petals. 1 Work as a class. Discuss the questions. Answers will vary.
1 What is evolution? What is conservation?
2 What reasons are there for a species to adapt? What characteristics about a
species might change?
2 Complete the article about Madagascar with these words.
adapted breed conservation died out endangered extinct

habitat hunting risk saved species survival
Madagascar is an island famous for its biodiversity. Evolution has created
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thousands of unique (1) species that have (2) adapted to
life on the island. In fact, scientists have discovered more than 600 new animals
since the beginning of this century. However, while it may seem that wildlife
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is doing well, many animals and plants are in fact at (3) risk
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because tropical forests are being destroyed to make farmland. Eighty percent
of Madagascar’s human population live in poverty and depend on basic farming
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for (4) survival . The silky sifaka is one of the most (5) endangered
animals. There are only around 250 left in the wild. A (6) conservation
program is trying to preserve its (7) habitat and prevent people from
(8) c
hunting it. The national dog of Madagascar, the Coton de Tulear,
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was (9) saved from extinction, and now people (10) breed
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it in several countries. The Madagascan Elephant Bird wasn’t so lucky. It became

(11) extinct in the 17th century. It was three meters tall and may
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have (12) died out because people stole its huge eggs, which were big
enough to feed a family.
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1 What endangered species do you know?

2 Why are they endangered?
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3 How are they being protected?

4 What animals have become extinct? Why?
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5 What arguments can you think of for and against conservation?

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4 Match each word with the correct group of collocations.

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benefit consequence conservation gene

habitat risk species survival
1 bring a lasting… / a potential… / be of… benefit

2 …of the fittest / its long-term… / ensure its… survival
3 at… of extinction / a high… / reduce the… of disease risk
4 work in nature… / be involved in a… group / improve energy… conservation
5 an endangered… / a… of bird / discover a new… species
6 destroy their… / preserve their… / lose its natural… habitat
7 pass on their…s / in its…s / find a… for cancer gene
8 as a… / have serious…s / consider the…s consequence
5 Look through the collocations in Activity 4. Underline any phrases that are new
to you. Write an example sentence for each of the new phrases. Answers will vary.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 6 Adapt to Survive 69

LISTENING GRAMMAR Modals and meaning
9 Look at the Grammar box. Then compare the first and
6 Listen to the interview with a conservationist.
Who mentions these points—the interviewer (I), second sentence in each item below. Notice the changes
the conservationist (C), or both (B)? 27
in the use of modals. What is the difference in meaning?
1 Most animals have died out. B 1 You might stop weak species from going extinct.
2 Conservation goes against evolution. I You will stop weak species from going extinct.
3 Genetic changes through evolution do not make a 2 Maybe we shouldn’t interfere.
species more perfect. C We must not interfere.
4 Animals can’t choose to adapt to a new environment. C 3 “The survival of the fittest” can suggest evolution is a kind
5 Human activity is increasing the number of extinctions. C of competition.
6 We must protect endangered species because we can. C “The survival of the fittest” suggests evolution is a kind
7 Conservation is expensive. B of competition.
8 Humans may become extinct sooner rather than later. B 4 If that habitat disappeared for whatever reason, they’d
easily die out.
7 What reasons for possible human extinction did you hear When the habitat disappears, the animals die out.
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in the interview? Listen again and check. 27 5 Will you leave it there?
Loss of biodiversity; killing of plants that could cure diseases Could you leave it there?
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Answers will vary. Modals and meaning
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1 Do you like television shows about the natural world?
A modal (would, will, may, might, could, can, should, shall,
What was the last one you saw? What was it about?
must) adds a general meaning to another verb to show a
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2 Have you studied anything about conservation at school?
speaker’s attitude or intention.
What other things did you learn?
3 Would you like to be a conservationist? What might be The first thing that will strike people is…
good or bad about the job? c = I am certain it strikes people.
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4 Have you ever taken action to protect something? What The first thing that should strike people is…
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did you do? = I believe it strikes people, but I'm not certain.
Other meanings are: certainty, uncertainty, obligation,
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permission, suggestion, possibility, and frequency (habit).

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and practice.
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Baobab trees in Madagascar have

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adapted to survive in places where

there is little rainfall. Their wide trunks
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can store large amounts of water.

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70 Unit 6 Adapt to Survive SAMPLE COPY, NOT FOR DISTRIBUTION

LISTENING
• Warm up Have the class look at the photo on pp. 70−71. 7 27 Ask the question and list students’ ideas on the
Read the caption aloud. Ask if anyone knows where board. Then replay the audio.
Madagascar is located. (off the southeast coast of Africa) • Discuss that because plants and animals can’t adapt quickly
Then tell students to talk with a classmate about what they enough to human-induced changes, they’re dying out at an
can recall about Madagascar from Activity 2. After two alarming rate.
minutes, allow them to look back briefly at the article. Then • Continue the discussion as a class or put students in pairs
have students change partners and see how much more to discuss what can be done to halt plant and animal
they can retell about the island. extinctions.
6 27 Tell the students what the listening is about and 8 Ask different students to read the activity questions aloud.
have them read through the activity sentences and check In each case, give your own (ideally true) answers. Then put
that they understand them. Then read the directions aloud students in pairs to ask and answer.
and play the audio. • Circulate as students discuss and notice mistakes, difficulties,
• Go around and notice how well they’re doing in order to or where they use L1.
decide how quickly to go through the answers and whether
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• Help them by correcting errors or giving them the English
you’ll need to replay the listening. they need and then write some of these points on the
• When students are done, tell them to compare answers with board, or remember them for class feedback.
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a partner. Then review the answers as a class by asking for a • When a couple of students have finished, have students
show of hands. (For example, say Number 1: Who thinks it’s
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change partners and start with any question they want and
the interviewer? Hands up, and so on) Have students call out continue in any order.
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the answers all together or call on individuals. • At the end of the task, give your feedback. You can also retell
• If students disagree, have several students give their some interesting things you heard partners discussing.
answers. Ask them to justify their answers, but don’t say
who’s correct. Instead, put a question mark on the board.
c GRAMMAR Modals and meaning
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Go through all the answers like this and then play the
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listening again (if necessary). 9 H

ave students read the Grammar box about modals. Then
• If students are still uncertain of the answer, replay the listening go over the information with the class, focusing on the
and stop at key points. Replay these sections two or three times
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differences between the example sentences, which illustrate

if necessary. Draw attention to the problem sounds or words modals for certainty and possibility.
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and explain them when you give the answers. • Read the other meanings for modals aloud. Call on a few
• When students agree on an answer, record it on the board. students to say sentences with other modals and guide
• Optional Begin the Listening lesson by using the Teaching
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them to tell what their intended meaning is. Ask the class
Tip below. Do you think they used the right modal?
• Then have students work in pairs. Tell them to underline the
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Teaching Tip modal in each sentence and then see if they can figure out
Here’s an excellent first activity for almost any listening how the modals affect the meaning of the sentences. Point
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activity, and it mirrors the way we often decode what out that some of the modals could have more than one
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we’ve heard outside of the classroom, too: meaning, and two sentences don’t have modals.
1 Explain briefly to students what they’re going to hear.
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Tell them to just listen and see what they understand. p. 139 in the Grammar Reference section. You may also
They can write down single words if that’s all they assign these activities as homework.
understand.
2 Play the audio straight through. Activity 9, Suggested answers:
3 Put students in pairs to compare what they heard. 1 might – possible; will – definite; 2 shouldn’t –
4 Ask the class what they heard. Have individual students possibly a bad idea; We must – very important;
respond by saying, for example, “They said something 3 can suggest – possible; suggests – fact;
about… .” If students say they understood nothing, 4 If – hypothetical; When – inevitable;
persist and get them to at least say one or two words. 5 Will – suggestion; Could – possibility
5 Build upon this up by asking several different students
the same thing.
6 Replay the audio and continue with the lesson.
7 Ask the class the question and list students’ ideas
on the board. If they can’t recall the information or
they’re not sure, play the audio again.
10 Tell students they are going to read a text about Cagan 12 Tell the class they have ten minutes to write nine (or as close
Sekercioglu, a National Geographic Explorer who studies to nine as they can manage) sentences about themselves
extinction and endangered species. using different modal verbs. They should write the
• Ask students to read the whole text and answer the sentences, along with their name, on a sheet of paper to
question about similarities between the concepts covered hand in to you. Explain that these sentences should include
in the text and in the audio track they listened to earlier. Tell information that will allow their classmates to identify them.
them not to pay attention to the underlined parts right now. • Provide some examples about yourself to clarify the activity
• Put students in pairs to compare their ideas. Then get ideas for students. For example, write on the board I should visit
from the whole class. my relatives in (Ethiopia). I must practice my (Amharic) first.
• Ask questions such as the following to extend the They will want to know all about you—my students!
discussion: Say I was surprised to find out that the mutations • Go around and check that students are doing the task
that bring about adaptations occur by chance. What’s the most correctly and notice any mistakes or difficulties.
surprising or interesting information you’ve learned so far in the • When time is up, collect the papers and read one or two
unit? Do you think humans are at risk of extinction? Why? sentences from each aloud, if possible. Try to choose
sentences that are interesting and contain revealing
Activity 10, Suggested answers: information. Encourage the class to guess who wrote them;
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1 It’s happening very fast. 2 Conserving species is then confirm or identify the student writers by nodding to
good for humans. 3 Species adapt and then suffer as them and having them stand up.
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a result of sudden change. • At the end of the task, give some feedback on how well
students used the language they learned and also teach
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new language that came up or point out errors to correct.
Read the Activity 11 directions aloud. Say Now is the time to
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11
focus on the underlined parts! You need to replace those parts 13 Read the directions aloud. Elicit from the class ideas of
with modals from the Grammar box. different things in each category that are in danger of
• Have students read the Grammar box again. Then ask In
c disappearing. If students aren’t sure, give a couple of ideas
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number 1, what modal can replace constantly brought back? yourself (blue whales, rain forests, bank tellers, handwritten
Remind them that they need a base form of the verb. Ask letters, doing research in the library, and so on).
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What’s the base form of brought? (bring) Say Try saying a • Put students into pairs to brainstorm more ideas and make
few modals to yourself—would constantly bring back, will their own lists. Set a time limit of around three minutes.
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constantly bring back, may constantly bring back… . Ask • Get ideas from the class and write them on the board.
Which one best maintains the meaning of the original sentence? • Then choose one thing and ask students if it’s worth
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Call on a student for the answer. (would constantly bring back) protecting or preserving, or not. Ask them to explain the
• Have students do the others individually. Tell them there’s reasons behind their ideas.
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more than one correct answer. When most have finished, • Then pair students again to discuss other ideas. After they
ask students to compare in pairs. discuss, tell students to write down individually what they
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• Read the whole text aloud, stopping when you come to would try to preserve, if anything, and why—or why they
each part that has been changed. Ask different students to wouldn’t want to preserve any of the things on the board.
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give their answers. Write the item numbers and modals on • Optional You could wrap up the activity by finding out
the board. Make sure everyone is in agreement. which things most students want to preserve—and how
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they think it could best be done.

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1 would (constantly) bring back; 2 we may / might / Expansion
could lose 25 percent of all bird species, 25 percent of Have student teams debate the reasons for and against
all bird species may / might / could be lost; preserving something from the Activity 13 list that
3 will (certainly) happen; 4 we should do something; students felt strongly about.
5 will / should / shall we do something; 6 what shall /
will / can we do; 7 can (sometimes) become; 8 won’t
move; 9 may / might be; 10 conservationists must
work; 11 they should encourage; 12 may / might /
could (possibly) eat

10 Read about National Geographic explorer Cagan 11 Rewrite the underlined parts in Activity 10 using modals.
Sekercioglu. What similarities can you find with what Use each modal in the Grammar box at least once.
you heard in the interview? Think about: Answers will vary.
12 Write nine sentences about yourself, using a different
1 the rate of extinction. modal in each sentence. Your teacher will read the
2 the importance of conservation. sentences to the class. Guess who the person is.
3 what happens to animals that adapt and then face a Answers will vary.
sudden change. 13 MY PERSPECTIVE
Growing up in Turkey, Cagan Sekercioglu was once taken Make a list of animals, habitats, jobs, languages, customs,
to a child psychologist because he (1) constantly brought activities, or skills that are at risk of dying out. Would you
small animals and insects back to his house. Fortunately, it try to preserve any of them? Why?
didn’t end his interest in wildlife, and now he’s a professor Answers will vary.
of biology working to protect birds in countries such as
Costa Rica, Australia, Ethiopia, the United States, and Turkey.
He says (2) losing 25 percent of all bird species this century
is a possibility, and that whatever happens to birds (3) is
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certain to happen to other animals and even people. The
question is not if (4) it’s better for us to do something about
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it, but when (5) are we going to decide to do something
and (6) what are we going to decide to do?
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In Costa Rica, he’s found that species (7) sometimes become
endangered because the area of forest they live in shrinks
as it becomes surrounded by agriculture. The birds are so
well adapted to a certain part of the forest that they
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(8) refuse to move, even when bigger areas of forest
(9) are possibly close by. Cagan says (10) it’s essential that
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conservationists work with local people to improve the

situation by explaining to farmers why (11) they’re better
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off encouraging bird diversity. For example, if farmers

encourage birds to live on their land, (12) the birds will
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eat insects that destroy their crops, which could possibly

increase farmers’ profits.
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6B Tree Life? 5 Work in pairs. Look at the photo on page 73 and discuss
the questions. Answers will vary. Suggested answers:
VOCABULARY BUILDING 1 Where do you think this animal is found? Pacific Northwest
2 What is unusual about it? Octopuses live in water.
Compound nouns 3 How do you think the photographer was able to get
We often use two or more nouns together to create the shot? telephoto lens
a new meaning. The words in compound nouns can
6 Read the article from a website on page 73 to check
be joined together, or they can be separated using a
your ideas in Activity 5. What else do you learn about
space or hyphen. The first noun acts like an adjective.
questions 1 and 2 in Activity 5?
It describes the type of thing, its use, the material it is Answers will vary. Suggested answers:
made from, or other aspects of the second noun, such as 1 forests of the US Pacific Northwest; 2 live on land and water
7 Which statements are supported by the article?
where it is found.
Underline the parts of the article which helped you make
Bookstores are dying out in our country because people are your decisions.
buying books online. 1 The tree octopus is the most endangered creature in the
United States. Not supported
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Ice ages caused the extinction of many species. Supported
2 Washington State is one of the wettest places in the US.
3 The tree octopus may provide clues about how early sea
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1 Choose the correct forms to complete the sentences. creatures adapted to live on land. Supported
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1 We often go skiing in the Olympic Mountains / Mountain 4 The animals often live in small groups. Not supported
Olympics, north of here. 5 Many companies that cut down trees in the forests are
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2 On average, there is 20 centimeters of rainfall / fallrain not doing enough to protect octopuses. Supported
here in March. 6 Octopuses are affected by pollution. Not supported
3 Many environmental charities run campaign social
c 8 Work in groups. Discuss the questions. Answers will vary.
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media / social media campaigns.
4 Scientists believe there might be many sea creatures / 1 Did you know about the tree octopus before? If not, what
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creature seas that still have not been discovered. surprised you most?
5 I really like our teacher science / science teacher. She brings 2 Should people care about the tree octopus? Why?
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the subject to life. 9 Look at the source for the article. Do you think it is
6 I avoid all animal products / product animals. I don’t even
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reliable? What other sources could you check to make

wear shoe leather / leather shoes. sure the information is accurate? Answers will vary.
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2 Work in groups. Starting with these compound nouns, 10 Listen to a news extract about the tree octopus story.
how many other compound nouns can you create
Answer the questions. 29
by changing one word each time? Use a dictionary, if
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to see if students could evaluate

necessary. Answers will vary. 1 Why is the story mentioned? online information
2 What do the findings seem to suggest? Students believed
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farm animal leather shoes rainfall science teacher the story.

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ice age: ice cream; cream cheese; cheesecake CRITICAL THINKING Assessing information
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You will often see information or read something that is

READING unfamiliar. You need to do further reading to check the
information is accurate and from a reliable source.
3 Choose one animal from these categories that you
are familiar with, and one that you would like to learn 11 Work in pairs. Discuss the questions Answers will vary.
more about. Answers will vary.
1 Why do you think so many people believe this story?
farm animals pets sea creatures wild animals 2 Looking back, is there anything in the story that should
have made you more suspicious?
4 Work in groups. Compare the animals you chose. Explain 12 MY PERSPECTIVE Answers will vary.
your choices. Answers will vary.
Work in groups. What are the consequences of fake
news stories?

6B Tree Life?
• Warm up Have students look at the section title “Tree 2 Read the directions and the list of compound nouns aloud.
Life?” Ask them what they think tree life means. Students Point out the example in blue. Say See how one part of the
may suggest that it’s similar to terms like plant life or marine compound is changed each time. Age changes to cream, then
life and could refer to animals or insects that live in trees. cream becomes the first part of the compound, then cheese
Or that maybe it refers to the life of trees themselves, as in takes over. Ask What could be next? A compound with cake?
the term human life. Explain that it’s an example of a term (birthday cake, cupcake, pancake, and so on) Answer any
that’s created by temporarily joining together two separate questions students may have.
words to express an idea. Unlike the word wildlife, though, • Put them into groups to do the activity. You could make
they won’t find tree life in the dictionary. Tell students that it a team game by seeing which group can produce the
they’ll be reading similar kinds of words, some that are in longest chain of compound nouns.
the dictionary and some that aren’t. • Circulate and check that students are doing the task
• If time permits, discuss with students why the writer might correctly and that all group members are participating.
have chosen to make the title a question. Make suggestions if groups get stuck or tell them to use
one of the other words to start their chain. They can also
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VOCABULARY BUILDING Compound nouns use a dictionary.
• See which group has the longest chain. Ask a person from
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1 You can use the book, or ask everyone to close their books. that group to read their chain to the class. You could write
Write the words bookstore and ice age on the board.
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it on the board. Stop the student to correct any errors or to
• Ask what the two nouns in each compound word are. point out a particularly clever or interesting word to the rest
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Then ask what the two main nouns are (store, age) and of the class.
what words describe the nouns. (book, ice) You might ask • Where students have made an error, the incorrect word is
for a translation. Then tell students to read the information deleted from the chain. Then see if another group now has
about compound nouns in the Grammar box on p. 72
c the longest chain. Repeat the process.
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of their books.
• Read the Activity 1 directions aloud. Then read the first READING
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sentence aloud twice, trying out both options. Ask Olympic

Mountains or Mountain Olympics? Have students call out
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3 This is a quick introduction to the reading topic. Model

the answer all together. (Olympic Mountains) Then have the activity for students by naming two animals from the
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students do the other sentences individually, using a categories in the list—one you know a lot about and one
dictionary if necessary. you’d like to know more about. (for example, domestic cats
• While they work, notice words and phrases they look up,
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and mountain goats)

ask you about, or underline. • To extend the activity, you could suggest that students
• When most have finished, have students compare answers name two other animals in each category—one they like
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with a classmate. Then review the answers by asking and one they don’t like.
different students to read the completed sentences aloud.
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Record the numbers and compound nouns on the board. 4 Explain the task and tell the class about the two animals you
• As you write, get the class to repeat the words and chose. Make sure to include why you chose them. Highlight
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say where the stress is (usually on the first part of the any new words you use by writing them on the board as
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compound) and ask questions such as So, you can run a you say them or slowing down and drawing attention to
campaign. What other verbs go with campaign? (conduct, them as you speak. (domesticated, feline, sure-footed, steep
plan, work on) heights, grip, hooves)
• Have students stand up and tell a classmate about their
animals. Have them change partners from time to time.
Study Tip
Alternatively, do the activity in groups. Listen and take
Explain to students that there are no real rules to explain notes as students talk.
whether a compound noun is written as one word, • To wrap up, tell the class some interesting things you
two words, or a hyphenated word. They will find some heard. Call on the students who shared them. Invite those
compound words in the dictionary, but different dictionaries students to add more details.
may treat the same compound differently. One might show
it with a hyphen, another as one word. Tell students to keep For notes on Activities 5–12, see page 73a.
a list of compounds they come across in a notebook.

5 Read the Activity 5 directions aloud. Put students in pairs 9 H
ave students read the directions and think about the
to discuss the questions. Tell them not to read the article questions individually. After a few minutes, put students
yet, but to use the picture, the title, and their background in pairs to share their thoughts. If you start to see signs of
knowledge to make educated guesses about the answers to growing skepticism, stop the discussions.
the discussion questions. • Call on students to share their ideas about the reliability of
• Have pairs share their ideas about the tree octopus. Correct the website and to identify other websites or sources they
any vocabulary or grammar errors you hear or help if would check to verify the information in the article.
students don’t know a word in English. • At this point, if any students suspect that the tree octopus
doesn’t exist, have them tell why, short of revealing that
6 28 Tell students to read the article quickly and find the they know for a fact it’s a hoax. Ask what was especially
answers to the Activity 5 questions. Set a time limit (around implausible about the creature, or if anything seemed “fishy”
three or four minutes). Alternatively, play the recording or read about the photo.
the text aloud yourself as students follow along in their books. • Let students debate briefly if some stand by the article. Help
• Read each question and choose individual students to give to support them by mentioning other weird and unusual
the answers based on the text. creatures. (meat-eating plants, vampire bats, fish that “walk”)
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Reading Strategy Skimming 10 29 Read the Activity 10 directions aloud and play the
Remind students that the purpose of informational articles audio track. At the end of the audio, have students answer
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is to provide facts and details to educate readers about a the questions and share their thoughts on the issue of
topic. Tell them they don’t always need to read every word website reliability. Ask Who should be held responsible, the
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of an informational article. Particularly in exam situations, website creators or the consumers of online information?
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they can skim a text to find the information they need.
When you skim, you read the title and any headings, look CRITICAL THINKING Assessing information
at illustrations and read captions, and read the first and
(sometimes) last paragraphs of the text in their entirety.
c 11 Read the information in the Critical Thinking box with the
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class. Discuss the meaning of the term healthy skepticism.
For longer articles, they may also need to read the first and
Tell students it’s a good attitude to have about online
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last couple of sentences in the other paragraphs.

information that doesn’t appear to be reliable.
• Put students in pairs to discuss the Activity 11 questions.
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7 Do the first item as an example. Ask the class if the When students are done, have them share their thoughts.
statement is supported by the article or not. Explain that • Finally, ask Was the activity worth it? Did you learn anything
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students will need to make inferences when a statement is about yourself? Will you change your online habits as a result?
not directly stated in the article. 12 Put
students in groups and read the question aloud. If
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• Don’t immediately say if students have given the correct possible, share an example of a fake news story you know
answer, but call on a student to explain his or her reasoning of and its real or potential effects. Remind them of the study
(several students if there was disagreement). Give the final
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they heard about.

answer and explain the reasoning. • Have groups discuss the question. Make sure they include
• Put students in pairs to discuss the other activity items.
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the Internet and social media. When they’re finished, call on

When they’re done, go through each statement, making groups to share their ideas.
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sure you get students to justify their answers by reading the

parts of the article they underlined. Expansion
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• If students disagree on things that are not directly stated in Have students compile a list of reliable online sources
the article, you may need to review the process of making of information on various nature-related topics:
inferences with the class. endangered species, rare and unusual creatures, and so
on, to share with the class.
8 Tell students to read the questions and check that they
understand them. Answer any language questions they may
have. Make sure they understand activist and activism.
• Circulate as groups discuss and help as needed. When
groups are finished, ask individuals the questions again and
use the ensuing discussions to teach any new language that
comes up.

10:31 AM 85%
HELP SAVE THE ENDANGERED

Pacific Northwest
Tree Octopus
FROM EXTINCTION
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ABOUT HELP FAQs SIGHTINGS MEDIA ACTIVITIES LINKS
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About
28 About Whyitit’s
Why endangered
is endangered
TheThePacifi c cNorthwest
Pacifi Northwesttree treeoctopus
octopus (Octopus
(Octopus Althoughthe
Although thetree
treeoctopus
octopusis isnot notyetyet
onon thethe
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1
Paxarbolis)
paxarbolis)isisonly onlyfound
found in in the
the forests
forests of 30
30 official
offi ciallist
listofofendangered
endangered animals,
animals, it should
it should
WashingtonState,
Washington State,on onthe
theeastern
eastern sideside ofof the be,
be as numbers
numbersare arenow
nowseriously
seriously low.low.It It faces
OlympicMountains,
Olympic Mountains,ininthe theUnited
United States.
States.
c faces
manymany threats:
threats: treestrees in Pacifi
in the Pacific-Northwest
c Northwest
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Thesecreatures
5 5These creaturesreach
reachan anaverage
average size size of forests
forestsareareconstantly
constantlybeing
being cutcut
down;
down; new
between 30 and 35 centimeters
between 30 and 35 centimetres and live and live for
for roads have cut off access to water;
new roads have cut off access to water; the growth
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around four years. They are

around four years. They are unusual in that unusual in that 35
35 of local towns has introduced
the growth of local towns has introducedhouse cats into
theylive
they liveboth
bothininwater
waterand andon on land,
land, aa fact
fact the region, which hunt the octopuses;
house cats into the region, and they hunt and
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made possible by the very

made possible by the very high amounts of high amounts of pollution
the octopusesis getting
andworse. Immediate
pollution is gettingaction
worse.
10 rainfall in this part of the United States. needs to be taken to stop the tree octopus
10 rainfall in this part of the United States. Immediate action needs to be taken to stop
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from becoming extinct.

Possessing the largest brain of any octopus, the tree octopus from becoming extinct.
Possessing the largest brain of any octopus,
the tree octopus explores its surroundings by Become
Becomean anactivist
activist
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the tree octopus explores its surroundings by

touch and sight. Some scientists believe that Here are some things you can do to help
touch and sight. Some scientists believe that 40
Here are some things you can do to help
the way it has adapted to life in the forest 40
protect the last few tree octopuses:
the way it has adapted to life in the forest
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15 mirrors the way early life forms adapted to protect the last few tree octopuses.
15 mirrors the way early life forms adapted to • Write to the government to say you are
life away from the water. Although they are • worried
Write toand
thethat
government to say
life away from the water. Although you feel the treeyou are
octopus
theythey
canare
io
not social animals like humans, still worriedbeand thatspecial

you feel the treeandoctopus
not social animals like humans, they can should given protection
show emotions by changing their skin color: should be given special protection and
included on the Endangered Species List.
at
still
redshow emotions
indicates angerby andchanging
white, fear. theirNormally,
skin 45
45 included on the Endangered Species List.
20colour:
though, redthey
indicates anger and white,
are a green-brown fear.
color that • Write to celebrities, asking them to talk in
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20 Normally, though, they are a green-brown • interviews

Write to celebrities
about the asking
dangersthem
facingtothe
talk
matches their surroundings.
colour that matches their surroundings. about the
tree octopus.dangers facing the tree octopus
Every spring, tree octopuses leave their in interviews.
• Let the world know about the tree
Every
homes spring, tree octopuses
and travel to the coast leave their Males
to breed.
50 • octopus:
Let the world know
tell your about
family andthe tree
friends.
homes and travel
soon return to thetoforest,
the coast
while to females
breed. Males
50 octopus: tell your family and
• Tell people not to buy products madefriends.
lay their
25soon return eggs underwater.
to the forest, whileThe young
femalesthen lay
spend
25 their eggs their first monthThe
underwater. or so floating
young then near
spendthe • by
Tellcompanies
people notthattodon’t protect themade
buy products tree
shore
their firstbefore
month moving
or so out of thenear
floating water and
to the octopus when cutting
by companies down
that don’t trees. the tree
protect
beginning
shore beforetheir
movingadultoutlivesofinthe
thewater
forest.
and octopus
• Start whencampaign!
an online cutting down trees.
Encourage
beginning their adult lives. 55 people to sign a petition.
• Start an online campaign! Encourage
Source: http://zapatopi.net/treeoctopus/
55 people to sign a petition.

6C Mysterious Changes
GRAMMAR Modals and infinitive forms
1 Listen to three people. What did they change their minds about? Why? 30
2 Listen to the people again. Complete the sentences. 30
1a I attention when I read about it.

1b All the links about the different kinds of tree octopuses go to the same page. I
really that.
1c Even my little brother me that the photos were fake.
2a I mean, you me how cruel it was, and I honestly
.
2b I don’t know, but if it was that, it an impact because I’ve
been vegan for quite some time now.
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3a I touch one or pick one up if the chance had arisen.
3b I certainly about owning one, that’s
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for sure.
3c Our favorite is a python called Monty. We him for three
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years this November.
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3 Look at the sentences in Activity 2. Answer the questions.
1 Which sentence describes a period leading up to a future point?
c
2 Are the other sentences about the past, the present, or the future?
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3 Which modal emphasizes that an action was in progress at the same
time as another?
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Modals and infinitive forms

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Modals can be followed by different kinds of infinitive forms.

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I can’t see it.

We should be doing more to help.
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It wouldn’t have made any difference.

You can’t have been listening properly.
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More attention must be paid to this issue.

The eggs must have been moved from the nest.
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4 Work in groups. Look at the Grammar box. Does each pair of sentences
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have the same meaning? Discuss any differences.

1a They must not have been serious.
1b They must have been joking. mean the same
2a I should have helped him. Had an opportunity, but didn’t help
Mount Merapi erupts in 2b I would have helped him. Didn’t have an opportunity
Indonesia. Volcanic gases are
3a It must have been really interesting. Person wasn’t there, but imagines it was interesting
made up of many different
gases, including methane.
3b It was really interesting. Person was there and is giving an opinion.
4a I guess that might have been the reason.
4b I guess that could have been the reason. mean the same
5a You shouldn’t have texted me. Person didn’t want the text, better not to have sent
5b You shouldn’t have been texting me. Person thinks it was a bad idea to be texting
6a It should have arrived by now. Person is less certain.
6b It will have arrived by now. Person is more certain.

6C Mysterious Changes
GRAMMAR Modals and infinitive forms 3 If you didn’t do this as part of your feedback for Activity 2,
ask the class the questions now. Let students volunteer the
1 Ask students to think of a time they changed their mind answers or call on different students.
about something and why. Give an example about • Students worked on modals in section 6A so they should
yourself as a model for students. For example, you might understand this activity, but as you get each answer, you
say something like I used to hate it when I had to help (my might want to highlight the meaning as well as the infinitive
grandfather) in his (grocery store). I must have been missing that indicates past or present.
something! He taught me so much. Now I love working there.
Put students in pairs to tell their own story. Activity 3
• 30 Tell the class they are going to hear three people 1 3c
talk about changing their mind or opinions. Read the 2 The other sentences are about the past.
directions aloud. Tell students they might want to take a few 3 (can’t) have been -ing in sentence 1a emphasizes that
notes. Play the audio track. an action was in progress at the same time as another.
• Have pairs work together to answer the questions. Go
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around and notice how well they’re doing (without saying At this point, have students complete Activities 3 and 4
anything). Play the listening again if necessary. on p. 139 in the Grammar Reference section. You may also
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• Call on students for their answers. Since this is a brief assign these activities as homework.
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introduction to the grammar skill, you can give students the
answers if they didn’t get them all. 4 Have students look at the sentences in the Grammar box as
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you read each one aloud. Ask different students to explain
Activity 1 each sentence, or translate it, providing assistance as
1 boy: tree octopus after flaws were pointed out; needed.
2 girl: became vegan, not clear why; 3 girl: snakes, c • Then read the Activity 4 directions aloud. Call on a student
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because her brother got one to stand and read sentences 1a and 1b aloud. Thank the
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student and tell her or him to sit. Ask the class Do these two
2 Put students in pairs. Have them read the sentences and sentences mean the same thing? Hands up if you think they do.
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discuss what verb forms might go in the blanks. Tell them Then Hands up if you think they don’t. Confirm the answer.
not to write anything yet. (They mean the same thing.) Ask If you’re joking, are you
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• 30 Play the audio track again and tell students to being serious? (no) Point out that both sentences have the
complete as much of the sentences as they can. same modal, and that not serious and joking are synonyms in
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• Call on a student for the answer to 1a. Play the audio again this case.
to confirm or check it and write the number and phrase on • Put students in groups to do the rest of the activity. Go
around and check that they’re doing the task correctly and
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the board. Go through the rest of the answers.

• Have the class repeat each verb phrase aloud (For example, helping one another. Notice any difficulties students are
say I can’t have been paying attention. Now, everybody! I having. Focus on these in feedback.
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can’t . . . ) You could also check their understanding of the

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grammar by asking questions such as those in Activity 3, and Expansion

then move directly on to Activity 4. Challenge students to take the Activity 4 sentences and
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Teaching Tip turn them into short dialogues. Tell them they’ll have to
provide context with an introductory statement, then
When you review the answers to a listening activity, ask
use either the a or b sentence in the book to respond.
students for the answer and then play the audio up to
Then add a follow-up comment. For example:
the point where the answer is given. This allows students
to hear or confirm the answer for themselves. If there is a Speaker 1: They charged me $5 for a bottle of water!
disagreement, you can replay the relevant section one or Speaker 2: They must have been joking.
more times until students can hear the answer. Speaker 1: I asked several times. They said that’s the usual
price around here.
Activity 2
1a can’t have been paying 2b must’ve had
1b should’ve noticed 3a might’ve been able to
1c could’ve told 3b would, never have
2a could’ve told, wouldn’t thought
have cared 3c will have had
5 PRONUNCIATION Weak form of have • Put students in pairs to discuss other, hopefully, more
• 5a 31 Read the explanation in the Pronunciation box plausible, ideas for each mystery. Tell them to write down
aloud. Either use the audio or model reading the sentences their modal sentences.
yourself. After each one, pause (or pause the audio) and • Have students share ideas with the class. Correct grammar
gesture for students to repeat. Say OK, now everyone… . and vocabulary as necessary. You might encourage debate,
Then call on a few different students to say the sentence but don’t give the actual answers.
again, one at a time.
• As you ask individuals to say a sentence, you could tell them 8 Have students open their books to p. 75. Point out the photo
to say it fast or slow; for example Juan—slow, Ana—fast, and read the caption aloud. You might mention that this
Chen—fast, and so on. fossil is from the period of the Great Dying. Ask if anyone has
• Correct any mistakes that come up. Ideally, show the heard of Dinogorgon. Have them share what they know.
student how the correct sound is formed. • Put students in pairs. Assign one student in each pair to
• 5b Have pairs practice reading the sentences to one be Student A and the other Student B. Read the Activity 8
another, first slowly, then quickly. directions. Have pairs do the activity. Circulate as students
discuss. Make sure they’re listening politely to their partners,
6 Tell students to scan the text to find out what the mystery is. helping each other with vocabulary and grammar when
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Set a time limit of no more than one minute. Check quickly they can.
by asking the class Had you heard of the Loch Ness monster? • When students are finished, ask Did anyone come up with
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What do you know about it? Have you heard of any other the correct theory for one of the mysteries? Or something close?
similar mystery creatures? Have students respond. If anyone did, encourage them to
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• Explain the directions. Do the first one together. Say tell how they learned about it.
Reported sightings of the Loch Ness monster will soon… what?
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Anyone? Give students time to think. Wait for someone to Expansion
call out the answer, or call on a student. Write the number Tell students to research other unsolved natural
and answer on the board (have been going on). Explain why
c mysteries. Have them first brainstorm the best search
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it’s the correct form. terms to use (e.g., unsolved natural mysteries). They can
• Have students complete the activity individually. Remind share their findings with the class. Tell them to make sure
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students they have to make one modal negative. to include their sources!
• Check the answers by reading the text aloud and stopping
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at each item like you did for the first one above. Record the 9 R
ead the activity options aloud. Say Here are more
answers on the board. Ask questions such as the following opportunities to practice using modals. Explain that the first
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to check students’ understanding: So, complete or in option will require students to do research—hopefully using
progress? Or you might check any unfamiliar vocabulary; for reliable sources! Tell them to plan what they want to include
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example say If you’re “trying to spot a beast,” you’re trying to in their presentations and make sure everyone in the group
see it when it can’t be seen very easily. If you spot a bird’s nest in contributes.
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a tree, you can see it hidden among the leaves. • Tell students who choose to write a story that it can be
based on real or made-up events. They should, however, be
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Activity 6 sure to include how they would act differently if they were
1 will, have been going on; 2 could have survived / in the same situation again.
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could survive; 3 must have been lying / must have lied; • Say If you enjoy writing scripts or stories with dialogue, you’ll
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4 might have seen; 5 can’t have been living / can’t like the third option. Tell pairs they could focus on someone
have lived / couldn’t have lived / couldn’t have been who’s had an impact on an issue related to biology,
living; 6 would have been captured; 7 might have conservation, or the environment.
developed; 8 should have died out
7 Read the directions. Have students read both texts quickly,

then tell them to close their books. Ask if there was anything
they didn’t understand and address their questions.
• Ask the class for one or two ideas about what might have
caused the Great Dying or give an example yourself.

5 PRONUNCIATION Weak form of have
No answers required
When the sentences in Activity 4 are said slowly and
carefully, have is often pronounced differently than how it is
pronounced in fast speech.
a Listen to each sentence from Activity 4. Notice how

have changes its sound in fast speech. Repeat what
you hear. 31
b Work in pairs. Practice reading the sentences in
Activity 4 slowly and quickly.
6 Complete the summary using the modals and the
correct form of the verbs in parentheses. Make one
Dinogorgon became extinct a quarter of a billion
modal negative.
years ago, long before dinosaurs roamed the Earth.
Reported sightings of the Loch Ness Monster
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(1) soon (will / go on)
for a century! In 1933, a man named George Spicer reported Atmospheric Administration. The Bloop was significantly
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seeing something that looked like a plesiosaur, a kind of different from other previously recorded sounds and many
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long-necked marine dinosaur. Some people think such a theories emerged to explain the mysterious noise.
creature (2) very easily (could / survive) Answers will vary.
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8 Read about what really happened. Student A: read about
in the quiet Scottish waters, away from people, while others
are convinced that Spicer (3) (must / lie) the Great Dying; Student B: read about the Bloop. See if
or that he (4) (might / see) a piece of you guessed correctly. Then report back to your partner.
wood covered in green water plants. Most scientists question c Student A: The Great Dying
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the whole story and claim that a creature like this Many theories to explain the Great Dying have been put
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(5) (can / live) in the loch* for so long forward—everything from asteroids from space hitting
without any real human contact. If it was real, they say, it Earth to huge volcanic eruptions. Volcanoes did in fact play
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(6) (would / capture) by now—or at least a part in the event. At the time, Siberian volcanoes were
caught on film. Others, though, suspect that the monster erupting almost constantly, sending out huge quantities of
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(7) (might / develop) special skills that help a gas called methane. This resulted in the oceans and the
it to hide from those hunting it. Even today, true believers can atmosphere being poisoned and so many species dying out.
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be found on the shores of the loch trying to spot a beast that Student B: The Bloop
(8) (should / die out) 65 million years ago. Theories put forward to explain the Bloop ranged from the
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sensible to the strange. Some people thought the noise

loch a Scottish word for a lake.
must be from an unknown deep-sea creature while others
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thought it could be mermaids or voices from a lost city. In

7 Work in pairs. Read the two paragraphs about mysteries the end, it turned out that the sound was actually made by
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of the natural world. Then discuss what you think an icequake. A large mass of ice in Antarctica was slowly
happened. Use modals where necessary. Answers will vary. breaking up and was picked up by NOAA.
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The Great Dying 9 CHOOSE Answers will vary.

Around 250 million years ago, long before dinosaurs
roamed the Earth, about 95 percent of all species were Choose one of the following activities.
suddenly wiped out. This was by far the biggest mass • Work in groups. Prepare a short presentation about a
extinction the world has ever seen. The event—widely mystery you have read about or know. Include at least
known as the Great Dying—came close to ending all life four different modals.
on the planet. Everything alive today comes from the five
percent of species that survived back then. • Write a story about something you regret doing—or not
doing. Include at least four different modals.
The Bloop
• Work in pairs. Write a conversation between two people
The Bloop was an extremely low and very powerful
about an influential or inspiring person. Include at least
underwater sound first detected at points across the
four different modals.
vast Pacific Ocean by NOAA, the National Oceanic and

6D You have no idea where
camels really come from
“ I’ve learned that, actually, a lot

of scientists are historians, too.
They make sense of the past.
LATIF NASSER ”
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Read about Latif Nasser and get ready to watch his TED Talk. 6.0
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AUTHENTIC LISTENING SKILLS 3 Work in pairs. Write down as many other facts about
Understanding fast speech camels as you can. Then compare your ideas with another
In quick speech, it can be difficult to hear individual words c pair of students . Do any of the other pair’s facts surprise
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you? Why? Answers will vary.
because words get shortened or sound as one.
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4 Watch Part 1 of the talk. Complete the summary with

1 Look at the Authentic Listening Skills box. Then listen one to three words in each blank. 6.1
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to these extracts from the TED Talk where people speak

quickly. Try to write down what you hear. 32 One day in 2006, Natalia Rybczynski was digging at a site
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less than (1) ten degrees south of the North

1 … she thought it was just a splinter of wood, because Pole when she found a strange object. To begin with, she
at the Fyles Leaf Bed before—
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thought it was a piece of (2) wood . She

prehistoric plant parts. collected more fragments over the next four years and
2 How certain were you that you had it right, like… that eventually used a (3) 3D (surface) scanner to find out
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, like? that it was a (4) leg bone / tibia of a huge mammal.

3 … something like a cow or a sheep. But When they cut a piece off one fragment, they
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. It was just too big. (5) smelled collagen, which is a substance

4 … you’re going to have different body sizes.
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found in bones and which (6) had been preserved

, so they’re actually functionally in the ice. A couple of years later, she sent the fragments
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like giraffes. to a colleague who had invented a technique called

5 And, as a historian, you start with an idea . (7) collagen fingerprinting , which can identify an
animal from a bone. They discovered it was a(n)
(8) 3.5 million-year-old camel and
WATCH
that it must have weighed (9) around a ton ,
2 Work in groups. Do you think the sentences are true or which is (10) 30 percent heavier than camels today.
false? Why? Answers will vary.
5Watch Part 2 of the talk. Check your answers from
1 Camels have been around for about a million years.
Activity 2. Correct the false answers. 6.2
2 The first camels were only found in North America.
3 Giraffes and llamas are in the same family as camels. Camels have been around longer than a million years.
4 The hump on a camel’s back contains water. According to Latif, they have been around for 45 million
5 Camels have evolved to walk on sand. years. 1 Camels have been around for between 40 and 45 million
years; 2 T; 3 Llamas are related, and some early camels were
functionally like giraffes; 4 The hump on a camel’s back
contains fat; 5 There’s a theory that camels evolved to
walk on snow, and this adaptation works for sand, too.
6D You have no idea where camels really come from
• Warm up Tell students they’re going to watch a TED WATCH
Talk about an archeological discovery. Read the title of
the section aloud. Ask the class Where do you think camels 2 Read the activity directions. Put students in small groups to
come from? (desert areas, North Africa, parts of Asia) Say discuss the questions or discuss them as a class. Have each
That’s correct—in this day and age—but you’re about to find student decide what she or he thinks and write an answer.
out that it’s only part of the camel’s story. • As students discuss, you might correct any misuse of the
• Read the quote aloud. Call on a student to translate it or say language or help students with the English vocabulary.
what they think it means in English (or both). (If students don’t know what a hump is, point to it in the photo
• Play the first video section. Then have students do the exercises. on p. 77.) You can also just move on to the next activity.
After they finish, you might write key words from the video on
the board and ask students what they remember about them. 3 Put students into pairs to list other facts they know about
camels. Set a time limit of one or two minutes. You could
AUTHENTIC LISTENING SKILLS also allow them to use their smartphones and give them
Understanding fast speech five minutes to research and write the two most unusual
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facts about camels that they can find.
1 Have students look at the sentences and check if there’s • Get each pair to compare their information with another
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anything they don’t understand. You might want to share pair. Say See who came up with the most surprising facts.
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these definitions: splinter: a small, sharp piece of wood; • As feedback, simply ask students to share with the class the
functionally like: used in a similar way as something else most unusual fact they came up with or heard from another
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• Tell students to read the information in the Authentic student. Ask them to tell what in particular surprised them
Listening Skills box. Then explain that they’re going to hear about the information.
some fast speech. They should follow along in their books
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and try to fill in the blanks in the sentences as best they can. 4 Tell students they’re going to watch a video about—guess
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• 32 Then play the audio straight through. When it’s what? Camels! Read the Activity 4 directions and have
students read the summary. Answer any questions they
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done, have students compare what they wrote with a

partner. Walk around and check how they did; decide if may have about it.
• 6.1 Play Part 1 of the TED Talk. Have students watch
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they need to hear the audio again.

• Replay the audio track and have students check their work. and write. When Part 1 is over, tell them to compare what
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• To go through the answers, call on different students, one they wrote with a partner. Circulate and notice how well
at a time, to read what they wrote for the activity items. Play they did in order to decide how quickly to go through the
answers or whether to replay the video.
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the extract to check the answers. If students are unsure of

what they’re hearing, replay the problematic part one or • When students agree, write the answer on the board. When
two more times. there is a dispute, either write both answers and have
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• Write the sentences on the board. Highlight, if you can, students watch the video again, or simply give the correct
how the sounds change in fast speech, as letters or sounds answer, depending on how much time you have.
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disappear or words are linked together.

5 6.2 Tell the class they’re going to watch the next part of
• Finally, challenge students to say the sentences as quickly
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the talk and see if their answers to Activity 2 were correct.

as they’re said on the recording.
Have them refresh their memories about the Activity 2
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statements. Then play Part 2 of the video. Tell students to

Activity 1
rewrite the false statements to make them correct.
1 that’s the sort of thing people had found 2 you had
• Have students check their answers and correct any they
put it together in the right way 3 it couldn’t have been
got wrong. Then they should rewrite the false statements.
either of those 4 You’re going to have some with really
Tell them to use the example in blue as a model. Then go
long necks 5 in your mind of how the story goes
over the answers as a class. Call on different students to
share their rewritten statements.
Exam Tip Guide to guessing: true or false?
In true / false activities, there are usually more true
statements, or even (as opposed to odd) numbers of true
statements, than there are false statements because true
statements are easier for the exam creators to write. If the
last answer was true, there’s also a greater than 50 percent
chance that the next answer will be false and vice versa—
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 6 Adapt to Survive
unless this results in more false statements than true ones.
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6 6.2 Have students look at the Activity 6 sentences. 9 V
ocabulary in context
Play Part 2 of the video again and tell students to circle • 9a Tell students that they’re going to watch some clips
or underline the correct word or phrase in italics in each from the talk which contain new words and phrases. Explain
sentence. that you’ll pause the video when the options come on
• Have students compare answers with a partner. Get a sense screen and ask everyone to call out the correct meaning
of how well they did in order to decide if you need to play together.
the video again. • 6.4 If a lot of students are giving the wrong answer,
• Check the answers as a class. Call on students to read the provide additional explanations or examples before moving
completed sentences aloud. Write the answers on the on to the next clip. Play the video.
board. • 9b Have students look at the discussion questions. Answer
any questions they may have about the words in italics.
7 6.3 Tell students you’re going to play the last part of Reteach some, if necessary.
the talk. Say Listen carefully to Latif. Then decide which of • Prompt students’ thinking. Tell about a time you felt you’d
the Activity 7 sentences best sums up his main point. Have hit a wall but managed to keep going. Call on students to
students read the sentences. Then play the video. give their own examples. Then tell students to think of true
• When students have made their choice, Ask What did you examples for at least two of the four questions. Give them a
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think of the talk? Call on students to share their impressions few minutes to decide what they’re going to say.
of the whole video. Then go through all the statements with • Put students in pairs to share their anecdotes and ideas.
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them. Discuss whether each one is valid or not and why it is Circulate and check that they’re doing the task correctly. If
or isn’t the best summary of Latif’s main point. discussions are lagging, have students change partners and
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• Get a show of hands for each answer choice. Call on continue.
individuals to explain their decisions. Finally, remind • At the end of the activity, ask Did anyone hear any good
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students what a summary is—and isn’t. Then call on advice, learn anything new, or think anything was really funny?
someone to tell why c is the answer. Have students share the best things they heard.
c • To wrap up, retell some things you heard and give feedback
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8 Read the question and the four topics aloud. If you can, think about new language that came up and errors to correct
of a discovery yourself to model ideas for students or say It (which you may have written on the board).
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seems like we’re always hearing about new fossil discoveries—

dinosaur bones, human bones, prehistoric creatures preserved CHALLENGE
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in amber. • Have students read the Challenge. Give them a few minutes
• Put students in groups to talk about discoveries they’ve to think or write down ideas. If they need help getting
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heard of. Listen and take notes as students talk. started, tell about a time you changed your beliefs about
• At the end of the task, share some surprising things you something or changed your opinion about someone.
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heard. Have students tell the most interesting discovery that • Put students into small groups. Say Take turns telling about
came up in their discussions and have the person who told your experiences. Ask and answers questions about the process
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it tell how they found out about it. You can also teach new of changing a deeply held belief. Was it difficult? Were you
language that came up or correct errors you heard on the stubborn about it? Or was it easy once you learned some new
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board. information?
• Circulate as groups talk. Provide assistance as needed. At the
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Teaching / Exam Tip end of the discussions, call on groups to say who they think
experienced the biggest change or who had the hardest
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When students are in a pair for a speaking exam, part

of the test is to see how they manage and share the time changing.
conversation. When students find themselves paired
with someone who doesn’t speak English as well as they
do, they still need to give the person an opportunity to
speak. Students should always ask timid speakers What
do you think? or What would you do? to get her or his
opinion. If the person struggles to say something, help
them say it!
77a Unit 6 Adapt to SurviveSAMPLE COPY, NOT FOR DISTRIBUTION

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6 Watch Part 2 of the talk again. Choose the correct 9 VOCABULARY IN CONTExT
options. 6.2
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1 Scientists believe that at first, camels were only found in meanings of the words and phrases. 6.4
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hot places / cold places. b Work in pairs. Discuss the questions. Answers will vary.
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2 They also believe that 40 million years ago, there were

around 20 / 24 different species of camels. 1 Have you ever experienced hitting a wall? Why? How
3 They say that some early camels were as small as dogs / did you overcome it?
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rabbits. 2 What scientific theories still have no proof?

3 What good spots do you know to:
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4 They also say that one branch of camels became llamas /

giraffes. • have a picnic?
• see wildlife?
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5 Some scientists believe that a camel’s hump helped it to

survive long walks / winters. • hang out with friends?
6 It is believed that three and a half million years ago, the • watch the world go by?
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weather was significantly warmer / cooler than today. 4 What things would you be willing or unwilling to do to
be successful in life?
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7 Watch Part 3 of the talk. Which sentence best

summarizes the point Latif is making? 6.3 c CHALLENGE
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a It’s important to change your mind about things. Think of a time in your life when you have had
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b Scientists should also study history. to rethink what you thought you knew about
c Much of what we think we know might be wrong. something—or someone.
d Camels are well suited to different environments.
• What did you use to believe? Why?
8 What discoveries or news have you heard about the • What caused you to rethink your beliefs?
natural world recently? Think about: Answers will vary. • Did you develop your new ideas quickly or slowly?
• How do you feel about the thing or person now?
• archaeology.
• new or lost species. Work in groups. Tell each other your experiences.
• the sea. Ask and answer questions about the changes.
• medical advances. Decide who experienced the biggest change.

6E Finding a Solution
SPEAKING
Speaking strategy 1 Work in pairs. Look at the photo and discuss the questions. Answers will vary.
Telling anecdotes 1 Where do you think the photo was taken? Who might the man be?
Anecdotes are short real-life stories. 2 How would you feel if you were the man in the photo?
When we want to tell an anecdote, 2 Read the opening lines of six different anecdotes. Which sounds most
we often give a very short summary interesting to you? What would you ask about it? Answers will vary.
of what we are going to say. We
might also add a comment or say a I once saw a polar bear in a zoo. It was really sad.
how we felt in order to make it b I almost stepped on a scorpion once.
sound interesting. c My brother once tracked a group of gorillas in Africa.
d When I went to the city, I saw lots of foxes in the street.
e Where my grandma lives, there are vultures. We once climbed up to their nests.
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Useful language
f I hate cows. I was chased by some once. It was really scary!
Responding to anecdotes
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3 You are going to tell an anecdote about a time you encountered some kind of
If the listener is interested, they will
wild animal—big or small. Make notes using these questions and think of a
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say things like:
sentence you will say to start the anecdote to get people interested.
Really? Why was that? Answers will vary.
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Wow! What happened? • When did it happen? How old were you?
• Where was it?
Really? They have foxes there?
• What happened?
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What was the animal doing?
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• How did it make you feel?
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• Did it have an effect on you afterwards?

4 Work in pairs. Tell your anecdotes. Your partner should show interest and ask
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questions to help you. Answers will vary.

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Some people have a special

connection with animals.
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6E Finding a Solution
SPEAKING • Circulate and check that students are doing the task
correctly. Remind them to makes notes on all the questions
1 Have students look at the photo on pp. 78−79. Don’t share in the directions, but they shouldn’t write the whole story.
the About the Photo information yet. Say There’s a lot of Help struggling students with ideas and give others the
emotion in this photo, don’t you think? I bet the man has an English words they may be searching for.
interesting story to tell about how the moment with the gorilla • Have students finalize their notes and put the finishing
came about. Have students read the Activity 1 questions. touches on their opening lines.
Give them a few minutes to think.
• Put students in pairs to discuss the photo and the questions. 4 Tell students to take a few minutes to reread the Speaking
• Optional Put students in pairs. Have them take turns role- strategy box and then point out the Useful language box.
playing the man in the photo as he explains the photo to Say These phrases will help you respond to your classmates’
someone (the other student), who asks further questions anecdotes. Tell students that now they’re going to take turns
about it. Say You’ll each have to make up your own backstory telling their anecdotes to a partner.
for the photo. Then it’s up to both of you to improvise the • Encourage students to tell their anecdotes from memory,
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resulting conversation! referring to their notes only when absolutely necessary. The
• When pairs finish role-playing, you could share the About listening partner should show interest. Tell listeners that the
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the photo information with them. Useful language not only shows their interest, but will also
give the storyteller ideas about what to say next.
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About the Photo • Before the noise dies down, ask students to change partners.
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The picture shows a gorilla whose mother had recently You can do this two or three times. In between each change
been killed by poachers (hunters). The man is park you might give some feedback, such as encouraging the
listener to respond.
ranger Patrick Karabaranga of Virunga National Park in
c • Go around and listen to students. Make notes about things
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the Democratic Republic of the Congo. Patrick, who
has a close relationship with the gorillas in the park, is to cover in a feedback session. At the end of the task,
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trying to comfort the animal. Despite this sad case, the compliment all the students, retell one or two stories you
conservation work of Patrick and others like him has led heard (with the student’s help), and go over your feedback.
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to an increase in gorilla populations in recent years.

Expansion
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Tell students to choose one of the class’s favorite

2 Write the word anecdote on the board. Ask if students know
opening lines from Activity 2 (ideally, one not used by a
what it means. Take their responses, then direct them to the
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student for his or her anecdote) and imagine the rest of

Speaking strategy box on p. 74. Read it aloud as students the story. Students can work in groups or pairs to come
follow along. up with events, other characters, and important details
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• Read the Activity 2 directions aloud. Call on a student to for the story. Remind them that anecdotes are true, so
read item a for the class. Thank the student; then ask the the events have to be believable. Pairs or groups can
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class Do you like this opener? Would you like to hear more? draw up an outline of the story to share with the class.
What would you ask about it?
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Then, if they would like, individuals can write a complete

• Put students in pairs to discuss the opening lines. When story based on the outline and embellish it with their
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they’re done, ask different students to tell which opening most own details and even illustrations if they want to.
intrigued them. Take a vote on the class favorite, if you like.
Alternatively, students can expand the anecdote they
3 Read the directions. Say This will be fun! Tell them that, for
told in Activity 4 into a full-blown written story.
this activity, they need to make notes about the event based
on the bulleted questions, and write an opening sentence
for the anecdote.
• Give them time to plan and make notes. If students can’t
think of an anecdote from their own lives to use, tell them
they can choose one of the ideas in Activity 2.
• Remind students that their opening sentences need to
grab their classmates’ attention. Say Look back at the lines in
Activity 2. Which were your favorites? Why?

WRITING Activity 7, Suggested answers:
5 Tell students they’re going to learn to write a problem-
1 to show they haven’t made up their ideas; to add
solution essay. Say As you can probably figure out, a authority to their ideas; 2 depends on who J.A. Mills
problem-solution essay is writing that describes a problem is and what his/her standing in the field is; Wikipedia
and then offers one or more ways to solve it. Tell them that is often seen as reliable, but it’s crowd-sourced; A
each possible solution is usually explained in a separate National Geographic explorer is probably a reliable
paragraph. source; 3 more academic quotes to support ideas;
• Draw students’ attention to Activity 5. Have them read the search Google Scholar; look at journals or articles on
introductory statement and the questions. Ask What’s the the subject
problem? (Wild tigers are endangered.) Tell them to read the
questions and check that they understand them. Then either 8 If you didn’t do the My Perspective activity at the end of
discuss the questions as a class or have students discuss section 6A, you could do it now. If you did do it, remind
them in pairs. students about it and ask them if they remember any of the
• Call on different students to give their opinions about endangered animals or other things that were discussed.
whether keeping tigers in zoos is a good solution to the • Put students in pairs. Have them read the Activity 8
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problem of the dwindling population of wild tigers. Then ask directions. Then tell them to choose something, tell why it’s
What might some other solutions be? dying out (include three problems it faces), and tell what
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some solutions might be to prevent its disappearance.
6 Read the Writing strategy box on p. 79 aloud. Explain to • You might allow students to access the Internet to find out
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students that topic sentences perform a function similar to more information. Tell them to make notes on their research
the opening sentences they wrote for their anecdotes—
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and record their sources. Provide assistance as needed.
except that in an essay you need one for each paragraph.
• Read the Activity 6 directions aloud. Before students read 9 E
xplain that students will now work individually on their
the essay on p. 151, tell them to read the four sentences
c own essay. Have them read the directions carefully. Tell
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and note their content, think about how a problem-solution them that following the model on p. 151 will help, as will
essay is organized, and make a guess at the order in which the Useful language information about naming sources on
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the sentences will appear in the essay. p. 79. Assign the writing as homework or set a time limit for
• Have students read the text on p. 151. Set a strict time doing it in class.
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limit (no more than three minutes) or read the essay aloud
as they follow along in their books. Give them time to 10 You might want to do this activity in the next lesson.
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complete the activity; then check the answers as a class. • Put students in pairs to exchange and review each other’s
• Finally, ask if anyone got the order right before reading the essay. Say Read the things you need to comment on first, but
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essay, and ask them how they figured it out. If they don’t also notice how compelling the essay is; in other words, does it
mention them, point out some clues, such as the word make a good argument? Does it get and keep your attention?
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finally and the fact that only one of the sentences mentions Do its solutions make sense? Finally, what do you really like
the main problem. about it, and what could be improved?
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7 This activity connects to the critical-thinking discussion in

Study Skill Writing: Do timed practice
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section 6B. Ask each question aloud and wait for someone
While students should take time on their writing
to volunteer an answer or call on two or three different
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homework to do their best work, it’s also important for

students to give their ideas. Ask what other information
them to practice producing good texts in the amount
would be useful to include in the essay.
of time they will likely have in an exam situation. That
• If necessary, prompt students with some of your own
means writing a draft and a revision within the allotted
suggestions, such as information about whether programs
time, not just a first, uncorrected draft. Also help them
exist that breed tigers and then release animals back to the
with strategies for estimating the number of words
wild and statistics on the success of various programs would
they’ve written. On an exam, they may be given a word
be helpful.
limit, and they shouldn’t waste time counting words.

WRITING A problem-solution essay
Answers will vary.
5 Tigers are endangered in the wild. Do you think having them in zoos and parks Writing strategy
is good for their survival? Why? What other things might help them?
Topic sentences
6 WRITING SKILL Topic sentences It is good to start a new paragraph
with a topic sentence—a sentence
Read the essay about how people can help to protect tigers on page 151. Put that explains what the paragraph
the topic sentences in the correct order as they might appear. is about.
2
a The author J.A. Mills suggests we should strengthen rules about domestic tigers.
b Finally, we should work closely with local people. 4 Useful language
c According to the WWF (World Wildlife Fund), there are only about 4,000 tigers
left in the wild. 1 Naming sources
d Countries have to work together to protect the habitat. 3 According to [name / organization /
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book, etc.],…
In the essay, the writer refers to various organizations and people. Answer the
questions. Answers will vary. The [job title], [name], says that…
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I agree with [job title], [name], when
1 Why does the writer do this? she/he says that…
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2 Do you think they are good sources to reference? Why?
3 What other information would be good to know? What other sources could you
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look for?
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8 Work in pairs. Choose one of the animals or things from your list that are at risk
of dying out (page 71, Activity 13). Find out more and take notes on three big
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problems it faces. Then think of ways to tackle these problems and help save it.
Answers will vary.
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9 Work on your own. Using your notes, write a problem-solution essay.
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Answers will vary.

• In the first paragraph, outline the problems and say you will suggest solutions.
Then tackle each problem in a subsequent paragraph. Use the writing model on
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page 151 as a guide if you need to.

• Find two or three sources that you can add to your essay to give it greater
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authority. Decide how you want to use them and where to place the sources.
Use the Useful language box to help you.
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10 Exchange your essay with your partner. Read your partner’s work and
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comment on: Answers will vary.

• the structure and the strength of the argument.
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• the use of sources.

• the use of language.
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7 Outside the Box
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• discuss the importance of creativity.
• read about creativity tests.
• imagine alternative outcomes
to situations.
• watch a TED Talk about making up
new words.
• come up with creative approaches.

7 Outside the Box
Unit Overview
About the Photo
In this unit, students will talk about creativity—what it is, who
has it and who doesn’t, how to test for it, how to foster it, and The three sisters are Tair, Liron, and Tagel Haim, and they first
whether it’s declining in the age of the Internet. received attention in 2015 with a video for their song “Habib
Galbi” (Love of My Heart), which is an example of how they
Students will consider the natural creativity of children and take the Arabic-language songs of their heritage and turn
whether it’s being harmed by the emphasis on testing and them into 21st-century dance music. The sisters’ home is in
traditional teaching practices in many schools. They’ll learn about southern Israel near Egypt and Jordan, and their father’s family
tests that measure and predict creativity and form their own are Yemeni Jews, whose distinctive culture and Arabic dialect,
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opinions of their validity. They’ll hear that while some discoveries according to one music critic, bridges the Arab world and Israel.
are the unexpected by-products of creative endeavors, many
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more are the result of careful adherence to a set of rules. Language note Nobody knows for sure the origin of the phrase
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Students will watch a TED Talk and learn about the different outside the box, or of the related expression thinking outside the box,
ways words are created and listen to a message urging them but its meaning has come to be widely understood as “embodying
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to break the rules once in a while and invent some new words. creative or unconventional thinking.” Someone who thinks outside
Finally, students will use their creativity to think of solutions to a the box dares to think differently or from a new perspective. Many
believe the expression is a reference to a puzzle in the shape of a
problem and write a report giving their recommendations.
c square, called the “nine dots puzzle,” the solution to which involves
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going beyond the boundary of a nine-dot array. The boundary is
Unit Objectives
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not there, but most people imagine it is and assume the solution
Vocabulary of the puzzle lies within its confines—so they’re stumped. Only a
• Breaking the mold
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small percentage realize they have to go outside the boundary to

• Vocabulary Building Noun forms solve the puzzle.
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Grammar
• Grammar 1 First, second, third, and mixed conditionals Warm Up
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• Grammar 2 Wish, if only, would rather • Display the photo on pp. 80−81 and read the caption aloud.
Discuss the photo with the class. Ask students what they
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Reading think of the three women and their outfits. Call on a few to
• Testing Creative Thinking describe the women’s “look.”
• Share the information in About the Photo. Ask Do you think
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TED Talk the women and their band are a good representation of the
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• Erin McKean: Go ahead, make up new words! unit title Outside the Box? Why or why not?
• Discuss students’ ideas about dressing differently and what,
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Pronunciation if anything, it conveys, and about experimenting with

• Elision of consonants t and d combinations of different musical styles. If possible, show
the video of the song “Habib Galbi.”
Speaking • Ask students if they like the music. Encourage them to
• Raising concerns share what they know about other musicians who mix
• Suggesting a better approach different styles.
• Giving reasons
Resources
Writing • Classroom Presentation Tool
• A report • Tracks 33–36 (Audio CD, Website, CPT)

Unit 7 Outside the Box 80a
7A Rules of Creativity
VOCABULARY 4 Call on a student to read the first sentence in Activity 2
aloud. Say whether you personally agree or disagree with
1 Write the word create on the board and ask the class what the sentence and explain why. Ask individual students if
things you could create. Add students’ suggestions to the board. they agree or disagree. Encourage a short class discussion.
• Ask if anyone knows what the noun form of create is. Write it on Then put students in pairs to consider the other statements.
the board. Ask what verbs or adjectives often go with the word • Circulate as pairs talk. Notice mistakes, difficulties, or where
creation. Remind students that these word combinations are called they use L1. Help them by correcting their errors or giving
collocations. them the English they need. Write some of these points on
• Put students into pairs and read the activity directions. Make the board, or remember them for class feedback.
sure they understand they have to think of other words • When a few pairs have finished, either stop the activity or
containing the root creat- and then try to come up with two have these students do the Expansion activity.
collocations for each word. • At the end of the task, share some interesting things you
• Alternatively, you could just continue to do the activity with heard with the class. Give some feedback about new
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the whole class. language that came up and errors to correct (which
you may have written on the board).
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create jobs / chaos; creative writing; a creative person; 5 Tell students they’re going to learn some more words and
phrases to talk about rules and creativity that they’ll come
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encourage creativity; kill / stifle creativity; wealth / job
creation; a new creation; the creator of a TV show / an across in the unit.
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app; think / write creatively • Read the Activity 5 directions and the pairs of words or phrases
aloud. Then say For example, item one: someone who does what
he is told and. . . hmm. . . the rules. Either wait for someone to
2 Tell students they’re going to practice using words based
c volunteer the answer or call on someone. (obeys) Point out that
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on the word create. Read the directions aloud and have you have to be able to use both words of the pair in the sentence.
students work individually.
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• Have students do the others individually. Remind them they can use
• Notice words and phrases students look up, ask you about, a dictionary if they need to. Have students first compare answers in
or underline. Focus on these in feedback. pairs, then review as a class. Provide feedback as necessary.
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• When several students have finished, have students stop • As you record answers on the board, ask a question or two to
and compare answers with a partner and then help each
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check students’ understanding of the vocabulary. For example,

other finish the activity. ask What else can you obey? What happens if you break a rule?
• Call on different students to read the completed sentences
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aloud. Write the item numbers and words on the board. 6 Say Let’s see what we think about the [Activity 5] phrases. Read
• As you write, you could ask students about the collocations the My Perspective directions aloud. Call on a student to read
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in the sentences, as in Activity 3 below. the first phrase aloud. Give your opinion first and explain it.
Then ask the class Who do you think is more creative? Have
3 If you didn’t do this as part of the feedback for Activity 2,
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students respond. Encourage a class discussion if time permits.

tell students to close their books or cover the Activity 2 • Put students in pairs to discuss the other phrases. Circulate as
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sentences now and see how many of the collocations based students talk. Provide assistance as needed and note issues to
on the word create they can write down from memory.
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cover in feedback. Share with the class, or call on students to

• Have students compare answers in pairs and then check as a share, some of the most interesting ideas that were discussed.
class. As you write each collocation on the board, have students
raise their hands if they wrote the same one for Activity 1.
Expansion
• You might also ask questions about other collocations in
the sentences, such as What other things can you encourage? • Have students choose a phrase from Activity 5 and
(discussion, saving) What’s the opposite of encourage write an explanation of why they think one or the other
creativity? (stifle / suppress creativity) person is more creative, including examples from their
own knowledge or experience to support their opinion.
• Have students write an explanation of the phrase
breaking the mold.
81a Unit 7 Outside the Box SAMPLE COPY, NOT FOR DISTRIBUTION
7A Rules of Creativity
The members of the VOCABULARY Breaking the mold
band A-WA are three
Israeli sisters who mix 1 Work in pairs. How many different words based on the root word create
traditional Yemenite can you think of? Think of at least two collocations for each.
music with modern
electronic dance music. create create a group, create excitement
2 Complete the sentences with words based on the root word create.
You can use the same word more than once.
1 Everyone should learn a musical instrument in their spare time to encourage
creativity .
2 Students have not needed to learn facts since the creation of
the internet.
3 You need to study a lot and copy other people before you can be
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creative yourself.
4 There aren’t many people who actually create something
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completely new.
5 Watching a lot of television kills people’s creativity .
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6 People who can think creatively do better in school.
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3 Identify the collocations with the different forms of create from Activity 2.
Were they the same as the ones you thought of in Activity 1?
c
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4 Work in pairs. Do you agree with the sentences from Activity 2? Why?
Answers will vary.
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5 Complete the phrases with these pairs of words. Use a dictionary, if necessary.
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approaches + solution comes up with + adapts

invents + follows makes up + writes
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obeys + breaks writes + scores

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1 someone who does what he is told and obeys the rules or someone
who breaks them
2 someone who writes a test or someone who scores
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highly on a test
3 someone who makes up a new word or someone who
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writes word definitions

4 someone who comes up with a wide variety of approaches to a problem
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or someone who analyzes things and comes up with a simple solution

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5 someone who invents something or someone who

follows a set of rules to make something
6 someone who comes up with new ways of doing things or someone who
adapts existing ways of doing things
6 MY PERSPECTIVE
Work in pairs. Which person in each phrase in Activity 5 do you think is more
creative? Explain your ideas. Answers will vary.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 7 Outside the Box 81

LISTENING GRAMMAR First, second, third, and mixed
7
conditionals
Listen to an extract from a podcast. Which sentence best
summarizes the main point? 33 c 10 Work in pairs. Look at the Grammar box. Discuss which
forms you see in the if clauses and result clauses in each
a You can only be truly creative if you think like a child.
of the four sentences.
b The best monsters are usually created by children.
c Schools could do more to encourage creativity. First, second, third, and mixed conditionals
d In the future, there will be lots of new kinds of jobs.
First conditionals
8 Listen again. Choose the correct options. 33
a If you’re in school today, you’ll probably start working
1 The Monster Engine: a sometime in the 2020s.
a exists across a range of different formats.
Second conditionals
b has only been around for a few years.
b If these drawings were painted more realistically, they
c was created by Dave Devries and his children.
would look amazing.
2 Dave Devries started working on The Monster Engine: c
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a to make one of his relatives happy. Third conditionals
b because he illustrates comic books. c If Dave Devries hadn’t spent a day with his niece
back in 1998, The Monster Engine would never have
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c after being inspired by a young child.
happened.
3 Sir Ken Robinson claimed that: b
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a drawing cartoons makes you more creative. Mixed conditionals
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b if you’re creative, you’re more likely to do well in d If their schools had encouraged unusual ways of
the future. seeing the world, lots of adults would be more creative.
c people will need to work harder in the next 20
or 30 years.
c
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Check the Grammar Reference for more information and
4 The speaker thinks that, at its heart, creativity is about: c
practice.
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a playing games.
b listening to young people more. 11 Which kind of conditional sentences do we use to talk
c not giving up and learning from mistakes.
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about:
9 Work in groups. Discuss whether you agree with the 1 an imaginary past situation and an imaginary
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statements. Answers will vary. present result?

2 an imaginary situation and result now or in the future?
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1 It’s sometimes useful to see the world like a child.

3 an imaginary situation and result in the past?
2 Jobs will be very different in the future.
4 a possible situation and result now
3 Skills are more important than knowledge.
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or in the future?
4 Trying and failing are important
parts of the creative process.
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Dave Devries applies color and

shading to children’s artwork
(right) to bring their pictures to life.
82 Unit 7 Outside the Box SAMPLE COPY, NOT FOR DISTRIBUTION

LISTENING • Ask a student to read the first statement aloud. Give one possible
response yourself, then ask other students for their ideas. Put
• Warm up Have the class look at the illustration on
students in small groups to discuss the rest of the statements.
pp. 82−83. Read the caption aloud. Tell students Dave
• Circulate and check that groups are conducting their discussions
Devries is a comic-book artist and writer. Point out the child’s
in a polite manner and allowing all members of the group to
drawing on the right and ask students what they think of
express themselves. Help with any language they need. Note
Devries’s transformation of it. Take their responses. Then call
some of these words or phrases on the board for feedback.
on a few to describe what they see in the illustration.
• When the first groups finish, review students’ ideas by asking
7 Tell the class they’re going to listen to part of a podcast individuals their opinions. Teach some of the new language
related to Dave Devries and his ideas about creativity and that came up in the discussions when the opportunity arises.
why one education expert believes creativity diminishes
in many people as they grow up. GRAMMAR F irst, second, third, and mixed
• 33 Have students read the sentences and check that conditionals
they understand them. Then read the directions aloud and 10 Write on the board If you’re in school today, you’ll probably
play the audio track once straight through. start working sometime in the 2020s. Ask what the verb form
• When students have made their choice, take a vote. Say in the if clause is (simple present) and what the verb form in
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Hands up if you think the best summary is a; hands up if you the result clause is (simple future).
think it’s b, and so on. Ask different students to justify their • Draw students’ attention to the Grammar box and point out
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answers and then either give the answer yourself or play the four different kinds of conditionals. Remind them that
the audio again to resolve any disagreement. conditional tenses are used to speculate about what could
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happen, what might have happened, and what we wish
Teaching Tip
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would happen. Tell them that in English most sentences
It can be difficult for teachers (in fact, it can be hard for using the conditional contain the word if.
anyone!) to resist the urge to fill silence. However, when • Tell students to read the Grammar box silently to themselves.
you ask the class a question, allow students time to answer.
c You could do the rest of the activity as a class or give students
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Just waiting ten or fifteen seconds before you call on a moment to do it in pairs.
someone or give an answer yourself can give students time • You can either give the answers now or wait for them to read
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to compose an answer. You can also have students briefly the grammar reference and then ask the grammar checking
discuss in pairs before you try to get ideas from individuals. questions or call on individuals to give their answers.
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8 33 Have students look at the activity items and check Activity 10

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that they understand them. Tell students you’ll play the If clause Result clause
audio again so they can choose the best answers to items a If + simple present simple future
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1–4. You could ask what they think the answer to the first b If + simple past would + simple present
one is before they listen, but don’t tell them if they’re right c If + past perfect would (not) have + past participle
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or wrong. Instead, say OK, maybe. Let’s listen and see. Then d If + past perfect would (not) + verb be
play the audio.
• Have students make their choices. Tell them to compare
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with a partner. Go around and notice how well students did p. 141 in the Grammar Reference section. You may also
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in order to decide how quickly to go through the answers assign these activities as homework.
and whether or not to replay the recording.
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• Check the answers as a class by asking for a show of hands 11 Read the activity directions and the four questions aloud. Give
(Hands up if you think the answer is a; hands up if you think it’s students time to think and to refer to the Grammar box and
b; . . .), by having students shout out an answer all together the Grammar Reference on p. 140. Then do the activity as a
(So, everyone, say the answer to number 1) or by calling on class or have pairs work together to answer the questions.
individuals to give the answers (get a few students to give • When students are ready, have them call out the answers
their answers, especially where you noted differences). all together. Make sure everyone agrees. Reteach as
• When students agree, write the answer on the board. Where necessary. If you haven’t already checked the answers
there is a disagreement, ask students to justify their different to Activity 10, review them now.
answers, but don’t say who’s correct; just put a question mark
on the board next to the item number. Replay the audio, Activity 11
focusing on the areas of uncertainty. Draw attention to any 1 mixed conditional sentences
problem sounds or words and explain them. 2 second conditional sentences
3 third conditional sentences
9 Read the Activity 9 directions aloud. Tell students to read 4 first conditional sentences
over the four statements and check that they understand
SAMPLE
them. Address any questions they have.COPY, NOT FOR DISTRIBUTIONUnit 7 Outside the Box 82a
Exam Skill Read the whole text first 13 Read the directions and the two topics students have
On exams and in everyday classroom activities, students to write sentences about. Have the class look at the two
will encounter short texts with blanks to fill in using what texts and check that they understand them. Address any
they’ve learned or by choosing from several options. questions they have.
A correct answer may not only depend on words or • Prepare a couple of sentences as models for the class in
grammar immediately next to the blank, but also on a advance. For example, If the school had established a bad-
previous sentence or on words and grammar in a later weather policy, the students wouldn’t have been outside. If the
part of the text. For this reason, students should make it teachers agreed to share duties, the students would always be
a habit to read the whole text quickly before filling in any supervised. In class, though, ask the students for one or two
blanks. Tell them to make sure to also read the whole ideas before giving yours.
text again after they’ve filled in all the blanks. • Put students in pairs to write sentences. You might set a
minimum number of sentences (for example, at least three
for each situation), with faster pairs having to write more.
12 Remind students that in Unit 5 they read about the role of
• Circulate as students work and help with any language or
collaboration and teamwork in technological innovation.
other assistance as needed. Note some errors and some
In this unit, they’ve considered the importance of thinking
good examples on the board for feedback. Manage time by
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creatively, or outside the box. Tell students they’re going to
telling students to move on to the next situation if they’re
read about another theory on how discoveries are made.
stuck on the first.
• Draw students’ attention to Activity 12. Say Read the text
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• When all pairs have at least two or three sentences for each
quickly to find out the name of the book mentioned towards
situation, stop the task. You could provide some feedback
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the end and the other idea it presents about how to advance
on errors before students discuss the activity further in
knowledge. Set a time limit of one minute.
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Exercise 14.
• Call on students to tell what they found out. (The book is Inside
the Box, and its idea is that discoveries are more often the result
14 Put the partners from Activity 13 together with another pair
of following a set of rules, not spontaneous or outside-the-box
thinking.) Ask students Does this idea surprise you? Do you agree c to do Activity 14. Read the activity directions aloud and have
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the groups compare and discuss.
with it? If time permits, discuss briefly with the class.
• Encourage groups to spend most of their time talking about
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• Read the Activity 12 directions. Say For example, for item 1,

the two situations and where the main responsibility lies.
you need a form of the verb pay. What is it? Wait for a student
• Go around the room as groups discuss and provide
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to volunteer the answer. If necessary, guide students by

assistance as needed. Make sure students are being
asking content questions such as Does Archimedes live now or
respectful of one another’s ideas and opinions.
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in the past? (the past) Did he pay attention before stepping into
• At the end of the task, share, or call on students to share,
the bathtub? (no) What word does the sentence begin with? (If )
the most interesting ideas that came from the discussions.
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So the sentence is presenting an imaginary situation, right? (yes)

Finally, if you’d like, take a vote on who the class thinks was
• Provide the answer if necessary. (had paid or had been
most responsible in each situation, the adults or the children.
paying) Have students work individually, and when several
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students have finished, tell them to compare answers with Expansion

a partner and help each other complete the activity.
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Invite students to write a short anecdote about an

• Check the answers. Have different students give and explain
accident or problem they (or someone they know)
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their answers. Record them on the board and, as you do,

have had in their lives, to use conditional sentences to
you can ask content questions as above, to help students
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imagine how the outcome might have been different,

who need clarification.
and to explain who they feel is most to blame for the
actual outcome.
12 Complete the conditional sentences by using the correct 13 Work in pairs. Read the situations. How many conditional
forms of the verbs in parentheses. sentences can you come up with to talk about:
Many people think of creativity as chance Eureka • the different outcomes and how the situations could
moments.* The mathematician and inventor who coined have been avoided?
the term Eureka, Archimedes, discovered that the weight • what could be done next? Answers will vary.
of an object floating on water is the same as the amount of
Situation 1
water it displaces. He made this discovery by chance. If he
(1) had paid / had (pay) more attention to the amount Some schoolchildren were waiting outside before lunch.
been paying
of water in his bathtub, he (2) wouldn’t
stepped
have (not step) There was snow on the ground. The teacher who usually
into it and spilled water over the side. Apparently, we supervises the children arrived late because of a meeting.
(3) wouldn’t have (not have) penicillin today if Alexander The students were pushing each other and playing around.
Fleming (4) had been (be) a bit neater and washed Two students slipped on the ice and one ended up in the
his petri dishes before he went on vacation. On his return, hospital. The treatment cost a lot of money. The parents
he discovered the penicillin mold had killed bacteria on the complained, but the school says that students have to
dishes. What (5) would our world be(our world / be) like now wait outside because a health and safety report explained
that there was not enough space inside. Therefore, it was
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without these discoveries?
dangerous to line up inside.
The book Inside the Box by Drew Boyd and Jacob
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Goldenberg suggests that such moments are rare and Situation 2
if we (6) relied (rely) on these “methods,” Last year, the teacher who usually helps students with study
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we would not get very far. In fact, the authors say, most skills lost her job because the school was trying to save
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inventions come from following a limited set of rules. money. Since then, one of the best students in the school
The rules can help failing schools and companies; has gotten into trouble because she copied an essay from
if they (7) integrate (integrate) the rules into the internet. She is worried this will ruin her chances of
their teaching and product development, they
c going to a good college. She says she did it because she
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(8) will become / can (become) more successful. The was under a lot of pressure from her parents and did not
become
implication of their argument is that it’s not all up to luck. have anyone to go to for advice.
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Eureka moment sudden understanding of a previously 14 Work with another pair of students. Compare your ideas
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unknown solution to something from Activity 13. Who thought of the most conditional
sentences? Who has the main responsibility for the
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outcomes in both situations? Answers will vary.

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7B Testing Times
VOCABULARY BUILDING Noun forms 7 Work in pairs. Answer the questions and discuss your
ideas. Then read about the tests again to check.
1 Look at these pairs of words. How are the nouns formed
from verbs and adjectives? 1 When were the tests first published?
2 How are the tests scored?
Verb Noun Adjective Noun
3 How are divergent and convergent thinking different?
analyze analysis concerned concern
4 Why were people worried about children’s test scores in
assess assessment intelligent intelligence
the United States?
conclude conclusion flexible flexibility
5 What are the possible causes for the drop in test scores?
know knowledge fluent fluency
6 How does problem-based learning encourage creativity?
publish publication logical logic
vary variety useful usefulness 8 Look at the four examples of divergent thinking tasks in
lines 11–22. Work in groups to complete one.
Answers will vary.
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2 Choose the correct words from Activity 1 to complete 9 Compare your results from Activity 8 with a partner. Use
the sentences. the questions to evaluate their creativity. What do you
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1 I know a lot of words in English, but I need to become think the questions tell you about a person’s creativity?
more fluent in using them! Answers will vary.
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1 How many logical solutions are there to the task?
2 My main concern when I do anything in
2 How original are the solutions?
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English is not to make any mistakes.
3 How well can the solutions be explained?
3 I got a good grade in the last assessment I did
for English.
4 I’d like to write a novel and publish it myself.
c
CRITICAL THINKING Fact and opinion
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5 I like to do things in a(n) logical order, from
A to B to C.
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Facts are statements that are true. Opinions are statements

6 The flexibility in my study schedule allows me showing what people believe.
to study when I feel most productive.
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7 I don’t think exams are a(n) useful 10 Read the statements about Torrance’s Tests of Creative
demonstration of how much people know.
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Thinking. Do they present facts or opinions? Does each

3
fact or opinion support the value of the tests as a test of
Work in pairs. Which sentences in Activity 2 are true
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creativity? Why?
for you? What do you think they say about you? Which
sentences do you think are signs of creativity? Why? 1 Torrance found that people often scored very differently
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Answers will vary. on the different parts of the tests. F; does not support
4 Work in groups. Think of other verb / noun and adjective / 2 Torrance believed you could teach creativity. The tests
noun combinations that follow the patterns in Activity 1.
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were originally teaching tools. F; supports

Answers will vary. 3 The tests give the idea that creativity is all one thing.
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Fail the tests and you are not creative. O; does not support
READING 4 Torrance collected information about adults’ creative
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5 Work in groups. Discuss the questions. success by asking them to fill out a form to report what
Answers will vary. they had achieved creatively. F; supports
1 What do you think it means to be creative? 5 Learning to solve one problem rarely helps to solve
2 Do you think creativity is only connected to the arts? another kind of problem. O; does not support
3 How important is creativity these days? Why? 6 It’s difficult to see how the tests measure creativity in
4 Do you think it is possible to assess levels of creativity? science or mathematics. O; does not support
5 Who is the most creative person you know? Why?
11 MY PERSPECTIVE
6 Read about a set of tests commonly used to assess
creativity. Think about the questions as you read. Work in pairs. Discuss the questions.
Doing tasks, creating drawings, Answers will vary.
1 What do the tests involve? or imagining consequences. 1 Would you like to use the problem-based way of
2 Does the author think they are good tests of creativity? learning? Why?
Yes. They predict success and are important for business 2 How is creativity encouraged in your school?
and education.

7B Testing Times • When a few pairs have finished, have the class change
partners and continue or repeat the activity.
• If time permits, discuss with the class which, if any, of the
• Warm up Say We’ve been talking about creativity—the sentences they think show signs of creativity.
natural creativity of children, creative solutions to problems, • At the end of the task, share with the class some interesting
how creativity sometimes leads to rule breaking. Ask Have things you heard and give feedback about new language
you ever done anything particularly creative? Put students in that came up and errors to correct.
small groups to discuss how creative they think they are • Optional Tell fast finishers to do Activity 4. Then have
in different areas of their lives, and what the most creative these students present their work to the class at the end of
thing they think they’ve ever done is. the Activity 3 task. The rest of the class could offer their own
ideas in response. You could then move ahead to Activity 5.
VOCABULARY BUILDING Noun forms
4 If you’re not using fast finishers’ work on Activity 4 as
1 While students’ books are closed, write the words analyze,
suggested above, you could have the class do this activity
assess, and flexible on the board and ask students what they
as a team game. Divide the class into groups.
mean, or if they can give a translation. (“to examine”; “to judge
• Tell the groups or teams to write down as many examples
the value of something”; “able to change”) Then ask what part
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as they can of word families that follow the same patterns
of speech each word is. (verb; verb; adjective)
as the ones in the Activity 1 list. Make sure they use a clean
• Ask if anyone knows what the noun form of each word is and
sheet of paper they can hand in.
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write it on the board. (analysis; assessment; flexibility) Highlight
• Tell students they’ll get one point for each two-word
the changes in the word endings. Ask students if they know
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combination and an extra point for a three-word combination
any other noun endings (e.g., -sion, -ment) and write them
(for example: manage, management, manager). In addition,
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on the board. Then tell them to open their books to p. 84 and
they’ll get a bonus of five points for every different pattern
look at the table in Activity 1 to see if they missed any.
they illustrate. Tell students they can use a dictionary.
• You might want to read the words and have students repeat.
• Set a time limit. When time is up, tell the groups or teams
Ask them, or point out yourself, where the stress is in each one
c to add up their scores. Collect the papers and quickly
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and how it sometimes changes when the word form changes.
check for any mistakes and declare the winner. Correct
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any mistakes on the board and share any especially good

Activity 1 combinations with the class.
Verbs: -sion, -ation/-tion /-sion: action or state
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-ment: a state, act, or condition

Adjectives: -ness: a state, quality, or condition READING
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-ity: a state or condition

-ance/-ence: a state or condition 5 The task is to generate ideas before students read “Testing
Creative Thinking.” However, you may prefer to skip this
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activity now if time is short and discuss the questions when

2 Read the directions aloud. Make it clear to students that they
students reach Activity 11.
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need to choose the correct form of each word from the table— • Put students in groups to discuss. Tell students they
adjective, noun, or verb. Say For example, item one: I need to may want to make brief notes on their ideas about each
become more. . . what? Ask What form of a word is usually used
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question, as they’ll revisit some of these ideas later on.

to describe someone or something? (an adjective) Either wait for • Circulate as groups discuss and provide assistance as
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someone to volunteer the answer or call on someone to say it. needed. Feedback can be brief at this point. Choose one
(fluent) Have students complete the activity individually.
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or two ideas to retell or teach one or two new items of

• Go around and check that students are doing the task correctly language that arose from the discussions.
and note things to cover in feedback. Go through the answers
by asking different students to read the completed sentences 6 34 Tell students they’re going to read an article about
aloud. Write the item numbers and words on the board. testing creativity. Read the directions and the two questions
• As you write, ask questions to check students’ understanding aloud. You can either set a time limit (for example, three
of the vocabulary; for example, How can someone become minutes) for students to read the text silently, read it aloud
more fluent? yourself, or play the audio as students read along.
• Stick to the time limit. When it’s up, read the two questions
3 Give your own examples of which sentences are true for
again aloud and have students write answers. Then tell
you and perhaps also add what you think that says about them to compare their answers with a partner’s.
you. Then put students in pairs to ask and answer the • Choose individual students to share their answers and make
activity questions. sure they support them with evidence from the reading.
• Circulate as pairs discuss and check that students are doing
the task correctly. Notice mistakes, difficulties, or where they For notes on Activities 7–11, see page 85a.
use L1. Help them by correcting errors or giving them the
English they need. SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 7 Outside the Box 84a
Reading Strategy Different reading tasks • Another example: If a student did the drawing task, how
many drawings did he or she make? (one point for each)
On exams, different reading tasks test different levels of
How many show originality? Tell students to find out if other
understanding. Sometimes a task requires only a general
students had the same idea and only award a point for a
understanding of a reading passage—that is, the main
drawing no one else did. For the third criterion, students
idea or point. Other tasks test a student’s ability to recall
can award a point if a drawing has lots of details and a title.
or locate a particular piece of information or to figure out
Consider these the “explanations.”
the meaning of a particular vocabulary word. Still others
• Tell students they shouldn’t take their scores too seriously.
may call for a student to read a passage closely in order
They’re not really accurate because they’re based on
to understand the writer’s message. Students need to
opinion. What one student thinks is exceptionally original,
read the task before they read the passage and adjust
another student may think is pretty ordinary.
their pace and focus accordingly.
• Have students who did the same task compare their scores.
Ask Would you have scored any tasks differently? Finally,
7 Tell students to cover the reading text. Read the directions discuss how well students think the tests measure creativity.
and the questions aloud. Make sure students understand the
task. Tell pairs to work together and see if they can answer the CRITICAL THINKING Fact and opinion
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questions from memory. Give them two minutes or so.
• Then tell pairs to read the text to check their answers. Give 10 Read the information in the Critical Thinking box and make
them a time limit of 3−5 minutes.
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sure students understand that facts are true because they can
• When they’re finished checking, call on individuals to present be proven, but opinions, however valid, merely state what
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their answers, using details from the text. Ask if anyone has someone thinks or feels about something. They can’t be
any other details they can add. proven.
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• Read the Activity 10 directions. Have students look at the
Activity 7 statements. Answer any questions they may have about
1 over 50 years ago
c any vocabulary or concepts mentioned (teaching tools,
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2 fluency, flexibility, originality, and detail creative success).
3 divergent: coming up with as many ideas as possible; • Remind students that certain words or phrases can be
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convergent: reducing many ideas to one signals that something is an opinion, not a fact. Point out
4 The Torrance scores closely match success in life. the phrase give the idea in item 3. Say This statement doesn’t
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5 too much time watching TV, playing video games; say the tests “show” or the tests “prove.” It merely says they give
too little freedom; too much focus on exam results the “idea”—that is, the impression or the appearance—that
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6 You learn by solving problems, doing research, and creativity is all one thing. Say An impression is not a fact. Have
synthesizing. students do the activity individually.
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• Put students in pairs to compare answers. They should also

discuss whether the facts and opinions make them question
8 This is meant to be a fun task that makes use of the
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the author’s positive view of the Torrance tests in the reading.

information students have learned and will perhaps help them • Review by calling on students to give their answers and
evaluate for themselves some of the ideas they’ve read about. explain their reasoning. Record the answers on the board.
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• Put students in groups. Take a vote on which of the four tasks As you do, also ask each student if the fact or opinion would
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to do. If groups choose the drawing test, replace the X with support the value of the Torrance tests as a test of creativity
some other shape. or not and why. See if the rest of the class agrees.
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• Have the students in each group work individually on the

same task. 11 Read the My Perspective activity directions and questions.
Have students discuss with a partner. Tell them they may
9 Pair students to evaluate each other’s creativity task. Read want to revisit some of the ideas they wrote down during
the Activity 9 directions and the questions to use as criteria. their discussion of the Activity 5 questions. Say Talk about
Explain that the criteria will have to be adapted for each task. whether any of your ideas about creativity have changed.
• For example, if a student did the alternative-uses task, how • During feedback, you might want to ask any students
many feasible, or reasonable, uses did he or she come who’ve changed their ideas about creativity based on
up with? You could have students award one point for what they’ve learned in this lesson to share their thought
each one. How many of the uses show originality? Again, processes.
students award another point for each unusual use. How
clearly and completely is each use explained? Students
award another point for each well-thought-out use.
Testing Creative Thinking
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34 It is now over 50 years since the these studies suggest they do. In fact,
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first publication of E.P. Torrance’s Tests of his tests are better at judging future creative
Creative Thinking, which continue to be 35 success than intelligence tests. This is why
used worldwide as standard assessments they are frequently used to identify top
5 of creativity.
c managers in business and children for
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special educational programs. It is also
The tests typically consist of “divergent
why there was concern in the United States
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thinking” tasks—the ability to generate a

40 when the magazine Newsweek reported that
wide variety of solutions that are then scored
children’s scores on the tests were falling.
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on fluency, flexibility, originality, and how

10 fully explained they are. For example: Some have argued that this drop is because
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of children’s lifestyles: too many video

• Ways to improve: What could you do to
games, too much TV, and too little freedom
make a toy truck more fun to play with?
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45 to make choices. Others have suggested that

• Imagine consequences: How would the education in the United States has become
world be different if everyone had an eye too focused on exam results, so teachers
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15 in the back of their head? use fewer creative activities and favor more
traditional learning. This is in contrast to
• Alternative uses: How many unusual uses
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50 countries with a history of more traditional

for a brick can you think of?
activities, like China and its emphasis on
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• Make drawings from a shape: Turn the Xs memorization and drills. These countries
into pictures people might be surprised
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are doing the opposite, and encouraging

20 by. The X can be in any part of the creativity through techniques such as
picture. Add details to tell complete stories 55 problem-based learning.
and give each picture a title.
Problem-based learning involves setting a
Some question if the tests fully assess genuine problem, such as reducing noise
creativity because they say creativity is about in a school library or deciding on a
25 originality and usefulness. Creativity not week of meals for an athlete. In reaching
only requires divergent thinking but also 60 a conclusion, students have to do research
“convergent thinking,” where you find one across several subjects and be creative in the
single solution that you feel is the best for fullest sense. No doubt Torrance would have
the problem you are trying to solve. approved if he was still alive.
30 Torrance followed the lives of children who
first took his tests to see if they predicted One of the tests for creative thinking involves
creative achievements as adults. Analyses of making drawings from a shape.

Do you ever wish you were
a better dancer?
7C If only…
GRAMMAR Wish, if only, would rather
1 Work in pairs. Look at the Grammar box. Discuss which of the statements
are true for you. Answers will vary.
Wish, if only, would rather
a I wish I could draw better.
b I wish I was a better dancer.
c I wish my parents hadn’t forced me to learn Latin.
d I sometimes wish my classmates wouldn’t make so much noise.
e I wish I didn’t have to take art classes.
f I’d rather not get any homework.
g My parents would rather I studied something else in college.
h If only I had an eye in the back of my head!
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i I often say to myself, “If only I’d spent more time thinking about this before
I started.”
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j If only I wasn’t sitting here now!
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2 Look again at the sentences in the Grammar box and find examples of:
c
1 the simple past. b, e, f, g, i 3 the past continuous. j
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2 the past forms of can and will. a, d 4 the past perfect. c , i
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3 Which sentences in the Grammar box refer to:

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1 a wish about a present situation? a, b, d, e, f, g, h, j

2 a wish about a past situation? c, i
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3 a wish or preference for someone to do something differently in the present

or the future? d, f, g
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4 Complete the exchanges using correct forms of the verbs in bold.

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1 have to
A Don’t you ever wish you didn’t have to sleep? Imagine what you
could do with all those extra hours.
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B Stop it! You’re making me tired!

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2 hear hadn’t heard / (I)’d

A I wish I never heard that song. I can’t get it out of my head now.
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B I know. It’s incredibly catchy, isn’t it?

3 hate
A With those grades, maybe you should study medicine.
B Yeah, if only I didn’t hate the sight of blood or needles!
Honestly, I could never work as a doctor.
4 finish
A Should we stop now and do the rest tomorrow?
B I’d rather we finished it today. It will bother me all night if
we leave it.

7C If only. . .
GRAMMAR Wish, if only, would rather 2 Ask a student for an example of a past perfect verb from
• Warm up You could begin by asking students to discuss the sentences in the Grammar box. (hadn’t forced, (I)’d
their ideas about creativity in terms of something they’re spent) Then ask another student for an example of the
passionate about, such as music, a sport, or a school subject. past continuous (wasn’t sitting).
• Alternatively, as a review, put students in pairs and ask • Have students work individually to find examples of the
one person in each pair to say the verbs and adjectives other forms listed in Activity 2.
from Activity 1 on p. 84. Their partners should identify the • While they’re working, you could write the answers on the
nouns. Each pair should then come up with a collocation board or wait and go through them quickly (get all the
for each noun. answers from one student) when most have finished.
• You might also have students discuss the difference
3 Read the Activity 3 directions. Do the first one together. Say
between wishes and regrets and come up with examples
Let’s look at sentence a. Is it about the present or past? Hands
of each.
up if you think it’s about the present. Then say Hands up if you
think it’s about the past. Ask students who didn’t put their
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1 This first task aims to lead into the subject of wishes
and regrets. Tell students to turn to p. 86 in their books hands up what they think. Confirm the answer. (present)
• If necessary, guide students to see that the sentence is
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and look at the photo and caption and the sentences in the
Grammar box. about a present situation. Then continue with the whole
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• Read a few of the statements aloud and tell the class class or have students do the activity in pairs.
whether they’re true for you or not, and tell why. If you • Review and record the answers. Draw attention to the
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can, choose a wish and a regret and make sure students fact that the verb forms in the sentences are the same as
understand the difference between the two. in second and third conditionals because the sentences
describe imaginary, or hypothetical, situations.
• Put students in pairs to go through the sentences and
c
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decide if any are true for them. Have them discuss. Ask Do
4 Have students look at the sentences in Activity 4. Point out
you wish any of the same things as your partner? Are you alike
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that all the exchanges, or dialogues, are about hypothetical

in any other ways?
situations. For example, the speaker of the first sentence is
• After a minute or two, stop the discussions and ask some
imagining a life without sleep.
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pairs the ways in which they are similar and different. Tell
• Make sure students understand the task. Say Read both the
the class We’ll come back and talk more about this topic later.
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A and B parts of each dialogue before filling in the blank. It will

First, let’s look at the grammar.
help you understand what verb form is required.
At this point, have students complete Activities 4−6 on
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• Have students do the activity individually. When most have

p. 141 in the Grammar Reference section. You may also finished, review the answers by having the class call out the
assign these activities as homework. verbs all together.
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• Finally, have different pairs of students read the dialogues

Teaching Tip aloud. Tell them to use the proper intonation and to speak
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Whenever a student speaks aloud in class, it’s helpful with expression. Help with pronunciation as necessary. Don’t
to give some kind of feedback or teach some new focus on any dropped ts or ds. That issue will be addressed
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connected language. Sometimes there may be one point in the pronunciation lesson.
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worth focusing on, while other times there might be

ten! Even during casual conversation, students may find
they don’t have the English words to express themselves.
When you provide that language, you help not only the
individual students, but you also have the opportunity to
emphasize how speaking more leads to learning.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 7 Outside the Box 86a

5 pronunciation Elision of consonants t and d what the difference is? Have students respond. Then read the
• 5a Write on the board: Don’t you ever wish you didn’t have second part of the activity directions.
to sleep? Call on different students to read the sentence for • When you’re sure that everyone knows what to do and
the class. Don’t comment on how they say it. understands the meanings of the notations IC and AS, have
• Then read the explanation in the Pronunciation box aloud. them do the activity individually. Tell students to choose the
Ask the class if they noticed if the students who read the most logical set of comments for each statement first, then
sentence on the board dropped or left out the sounds of any go back and annotate, or mark, the comments.
letters. Some students might have noticed that the t sounds
in don’t and didn’t were not clearly pronounced. Underline 7 Say This will be fun! Model for students with an Activity 1
these two ts on the board. Then call on the same students statement that’s true for you. For example, you might say I
to read the sentence again, making sure to pronounce don’t wish I could draw better. I could have become a famous comic
and didn’t clearly. book artist!
• Read the directions for Activity 5a aloud and give students • Put students in pairs to do the activity. You may want to pair
time to write their answers. Tell them it might help if they a quiet student with one who’s more confident with the
speak the sentences fast but softly to themselves. language. Go around and check that students are doing the
• 5b 35 Say Now listen and repeat. Either play the audio task correctly and notice mistakes, difficulties, or where they
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track straight through or model reading the sentences use L1. Provide assistance as needed. Tell students to write
yourself. Then play the audio, pausing after each sentence down their sentences as they’ll be reading them to their
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while you gesture to the class to repeat it all together. Have classmates.
a few individuals say the sentence again. • Call on a few pairs to stand up and take turns reading aloud
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• As you call on individuals, you could tell them to say the the statements and the original comments they came up
phrase either fast or slow. For example, say Juan, say it slow; with. Have students change partners a few times and take
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Ana—fast; Chen—fast; and so on. turns reading and listening to sentences.
• Correct any mistakes you hear, if you can. Ideally, show the • At the end of the task, give some feedback about new
student how the correct sound is formed.
c language that came up and errors to correct (which you
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may have written on the board).
Activity 5, Suggested answers
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8 This activity reinforces that the grammar of wish sentences

1 Don’t you ever wish you didn’t have to sleep?
shows an imagined past or present by asking students to
2 I wish I hadn’t heard that song.
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discuss what actually happened. It also provides a model for

3 If only I didn’t hate the sight of blood.
them to use in writing their own poem.
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4 I’d rather we finished it today.

• Read the title and the poem aloud or have a volunteer
5 Yeah, if only we had the money to buy equipment—
do it. Then have students read it to themselves. After a
and could come up with ideas!
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few minutes, ask them for ideas about what happened to

6 I wish I was as creative as you.
compel the writer to compose such a poem. You may want
7 I wish you’d been there.
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to put students in pairs briefly to bounce their ideas off each

8 I wish my parents would relax and let me go out more.
other and then call on individuals for their suggestions.
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Expansion 9 Read the activity options aloud. Say Here are opportunities for
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Have pairs of students write variations of the Activity you to stretch your imaginations!
4 dialogues. They could add a line or two to each • Make sure students understand that if they choose to write
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one, using their own ideas, but keeping the situations the poem, they need to imagine themselves as someone
hypothetical. Tell them to practice reading the dialogues else—someone who regrets something in her or his past.
with expression and then set aside time for them to role- Remind them to use a structure for their poems that is
play them for the class. You could have the class vote on similar to the one used in the Activity 8 poem.
the most entertaining renditions. • Tell students who choose to write wish, if only, and would
rather sentences that they need to come up with eight of
them and that they should describe ideas or situations their
6 Read the first part of the directions aloud—about matching classmates will relate to.
the statements with follow-up comments. Say The first one • Say You can really let your imaginations fly with the third
has been done for you. Call on a student to read statement 1 option! But you can be serious as well. Tell students to discuss
and the first follow-up comment in c. their ideas with a partner first before they write them
• Then have another student repeat the statement, followed down.
up by the second comment in c. Ask the class Do you see the • Allow time for students to share their work with the whole
difference between the two comments? Can anyone explain class.
5 have + be a People might hear. IC
A You four should start a band. You could be really big! I need to think more carefully about it. AS
B Yeah, if only we had the money to buy b The place is a mess. AS
equipment—and could come up with ideas! We could get things done a lot faster. IC
A You have lots of good ideas! I wish I was (were is also c It would’ve saved me a lot of effort. IC
as creative as you! possible) I don’t have time to do it now. AS
6 be + relax d I don’t really like meetings. AS
A I wish you had been there. You would’ve Unfortunately, he’s expecting me to be there. AS
loved it. e He could have become a model. IC
B Yeah, I know. I wish my parents would relax He probably would make the basketball team. IC
and let me go out more. 7 Work in pairs. Look again at the sentences that are true for
A Well, maybe next time. you in Activity 1. Add comments, like in Activity 6.
Answers will vary.
5 PRONUNCIATION Elision of consonants t and d
8 Read the poem. What do you think happened?
Answers will vary.
When people talk fast, they often leave out the final Regrets
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consonant when the next word starts with a consonant. I wish I could tell you how I really feel
I’d get bored will often sound like I-ge-bored. And say what’s on my mind.
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I wish I hadn’t done what I did
a Look at the phrases with wish, if only, and I’d rather Or had thought before I acted.
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in Activity 4. Which final consonants do you think I wish I was spending my time with you
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might disappear? Instead of sitting here all alone.
b Listen to the phrases and repeat them. 35
9 CHOOSE Choose one of the following activities.
6 We often add comments to statements with wish, if only,
c Answers will vary.
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and would rather. Match the statements (1–5) with the • Write a poem similar to the one in Activity 8 about
pairs of follow-up comments (a–e). Does each comment regrets. Write it from the perspective of another person,
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refer to an imagined consequence (IC) or the actual such as a student, a teacher, or an athlete.
situation (AS)? • Write a list of eight sentences like those in the Grammar
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1 I wish you’d told me earlier. c box for your classmates to discuss.

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2 If only he was taller. e • Write five things you would wish for if anything was
3 I’d rather we didn’t talk now. a possible. Discuss your ideas with a partner.
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4 I wish they would do more to help. b I wish money grew on trees.

5 I wish I didn’t have to go. d
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Do you ever wish you were taller?

7D Go ahead, make up new words!
“ Everybody who speaks English

decides together what’s a word
and what’s not a word.
ERIN MCKEAN ”
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Read about Erin McKean and get ready to watch her TED Talk.
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7.0
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Speeding up and slowing down speech 3 Work in pairs. Discuss the questions. Answers will vary.
Speakers often vary the speed of their speech in order
c 1 Which dictionaries do you use? Why?
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to maintain people’s interest, as well as for other specific 2 Do you know how dictionaries are made? How?
reasons. For example, they may speak more quickly when 3 Do you like learning new words in English? in your
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they are saying very common phrases, making jokes, or own language? Why?
making comments that are not important. They may speak 4 Have you seen or heard any new words recently?
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more slowy when they are starting their speech, emphasizing Where? What do they mean?
something important, or thinking of what to say next.
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5 Have you ever made up a new word? What was it?

What does it mean?
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1 Look at the Authentic Listening Skills box. Then listen to 4 Watch Part 1 of the talk. Match the excerpts from the talk
the opening of Erin’s talk. Identify where her speech slows (a–e) with these notes (1–3). 7.1
down and speeds up. 36 double underline = slow speech
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single underline = fast speech

I’m a lexicographer. I make dictionaries. And my job as 1 New words a; e
2 The unconscious natural grammar rules that live inside
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a lexicographer is to try to put all the words possible into the

dictionary. My job is not to decide what a word is; that is your our brains b; c
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job. Everybody who speaks English decides together what’s 3 The grammar of “manners,” known as usage d
a word and what’s not a word. Every language is just a a “Because grammar!”
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group of people who agree to understand each other. Now, b “This is a wug, right? It’s a wug. Now… there are two…”
sometimes when people are trying to decide whether a c “…take a hoodie, don’t forget to obey the law of gravity.”
word is good or bad, they don’t really have a good reason. So d “Can you wear hats inside?”
they say something like, “Because grammar!” I don’t actually e “No! No. Creativity stops right here, whippersnappers.”
really care about grammar too much—don’t tell anybody.
5 Work in pairs. Compare your ideas from Activity 4 and
2 Work in pairs. Compare your answers from Activity 1. explain the point Erin was making in each excerpt.
Practice reading the paragraph using the same kind Answers will vary.
of speech patterns as Erin. Answers will vary.

7D Go ahead, make up new words!
• Warm up Tell students they’re going to watch a TED Talk WATCH
about how and why we make up new words. Read the
quote on p. 88 aloud and ask a student to translate it. Ask 3 This is a brief discussion activity leading into the topic of
the class Do we really get to decide what’s a word and what the video. However, the discussion could encompass the
isn’t? What do you think Erin McKean means? broader topic of the importance of dictionaries in learning
• Take students’ responses. If necessary, guide them to see languages (see the Study Tip below).
that Erin is probably not just talking about getting words • Ask one or two students to ask you any question they like
included in the dictionary, but also about words that from Activity 3. Give your own (ideally true) answers. Then
become commonly used and recognized among certain put students in pairs to ask and answer the questions.
groups of people. Circulate and provide assistance as needed.
• 7.0 Play the first section of the video and have students • When a few pairs have finished, have the class change
do the exercises. partners and start from the last question this time, or just
stop the discussions.
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• Share some interesting things you heard with the class and
Speeding up and slowing down speech give feedback. You might share the Study Tip below as well.
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1 Ask students why they think people’s speech speeds Study Tip
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up or slows down when they’re talking. Take students’ The best indicator of exam success is the number of
suggestions and discuss as a class. words you know, but what do you need to know about
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• Then read, or have students read, the Authentic Listening a word? Obviously the meaning and how the word is
Skills box aloud and see how many of the reasons they pronounced, but it’s also helpful to know things like part of
thought of are included.
• 36 Read the Activity 1 directions. Tell students to c speech, stress, collocations, word families, word histories,
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and examples that show how the word is used. Have a
annotate the paragraph by putting a double line below the dictionary handy when you review lessons, do homework,
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parts that are speeded up and a single line below the parts or prepare for exams. A good dictionary will give you all of
that are slowed down. Then play the audio track as students the above information and more!
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follow along in their books and do the task.

• You don’t have to review students’ work as there are no 4 Read the directions. Tell students they’re going to watch
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single correct answers. The purpose of the activity is to get Part 1 of the TED Talk. Explain that they’ll hear the excerpts,
students to focus on this one characteristic of speech. a−e, in the video.
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• Before you play it, have students read the excerpts to themselves.
2 Have students compare their annotations in pairs. Tell
You may want to share these words and their definitions: hoodie:
them to discuss why Erin slows down or speeds up in
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a sweatshirt with a hood; whippersnapper: an inexperienced

particular places. Then tell partners to take turns reading
but overconfident young person.
the paragraph the way Erin did and see who’s better at
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• Have students look at the notes, numbered 1−3. Say You’ll

matching her speech patterns. Tell them to each read it
hear the concepts expressed in these notes in the video, too.
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twice.
Watch first. Then the activity will make sense.
• Circulate as students read. Notice any words or phrases that
• 7.1 Play Part 1. Then have students do the activity
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students have difficulty with. Write them on the board. individually.

• When pairs have finished, correct any mispronunciations.
Point to a word or phrase on the board and ask How do 5 Put students in pairs. Have them compare their answers for
you say this? Then model and have students repeat. When Activity 4. Tell them to look at each excerpt and the note what
applicable, draw special attention to linked or dropped goes with it and discuss the connection between the two.
(elided) sounds. • Go around and see how students did in Activity 4. Pay
• You could ask the students who did the best impressions of attention, too, to how well they understand the points Erin
Erin to perform for the class, or call on someone you heard was making with the excerpts.
and have her or him perform. Keep it light. Applaud the • If they’re struggling, Ask What’s the first excerpt that connects
student’s success! to New words? (“Because Grammar!”) What point do you
think Erin is making here?
• Work through the rest of the activity items. You may need
to help students articulate the points Erin is making.

6 Read the directions and tell students to look at the notes. • Circulate and check that students are doing the task
Tell them not to worry about any words they don’t know as correctly and notice mistakes, difficulties, or where they use
they will learn about them in Part 2 of video. You might ask L1 and help them by correcting or giving them the English
them to tell what they think the notes are showing. Say The they need.
colons are a clue. (definitions of words) • Get students to change pairs. Tell them to start with the last
• 7.2 Play the video for students. When students have question this time. Continue listening and noting. If pairs are
completed the activity, have them compare answers with a stumped by a particular concept, help them with prompts;
partner. for example, Think about the parts of the word heartbroken. If
• As they discuss, go around and notice how well they did in something grabs your attention, does it excite or bore you?
order to decide how quickly to go through answers. Check • At the end of the task, give feedback about new language
the answers by having students shout out an answer all that came up and errors to correct (which you may have
together, or by calling on several individuals when students written on the board). You can also retell some anecdotes
disagree on an answer. you heard.
• Record the numbers and answers on the board. Where there
is a disagreement, either write both answers for students to 9 Read the My Perspective text aloud. Say These are really
consider as they watch the video again, or simply give the interesting questions. Make sure students have a good idea
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correct answer, depending on time. of what’s being asked. You might want to discuss one of the
questions first as a class.
• For example, discuss how poets sometimes make up or
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7 7.3 Tell the class they’re going to watch the last part of
the talk and that they should pay attention to how it sums shorten words to fit the rhythm or pattern of a poem or
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up Erin’s main message. Play the video. to appeal to one of the senses. Ask Why might a politician
• Have students make their choice. Point out that more than make up a word? Students might suggest that the acronyms
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one answer choice may include elements of Erin’s message, politicians use to refer to bills or pieces of legislation make
but they should pick the one that expresses it best. them more understandable to the general public and may
• Take a vote. Say Hands up if you think it’s a; hands up if it’s
c eventually become words.
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b; and so on. Ask different students to justify their answers • Put students in groups to discuss. Go around the class. Listen
and then either give the answer yourself or play the section and observe. Encourage more proficient students to help
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again to resolve any disagreement. Emphasize, again, that their timid or less proficient classmates express themselves.
students should use process of elimination to arrive at the • At the end of the task, give some feedback about different
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best answer of the choices given, even though they may not points students made. You can also correct errors you heard
agree with it 100%. or teach any new language students wanted to say.
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• You might want to do the Challenge activity at this point as

it relates closely to the last two activities. CHALLENGE
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• Read the Challenge aloud. You could treat this as a team

8 VOCABULARY IN CONTEXT game. Set a time limit of five minutes. Tell students they can
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• 8a Tell students that they’re going to watch some clips use dictionaries. You could also allow words from their own
from the talk which contain new words and phrases. Explain language if you have a monolingual class.
that you’ll pause the video when the options come on • You might want to write some topics on the board to help
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screen and ask everyone to call out the correct meaning students think of words: sports, clothing, food, technology,
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together. popular culture, social media. Also, tell them to look back at
• 7.4 If a lot of students are giving the wrong answer, the words in Activity 6. They might spark their memories of
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provide additional explanations or examples before moving other similar words.

on to the next clip. Play the video. • At the end of the time limit see which group has the most
• 8b Check that students understand the words and phrases words and which has covered the most categories.
in italics and reteach if necessary or ask students if they can
recall the example in the video.
• Have students look at the activity items. Answer any
questions they may have about the vocabulary or concepts
in them.
• Give your responses to one or two of the questions as a
model for students. Put them in pairs to discuss.
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6 Look at these notes about six ways to make new words.
Watch Part 2 of the talk. Complete the notes. 7.2 1 What did your parents teach you about manners?
Do you think good manners are important?
Erin gives six ways to create new words in English:
c 2 Why might someone be heartbroken? What would you
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1 Borrowing : using words from another language, do or say for him or her?
e.g. kumquat and caramel. 3 What do you do to edit your essays before you hand
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2 Compounding: putting two words together, e.g. them in? Do you get anyone else to help?
heartbroken, bookworm,. sandcastle 4 Give an example of a time when it was difficult to get
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3 Blend words : putting parts of two words together, your meaning across. Did you succeed?
e.g. brunch, motel, edutainment,
. electrocute 5 What movies or books grabbed your attention right at
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4 Functional shift : e.g. using a noun as a the beginning? How? Did they keep your attention?
verb, e.g. friend, commercial, green
.
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delete 9 MY PERSPECTIVE Answers will vary.

5 Back formation: a part of the word
to create a new one, e.g. edit . Work in groups. Discuss the questions.
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6 Acronym: taking the first letter of several words, e.g.

NASA . 1 Why do you think these groups of people might invent
new words? Is it always to aid in communication?
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7 Watch Part 3 of the talk. The purpose of her talk is to:

poets politicians scientists teenagers
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7.3 d
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a explain her job and what is important about it. 2 Why do you think some words disappear from use?
b argue that words are more important 3 If you are learning English, do you think it’s OK to create
than grammar. new words? Why?
c encourage people to create words and contribute to her 4 How might knowing how to make new words help you
online dictionary. to develop your English?
d argue that it is important to break rules to be
more creative. CHALLENGE
e explain different ways new words are formed and Work in groups. How many examples of the six different
disappear from use. ways of forming words can you think of?
8 VOCABULARY IN CONTEXT • borrowing • compounding
a Watch the clips from the TED Talk. Choose the correct • blending • functional shift
meanings of the words. 7.4 • back formation • acronyms

7E Creative Solutions
SPEAKING
Useful language 1 Work in groups. Look at the photo and discuss the questions. Answers will vary.
Raising concerns 1 In what ways is this class similar to and different from yours?
I don’t see how that would work. 2 How many ways of improving your learning environment can you think of?
The issue with that is… Which two ways would make the biggest difference to the teacher and the
learners? Why?
If we did that, wouldn’t… ?
2 Read the situations (a–c). As a class, choose the situation you want to resolve.
Suggesting a better approach
Then work in groups and: Answers will vary.
Wouldn’t it be better to… ?
If you ask me, I think we should… 1 discuss what additional facts you would like to find out about the situation.
Giving reasons 2 use divergent thinking to make a list of as many different ways of approaching
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the situation as you can.
That way you could…
a Your town or city wants to attract more tourists. It is planning to spend a lot of
That allows / enables… money on advertising, but no decisions have yet been made about how best
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If we do that,… to sell the town or city—or what kind of advertisements might work best.
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b This year, a lot less money is going to be available for your school. The school
will need to continue offering a great education to students while spending
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up to 50 percent less. No decisions have yet been made on what changes will
need to be made.
c Your English class has been given some money to make an app or a website
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to help current and future students deal with their biggest problems. No
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decisions have yet been made about what should go on the app or website.
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3 Exchange the list you made in Activity 2 with another group of students. Then
use convergent thinking and the expressions in the Useful language box to:
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Answers will vary.

• discuss the difficulties there might be with each of the ideas.
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• decide what the best approach would be—and why.

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4 Each group should now choose one person to present their approach to the
class. Listen to each group and decide who has the best solution.
Answers will vary.
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High school students in a

robotics class build a robot to
enter into a competition.

7E Creative Solutions
SPEAKING • Make sure every group has a clean sheet of paper. Assign
someone, or ask for a volunteer, to write down the group’s
1 Warm up You could start by telling students they’re going ideas, because they’ll be exchanged with another group
to be speaking and writing about creative solutions and later on.
approaches, or ways of dealing with a problem. Begin by putting • Circulate as students work. Be prepared to give more
students in pairs and giving them three minutes to come up support in terms of ideas as well as language.
with a creative invention or solution to a problem, for example, • For feedback, focus on teaching the new language students
a new cell phone app to solve a specific need, a new gadget need, as this may help in the next stage of the task.
to help elderly people do everyday tasks. Then give each pair
another minute or so to explain their idea and why they chose it. 3 Have students read the directions. If groups are working on
• Hold the book up and point to the photo or project it using different situations, each group should exchange their lists
the presentation tool. Tell students it shows a high school with a group that chose the same situation.
robotics class. Ask them to tell one way it’s similar to their • First, tell students to ask each other about anything in the
classes and one way it’s different. other group’s list that’s unclear. Each group then combines
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• Then have students open their books to p. 90. Tell them to the two lists into one.
read the Activity 1 questions. Then divide the class into small • Before they begin the next phase of the activity, give
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groups. Say We’ve already begun the discussion. Now continue students a few minutes to read the Useful language to
themselves. Say Use this language as you practice convergent
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it in your groups.
• For item 2 tell students to think about what would be thinking.
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the best way to improve their learning experience. Say • Have groups reread the two points to cover and begin.
Remember, think outside the box! Ask What if you were the Circulate and ask each group to tell you an idea from their
teacher? What would help you to be more effective? list. Respond if you can with one of the phrases from the
• When the first few groups have finished, call on groups to c Useful language box. Encourage students to discuss the
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share their ideas. other ideas on their lists in a similar way.
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2 These discussion tasks (Activities 2−4) build on the idea of 4 Read the directions aloud. Give groups a few minutes to
discuss who will present and what the person should say.
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creativity being a process of divergent thinking (brainstorming

a variety of ideas) followed by convergent thinking (identifying After the different groups have presented their best solution,
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the best choice and developing it). You may explain this to give feedback on how well they presented and maybe one
the students, perhaps asking if they remember the difference or two tips on how to improve for next time.
• Have students vote for the best solution. You could perhaps
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between the two types of thinking from the reading and how
it relates to creativity. award a first, second, and third place finisher. Finally, call on
• Tell the class to read the three situations and the two parts students to share their ideas about the whole experience,
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of the activity. When they’re ready, take a vote on which including their thoughts on divergent and convergent
situation the class wants to work on. Make sure students thinking and whether anyone felt that their group’s most
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understand that sell in situation a means “to promote.” innovative, most outside-the-box idea was rejected as being
• Optional Divide the class into three groups to do each too unrealistic or unworkable, and how they feel about that.
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situation, but note that each group would then need to be • Optional Assign the final step as homework. Tell students
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split into an even number of smaller groups, but at least two. to prepare a group presentation for the next class. If
• You may want to discuss the first part of the activity as a class. possible, allow some class time for groups to plan the
Ask for suggestions of things the groups would like to know. For presentation together, making sure everyone has a job to
example, for situation a, they might want to know what kind of do. For example, one student could describe the group’s
tourists the town wants to attract (for example, wealthy or budget- original approaches, another could read the group’s list
conscious tourists). Otherwise, suggest other information yourself. of best ideas, another their biggest stumbling blocks, and
• Tell groups the main part of the task is the second part—coming another could explain their best solution.
up with as many different approaches to the situation as they
can. In other words, try to look at the situation from different
perspectives. For example, for situation b, should the funds be
spent on student materials, teacher salaries, technology that
would allow students to attend class from home, subsidies for
parents with multiple kids in school, air conditioning? Say Think
outside the box!

WRITING it sounds weak and tentative in a written report. Point out
that in each case, the rewritten phrase is stronger and more
5 Tell students they’re going to read an example of a report on definite, which makes the writer sound authoritative.
problem-based learning as discussed in the reading on p. 85. • Put student in pairs to rewrite the sentences. Check the
Ask if students remember what problem-based learning is. If answers by calling on students to read their rewritten
necessary, let them look back at the reading. sentences aloud. Correct as necessary.
• Have students read the model on p. 152. Ask questions
to check their understanding. You may want to review Writing Strategy Learn useful chunks for writing
the meanings of any unfamiliar words, such as external, Tell students to learn the phrases in the Useful language
atmosphere, space (as it’s used in the Background section), and Writing strategies boxes. Suggest that they make
and panes (as it’s used in the Recommendations section). flashcards with these chunks of language for every genre
• Then tell students to do Activity 5 individually. Give a strict of writing they learn, or record the language in a writing
time limit or read the report aloud as students follow along notebook. Students can use them as sentence starters or
in their books. as guides to organizing their writing in a clear and logical
• Confirm for the class what the two suggestions in the report way. Tell them that using these phrases appropriately
are (c and d) and then ask if students can come up with any usually helps with exam scores.
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others. Wait for individuals to volunteer or call on two or
three students to answer. 8 Explain the task. Tell students to follow the model on p. 152
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and the language in the Writing strategy box, as well as the
6 Read the directions aloud. Give students time to read through
sentence starters in Activity 7.
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the Writing strategy box and answer any questions they have.
• You might want to reassemble the groups from Activity 2 for
• Put students in pairs to do the activity. You might want to
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a few minutes so students can refresh their memories and
tell one student to have the activity page open and the
review the notes that were taken during their discussion.
other to have the model page open to avoid a lot of flipping
• If you’re going to give the students a grade for their
backwards and forwards.
c report, tell them that the more they take advantage of the
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• After pairs have finished, ask questions, such as What’s the
resources you’ve mentioned, the higher their grade will be.
title? What phrase makes the aim of the report clear? Can you
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• Assign the writing for homework or give a time limit of

give an example of a subheading? Then call on individuals
around twenty minutes to do it in class. As students are
to read examples from the report of the rest of the features
writing, circulate and provide assistance as needed. You
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listed in the strategy box aloud.

might note some common mistakes for feedback when the
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time is up.
Activity 6 • Have students read their reports to the class. Point out
Title: Improving Learning in the Library
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where students used good organization, appropriate

Introduction; The purpose of this report is to find out why or strong language, or when something has been done
so much external noise can be heard in the school library. particularly well.
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The report will also make recommendations on how to

reduce noise and create a better atmosphere to study in. Exam Tip
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Paragraph subheadings: Purpose, Background, Methods Tell students that after they’ve written a first draft, it’s a
of Investigation, Findings, Recommendations good idea to read it aloud—or whisper it if they’re taking
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There are no contractions. an exam with other students. As they focus on saying
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Recommendations: To solve this problem, we would each word, their ears will often notice what their eyes
recommend installing two panes of glass in each window. have missed. It might be an incomplete sentence, an
Perhaps we could also consider filling the space between incorrect verb form, or a word or phrase that sounds odd
the glass with water. in some way. Students should make changes as they go
along and then reread the sections they’ve revised.
7 This is a short task to draw attention to helpful sentence
starters for problem-solution reports. Read the directions Expansion
aloud and have students look at the sentences. Ask In what Have pairs or small groups work together to come up
section of a report would you expect to find sentences like with something that can be improved or a problem that
these? (the recommendations section) needs to be solved in their school or the place where
• Read the first sentence aloud. Reread the phrase I guess we they live. Tell them to use divergent and convergent
could. Tell students that while this phrase is perfectly fine for thinking to come up with a solution. Have them make
speaking situations like conversations or class discussions, a presentation to the class describing the process they
used, how it worked, and how it lead to a solution.
WRITING A report
5 Look at the report on page 152. Identify the two suggestions made by Writing strategy
students for reducing external noise in the school library. Can you think of
any other possible solution? c and d Structuring reports
Begin with a title to show what the
a Install two panes of glass in each window to stop 75 percent of the water report is about.
coming in from outside.
Make the aim of the report clear in
b Install two panes of glass in 75 percent of the windows to reduce the noise
the introduction.
coming in from outside.
c Install two panes of glass in each window to reduce the noise coming in The purpose of this report is to…
from outside. The report will also make
d Fill the space between two panes of glass with water to reduce the noise by recommendations on…
75 percent. Have clear paragraphs and add
subheadings to each paragraph.
6 WRITING SKILL Cohesion
Use full forms (it is, they will, etc.)
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Look at the Writing strategy box. Find examples of how to structure reports instead of contractions, like it’s
in the model on page 152. and they’ll.
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Make recommendations.
7 Work in pairs. Rewrite the sentences using the sentence starters in bold.
We believe that the best solution to
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1 I guess we could invest in some new, heavier curtains. this problem would be to…
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We might consider investing in some new,
. heavier curtains Perhaps we could also consider…
2 It would be much better if we moved the library to another room. Avoid expressing personal feelings
or opinions.
I would strongly recommend moving the library to
c
. another room
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3 Maybe we could play quiet music to cover the noise from outside.
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We would suggest playing quiet music.to cover the noise from outside
4 If we put more plants in the library, they would stop some of the sound.
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I propose putting more plants. in the library to stop some of the sound
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8 Write a short report about the situation your class chose in Activity 2.
Answers will vary.
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• Follow the guidance in the Writing strategy box.

• Make your recommendations using some of the language in Activity 7.
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8 Common
Ground
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• talk about interpersonal and

intercultural communication.
• read about four different subcultures
from around the world.
• learn about different ways of tackling
discrimination.
• watch a TED Talk about what is
meant by “normal.”
• write a complaint.

8 Common Ground
Unit Overview
About the photo
In this unit, students will talk about identity and about how we
define ourselves as we grow and mature. They’ll think about A kunik is a traditional Inuit way of expressing affection,
how the customs of a culture contribute to identity and bind usually between loved ones. It involves pressing the nose and
people together, but sometimes hinder communication with upper lip against the face (commonly, the cheeks or forehead)
people from other places. Students will delve into the world of of the other person and breathing in, causing skin or hair
subcultures and consider the role these groups play in giving to be suctioned against the nose and upper lip. A common
young people an opportunity to explore who they want to misconception is that this custom came about so that Inuit
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be and empowering them to express themselves in creative, can kiss without their mouths freezing together. Actually, it’s
sometimes extreme, ways. more likely to be because when Inuit meet outside, they often
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have little more than their noses and eyes exposed.
They’ll talk about discrimination, how pervasive it is, and what
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some young people are doing to fight it in their communities.
Language note The phrase common ground is defined as “a
Students will watch a TED Talk that connects the Ancient
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basis of mutual interest or agreement” or “a foundation for mutual
Greeks, the color of the sky, and institutional racism to shed
understanding.” It’s often used to identify something that people
light on the concept of normal and show how artificial is it.
can agree about, especially when they disagree about other things.
Finally, students will write a complaint about instances of c Identifying common ground allows communication between
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stereotyping or discrimination they’ve witnessed in society and persons of disparate cultures, backgrounds, or beliefs, or even just
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the media and call for action to end it. between classmates with seemingly very different interests. For
example, an avowed sports fanatic and a student with a passion for
Unit Objectives
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medieval history and art and no interest in sports whatsoever might

Vocabulary find common ground in their mutual love of Japanese animation.
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• Identity and communication

• Vocabulary Building Compound adjectives Warm Up
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• Have students keep their books closed. Introduce the unit by

Grammar telling them they’ll be talking about how people create their
• Grammar 1 Reported speech own identities and how identities can be shaped by family,
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• Grammar 2 Patterns after reporting verbs culture, personality, and interests. Display the photo on pp.
92−93. Call on a few students to describe what they see.
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Reading • Read the caption aloud to the class. Ask students what
• A Place to Be
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they know about the Inuit and where they live. Share the
information in the About the Photo box.
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TED Talk
• Ask students what they would think if they saw two people in
• Safwat Saleem: Why I keep speaking up, even when people
the street greet each other this way. Have students share their
mock my accent
thoughts. Tell students they’ll talk more about this in the next
Pronunciation lesson.
• Stress for clarification
Resources
Speaking • Classroom Presentation Tool
• Identify yourself • Tracks 37–41 (Audio CD, Website, CPT)
• Agree or disagree
• Challenge ideas and assumptions
• Give examples
Writing
• A complaint
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 8 Common Ground 92a

8A Cultural Crossings
VOCABULARY 4 Read the directions to the class. Ask different students to
read two or three sentences aloud. Tell the class whether the
1 Have students open their books to pp. 92−93. Read the Activity statements are true for you or not, and why. Then have pairs
1 directions and questions aloud. Then have them look through do the activity.
the categories of people. If necessary, tell them that sales • Circulate and provide assistance as needed. When a couple
associates refers to people they deal with in stores or to anyone of students have finished, ask the class to change partners
that’s in the business of selling something to the public. but to start from item 6 this time.
• Remind students that they briefly discussed the photo in the • When a few have finished, either stop the activity or ask
last lesson. Say Now continue the discussion in your groups. students to change partners one last time. At the end of the
• Go around the class, providing assistance as needed. Ask Do activity, retell some interesting things you heard and give
your greetings involve words, gestures, or different combinations the class feedback on new words or errors you heard.
of the two? Do they ever include physical contact?
• Wrap up the activity by asking students to share their ideas 5 Use the Exam skill box below to explain to students why it’s
important to learn word families.
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about greeting people. Ask How do you know how to greet
different kinds of people? • Have students look at the collocations and make sure
they understand the task (in each item, one or two of the
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2 Explain that first students should work with a partner to think collocations are missing a word that’s a form of the word
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of things apart from greetings that foreign visitors should know in bold). Ask if anyone knows the kind of word, or part of
about the customs of your area. These could be connected to speech, that’s needed in item 1 (a verb) and if anyone knows
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food, traditions, restaurants, driving, housing, and so on. Ask for what the word is. (compliment) Record the answer on the
two or three ideas from students and write them on the board. board.
• Have partners discuss the first question for a few minutes • Have students do the others individually, using a dictionary
and see if they can come up with other ideas. Call on pairs c if necessary. While they work, notice words and phrases they
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and write their ideas on the board. look up or ask you about.
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• Tell students to consider the second question individually. • Tell students to compare answers with a classmate. Then
Get them thinking by telling which of the rules on the board review as a class. Ask students what kind of word is needed
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you don’t always follow and explain why. in each case and how they know. Write the answers on
• At the end of the activity, call on individuals to share their the board and have the class repeat the words. Correct
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thoughts about why these rules are important (or not) and pronunciation and stress as necessary.
how well they follow them. • Ask questions about the collocations. For example, What
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can you do to fight discrimination? What different kinds of

3 Tell students they’re going to learn some words and phrases discrimination can you think of?
to talk about identity and communication. Have them look
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at the pairs of words. 6 Explain the activity and give an example. Give students five
• Do item 1 together. Remind students that when doing fill-in- minutes to write sentences. Circulate and provide assistance
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the-blank activities, they should always read the entire sentence as needed. Notice mistakes, difficulties, or where they use
first, to get a sense of the context, before filling in the blanks. L1, and help them by correcting them or giving them the
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• For example, point out that the phrase or a big argument is a English they need.
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clue that the first blank is a synonym for argument. Say I see • When the time is up, call on students to share their
misunderstanding, which can be a verb form, but it’s also a sentences with the class.
noun—and it’s related to argument. The only other noun in the
list is response, which doesn’t make sense in this sentence. Call on
a student to read the sentence with both blanks filled in aloud. Exam Skill Learn word families
• Tell students to do the rest of the activity individually. Go Learning different forms of a word (for example, invent,
around and provide assistance as necessary. invention, inventor) helps with exams in several ways.
• Have students compare answers in pairs and help each other Sometimes there’s an activity where you have to write
complete the activity. Review by asking students to read the different forms of a base word; sometimes one form of
completed sentences aloud. Record the answers on the board. a word is used in a reading passage, and another form
• Ask questions to check students’ understanding: What’s the of the same word is used in a comprehension question;
difference between a misunderstanding and an argument? What sometimes you need to rewrite a sentence using a different
does conscious mean in item 6? (being aware of or sensitive to) form of a given word. Try to learn collocations of the various
forms, not just of the base form.
93a Unit 8 Common Ground SAMPLE COPY, NOT FOR DISTRIBUTION

8A Cultural Crossings
VOCABULARY Identity and communication
1 Work in groups. Look at the photo and discuss the questions. Answers will vary.
A kunik is a traditional Inuit 1 Could this be a typical scene where you are from? Why?
greeting between family 2 How do you normally greet the people in the box? Does it vary at all? Does
members and loved ones. everyone in the group greet each other in the same way? Why?
friends friends’ parents sales associates

teachers visitors from another country your parents
2 MY PERSPECTIVE
In addition to greetings, are there any rules you think it would be important
for a foreign visitor to your country to know? Do you always follow these rules?
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Answers will vary.
3 Complete the sentences with these pairs of words.
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awkward + compliment be offended + implied
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conscious + discrimination discourage + reaction
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misunderstanding + work it out response + negative comments
1 If my friends have a(n) misunderstanding or a big argument, I’m good at helping

them
c
work it out .
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2 I usually feel a bit awkward if someone pays me a(n) compliment
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or praises what I’ve done.

3 I would be offended if someone implied that I looked older than
I really am.
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4 I think the best response to things like negative is to

comments
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challenge them.
5 If someone tries to discourage me from doing something, my initial
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reaction is to want to do it more!

6 I think I’m pretty conscious of how to avoid discrimination .
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4 Work in pairs. Read the sentences in Activity 3 aloud. Are they are true or false
for you? Why? Answers will vary.
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5 Complete the collocations with the correct forms, based on the word families.
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1 pay me a big compliment / compliment me on my work / be very

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complimentary about it
2 discriminate against young people / fight discrimination / discriminatory
rules
3 avoid stereotyping people / a negative stereotype / a stereotypical
person
4 took offense at what he said / didn’t mean to offend anyone / use
offensive language
5 respond awkwardly to questions / an awkward silence / a sense of
awkwardness in social settings
6 misunderstand the instructions / a silly misunderstanding
6 Choose five of the collocations from Activity 5. Write example sentences that
are true for you. Answers will vary.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 8 Common Ground 93

LISTENING GRAMMAR Reported speech
7 Work as a class. Discuss the questions. Answers will vary. 11 Look at the Grammar box. Try to complete the sentences.
Listen again and check your ideas. 37
1 How might you define intercultural communication?
2 In what situations is it necessary to be considerate of Reported speech
other cultures?
a I asked a German girl from my class if she was going to
8 Work in pairs. What can cause communication to break the train station.
down in these situations? What might you do if this b And I thought, “That ’s rude.”
happens? How could you avoid it? Answers will vary. c I said I ’d forgotten something and had to go
back to school.
greeting people making plans d That evening I told my dad what had happened and he
ordering food trying to get somebody’s attention said that I shouldn’t be so sensitive.
e A Russian friend told me their parents kind of
discouraged them from smiling at strangers.
9 Listen to an interview about travel and intercultural
There ’s a Russian proverb that says,
communication. What is normal for people from these
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“Laughter for no reason is a sign of stupidity.”
countries that may be different elsewhere? 37
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China Germany Russia US Check the Grammar Reference for more information and
practice.
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10 According to the conversation, are the sentences 12 Match the sentences in the grammar box to these points.
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true, false, or not stated? Listen again and check your
answers. 37 1 The sentence includes the actual words that were spoken
or thought. b
1 Stacey’s parents are diplomats. NS
c 2 The sentence includes advice or instruction the speaker
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2 The German girl who Stacey spoke to was deliberately was given. d
rude to her. F
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3 The sentence includes a question (or plan) about an

3 If a Russian person smiles at another Russian they don’t action in progress at the time. a
know, they may be seen as untrustworthy. T 4 The sentence includes a statement about a previous
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4 Stacey’s Korean friend was confused by people in the action and consequence. c
United States asking “How’re you doing?” T
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5 The sentence includes a statement about something which

5 In Chinese, a common greeting can be translated as Have is still generally true. e
you eaten? T
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6 Intercultural communication courses are effective. NS

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94 Unit 8 Common Ground SAMPLE COPY, NOT FOR DISTRIBUTION

LISTENING • If students do need a second listening, get as many ideas
as possible the first time around, then focus the second
listening on the parts students missed or didn’t quite
Teaching Tip
understand.
You can help students prepare for listening activities
by introducing a key word or term from the lesson. In
Activity 9
this case, it might be helpful to preteach intercultural
China “Have you eaten?” as a way of saying “Hello”
communication, a term they’ll hear on the audio track as Germany “of course” instead of “yes”
two people discuss misunderstandings that can occur Russia not smiling at strangers
when people from different cultures or countries try to US “How’re you doing?” as a way of saying “Hi”
communicate in one or the other’s first language.
10 Tell students to read items 1−6 of Activity 10 and check that
7 Ask for volunteers to give their best definition of the term they understand them. Explain that you’ll play the audio
intercultural communication. Say There’s no one correct answer. once more and they should decide if the sentences are true,
Write key words from students’ responses on the board. false, or not stated.
• The important thing is to establish that it happens when people • 37 You could ask what they think the answer to item
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from different cultures or social groups interact—and it usually 1 is before they listen, but don’t confirm it. Instead, say OK,
involves more than just language. Explain that successful maybe. Let’s listen and see. Play the audio.
intercultural communication requires an understanding • Tell students to compare their answers with a partner’s. Go
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that different cultures have different customs, manners, and around and notice how well they did. Decide whether you
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even thought patterns. It also requires a sensitivity to these should replay the track.
differences and a willingness to adapt to them. • Review the answers by asking for a show of hands. (For
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• Ask the whole class the second question. Students’ example, say Number 1: Who thinks it’s true? Hands up. Then
responses might include such things as when you greet Hands up if it’s false. And What about not stated? Hands
someone, approach someone to ask for assistance, go to
someone’s home, share a meal, and so on. Discuss as a class. c up.) You could instead have the class call out the answer
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together, or call on individuals (two or more when there’s
Give students a minute to read the directions. Have them look disagreement) to provide it. Explain the answer when
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8
at the situations listed. Ask the class for one or two reasons why students don’t get it. Record the numbers and answers on
communication might break down when greeting people from the board.
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another culture. Get ideas on what might happen, what to do if

GRAMMAR Reported speech
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it happens, and how it could have been avoided.

• Then put students in pairs to discuss the other situations.
11 Explain that when you tell someone what another person
Circulate and check that students are doing the task correctly
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said, you’re reporting what the person said. Say You’re going
and notice mistakes, difficulties, or where they use L1.
to read different ways of reporting what people say. Have
• Help them by correcting their mistakes or giving them the
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students read the Grammar box silently and try to fill in the
English they need. Write some of these points on the board
blanks based on the recording.
to review during a feedback session.
• Have students compare answers in pairs. Then either
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• When a few pairs have finished, stop the activity. Share with the
play the audio again or call on different students to read
class some interesting ideas you heard and give your feedback.
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the sentences aloud and see if the class agrees with their
9 Tell the class they’re going to listen to an interview about answers. You could also wait for students to read the
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travel and intercultural communication. Say Listen and find Grammar Reference and then review the answers.
out what’s normal in the countries listed—but may not be so At this point, have students complete Activities 1–2 on
normal anywhere else. p. 143 in the Grammar Reference section. You may also
• 37 Tell students to take some notes that will help them assign these activities as homework.
explain the different ideas of “normal” in the four countries
they’ll hear about. Play the listening once straight through. 12 Tell students to read the five points and match each one to
Then have students compare their notes with a partner. one of the items of reported speech in the box. This should
• Go around and notice how well the students did (without only take a minute. Have students compare answers in pairs.
saying anything). If you see that a majority did not get through • Ask the whole class which points match a−e and call on
all the countries, play the listening again. individuals to tell how they figured out each answer. Make
• Ask the whole class or individuals for their answers. You sure students notice things like the quotation marks in b
don’t need to write them on the board, and students don’t indicating direct speech, that shouldn’t in d shows advice,
need to describe each situation exactly. Work with the what the verb forms indicate, and so on. Record the answers.
ideas they come up with, rephrasing their language where
possible to include words from the listening.
13 Have students silently read the first three sentences in the • 15b Keep students in pairs. Ask the weaker partner to read
Grammar box again and then ask the questions. Remind them sentences 1−5 and the stronger student to respond, using
that in b, they see the speaker’s own thoughts, not reported stress to show the misunderstanding.
speech. • If you want, do item 1 with the whole class. Remind students
• The main thing to expect from students is the idea that in that they should use reported speech in each response. Say
the reported speech, the verb tenses shift back to show that Remember to use phrases like I thought you said, you told me,
something happened before something else. If they can and so on. Read the sentence aloud and call on a student to
express a version of this, accept it. respond. Make sure she or he uses proper stress.
• Tell students that in a, the tense shifts from the simple past • When pairs are finished, tell them to switch roles. Monitor
(asked) to the past progressive (was going) to show that and correct as necessary.
something that began before something else was continuing,
16 Make sure students understand the task by asking for possible
and in c, it shifts from the simple past (said) to the past perfect
situations in which they might hear the response Don’t be silly!
(had forgotten) to show that something happened before
If necessary, give one yourself: Someone is afraid to watch a movie
something else.
about a haunted house. Explain that Don’t be silly! in this case would
14 Explain that Activity 14 looks at the way we report what people mean “There’s nothing to be afraid of. It’s just make-believe.”
• Put students in pairs to complete the task. Tell them to write
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have said when we’re correcting misunderstandings. Make sure
students understand that the “B” sentences show that there’s down their ideas.
been a misunderstanding and this speaker is trying to correct it.
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• When most students have finished, have them compare Activity 16, Suggested answers:
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answers in pairs and help each other complete the activity if 2 Someone rejecting an offer. A parent reprimanding a
necessary. child. 3 Someone hoping they can get a bite of someone
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• Review the answers by having students read each full A / B else’s dinner. Someone disgusted at what someone is
exchange aloud. about to eat. 4 Someone curious about the motivation
behind someone else’s decision. Someone annoyed
15 PRONUNCIATION Stress for clarification c at something someone’s just done. 5 Someone trying
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• 15a 38 Tell students they’re going to hear two people to tempt someone to come with them. Someone
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say the sentences from Activity 14. Tell them to listen and threatening someone else.
circle or otherwise mark the main stressed word in each “B”
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sentence. Put students in pairs and play the audio. 17 Read the directions aloud. Call on a student to read the
• Have the whole class say which words were stressed. Call on sample story to the class. Ask Did you notice the reported
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a few pairs to model the dialogues for the class. Correct any speech and the shift tense? Write on the board Someone there
problems with stress that come up if you can. said they’d been waiting.
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• Then have partners practice reading the conversations • If necessary, use the context and interpretation of Don’t
aloud. When they finish, they should switch roles. be silly! that you came up with previously to give students
another example.
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Activity 15a • Have students plan their stories. Say Remember to use your
1 A: We’re meeting on Tuesday. ideas from Activity 16.
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B: Really? I thought you said we were meeting on • Put students in small groups to share their stories.
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Thursday!
18 Read the directions and the situations aloud. You could
2 A: I got a B on my science essay.
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B: Oh, that’s pretty good! I thought you said you’d prepare a story yourself and tell it to the class as a model.
gotten a D! Have students make their choices individually. Give them a
3 A: I’m interested in seeing the new Star Wars movie. few minutes to decide and plan.
B: Really? I thought you told me you weren’t • Tell students they might want to write down some reported speech
interested! they could use. Let them use dictionaries or ask you for help.
4 A: I’ll bring you all the stuff you need next week. • Put students in pairs to tell their stories.
B: You don’t have it? I thought you were bringing it
today. Expansion
5 A: I’m going to my dance class later. Tell students to write short summaries reporting the three
B: I didn’t know you went dancing. How long have most interesting things they’re told between the end of
you been doing that? the class and the next day. Start the first lesson of the next
6 A: We have to leave at 11 o’clock.
school day by having them share their summaries.
B: I thought we had to leave at 12 o’clock.

13 Look at sentences a–c in the Grammar box. What happens 16 Think of two situations when you might hear these
to the tenses when we report speech? Why? expressions. How might they possibly have different
In reported speech, there’s a shift in tense. Direct speech stays the same. meanings or interpretations?
14 Complete the responses to the statements that are
correcting misunderstandings. Answers will vary. 1 I’ve been waiting here forever.
Suggested answers: Someone in a line advising someone not to wait.
1 A We’re meeting on Tuesday.
Someone you had arranged to meet being very
B Really? I thought you said we were meeting on
annoyed because you were late.
Thursday!
2 A I got a B on my science essay. 2 Don’t be silly!
B Oh, that’s pretty good! I thought you said you 3 Are you going to eat that?
had gotten a D! 4 What did you do that for?
3 A I'm interested in seeing the new Star Wars movie. 5 You’ll be sorry.
B Really? I thought you told me you weren’t 17 Use your ideas from Activity 16 to tell a short story.
interested!
Report what was said, how you replied, and what
4 A I’ll bring you all the stuff you need next week.
you did next. Answers will vary.
B You don't have it? I thought you were bringing it today.
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5 A I’m going to my dance class later. I went to buy tickets for a concert, but when I got
B I didn’t know you went dancing. How long to the theater there was a huge line. Someone there
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have you been doing that? said they’d been waiting forever, so I decided to
forget it and just went home.
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6 A We have to leave at 11 o'clock.
B I thought we had to leave at 12 o'clock. 18 MY PERSPECTIVE
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15 PRONUNCIATION Stress for clarification Choose one of these situations. Spend a few minutes
planning how to explain what happened. Include some
a Work in pairs. Listen to the exchanges from Activity 14.
c reporting. Then work in pairs. Tell your partner your story.
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Notice how we stress the corrections. Then practice Answers will vary.
the exchanges. 38 • A compliment someone paid you or you paid someone
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b Work in pairs. Take turns saying the sentences. else

Your partner should respond with something they had • A misunderstanding or argument you once had or saw
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misunderstood. Answers will vary. • A conversation you wish you hadn’t overheard
1 Are you coming to my birthday party on Saturday?
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2 We went to Mexico on vacation last summer.

3 My mom works at a hospital near here.
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4 I can’t stand that band.

5 Sorry, I can’t come out tonight. I have to study.
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Is eating with your hands normal where

you are from? It is in Ethiopia.
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8B I Am Who I Am READING
4 Work in pairs. Look at the photo showing a
VOCABULARY BUILDING subculture.* Predict: Answers will vary.
Compound adjectives 1 where the subculture originated.

2 what members of the subculture have in common.
Compound adjectives are made up of more than one word. 3 what kind of music—if any—is associated with this
As with single-word adjectives, it is important to learn subculture.
not only the meanings, but also the nouns that they most
subculture a group of people within a larger cultural group
commonly describe.
who share the same interests
1 5 Read the article and find the answers to the questions in

Match these compound adjectives with their meanings.
Activity 4 for all of the subcultures mentioned.
cost-effective deep-rooted
heartbroken highly respected 6 What reasons for joining subcultures are mentioned
in the article? What downside is mentioned?
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like-minded long-lasting
open-minded two-faced
well-mannered worldwide 7 Which of the four subcultures:
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1 is more of a virtual than real-world phenomenon? Otherkin
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1 sharing tastes, interests, and opinions like-minded 2 became known worldwide thanks to a music video? Scraper Biker
2 dishonest and not to be trusted two-faced 3 is a combination of the ultra-modern and the old? Trival
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3 admired by lots of people because of qualities or 4 includes members who identify with animals? Otherkin
achievements highly respected open-minded 5 can trace its origins back the furthest? Goth
4 willing to consider new ideas and ways of thinking
5 existing or happening everywhere worldwide c 6 involves a form of recycling? Scraper Biker
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7 rejects a common belief about their characteristics? Goth
6 behaving in a polite way well-mannered 8 involves regional rivalries? Trival
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7 firmly fixed; strong and hard to change deep-rooted

8 providing good value for the amount of money paid
cost-effective
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9 continuing for a long period of time long-lasting CRITICAL THINKING Understanding other
10 extremely sad and upset heartbroken perspectives
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2 Complete the sentences with compound adjectives from

Activity 1. Learning to think more critically sometimes requires us
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to suspend our own judgment and instead to try to see

1 She achieved worldwide fame when a video she things from other points of view.
posted online went viral.
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2 Everybody around here knows she does good work. She’s 8 Work in groups. For each of the four subcultures
a highly respected figure.
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mentioned in the article, decide: Answers will vary.

3 My little brother was absolutely heartbroken when
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his team lost the championship game! 1 what the appeal might be for those who get involved.
4 The problems are too deep-rooted for there to be 2 what common ground might exist with other groups.
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any real hope of a quick fix. 3 what concerns parents might have.
5 If you only ever spend time talking to like-minded 4 which are common—or have some kind of local
people, you don’t get to hear different points of view. equivalents—where you live.
3 Work in groups. Use five of the adjectives in Activity 1 to 9 MY PERSPECTIVE Answers will vary.
describe people or things from your own experience.
Answers will vary. The article is written from the point of view of someone
My dog died last year, which left me heartbroken. who is not involved in any of the subcultures mentioned.
I bike almost everywhere. It’s the most Do you think people who are part of the subcultures
cost-effective way of getting around. might want to change any of the details? Why?

8B I Am Who I Am • Write the numbers and adjectives on the board. As you
write, ask questions to explore other uses or contexts for
the vocabulary. For example: How else might you achieve
• Warm up Explain that in this lesson students will read worldwide fame? What other events might cause someone to
about subcultures. Ask if anyone can define subculture. If be heartbroken?
necessary, explain that one definition might be: a group
of people, part of a larger culture, who are united by a 3 Have students look back at the adjectives in Activity 1. Say
common interest and common values and norms. In the Think of some people or things that you could describe using
world of popular music, for example, devoted fans of grunge these adjectives. Model ideas for students: cost-effective
or heavy metal might be said to constitute subcultures. purchase; parents who are open-minded; long-lasting
Gamers and skateboarders might be two others. memories.
• Ask if anyone has ever been a member of a subculture • Explain the task and read the sample sentences aloud.
or knows someone who has and which subcultures are Highlight the adjectives from Activity 1 by slowing down
currently popular among people they know. Ask what music and drawing attention to them as you speak.
and clothing, if any, are involved, and, finally, how students • Put students into small groups. Give them two or three
feel about these groups. minutes to write their descriptions, using the five adjectives
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they’ve chosen. Say Make sure to ask your group members for
VOCABULARY BUILDING Compound adjectives help if you need it.
• Listen and take notes as students work. At the end of the
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1 Tell students to read the information in the Vocabulary task, retell some interesting things you heard. Then call
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Building box or read it aloud for the class. Ask if students can on students to read some of their descriptions aloud. Give
think of any examples of compound adjectives. Students feedback on how well students used the vocabulary and
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may be familiar with fast-paced, death-defying, nimble-footed, correct any errors in pronunciation or stress you heard.
hair-raising. For each example students come up with (or for
the ones you provide), ask what it means, where the stress is,
and if they can think of a noun it could be used to describe.c Study Tip Use flashcards to remember collocations
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Write students’ ideas on the board. When you create flashcards, try to work with collocations
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• Read the Activity 1 directions and have students do the and word chunks rather than single words. Translate the
matching activity. Remind them that, as with compound whole collocation, or if you don’t want to use translation
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nouns, some compound adjectives are written as a single you could do one of the following, or create multiple sets:
word, others as two words, and others as hyphenated
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words. Tell them they can use a dictionary if they want, but A side: definition in English B side: word / phrase
not all compounds will be listed there. A side: single word B side: four or five
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• When most students have finished, have them compare common collocations
answers in pairs. Then review the answers by reading each A side: collocation B side: synonym
meaning aloud and having the class call out the matching
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(in a collocation)
adjective. Write the answers on the board. Ask where the
A side: single word B side: one or two
stress is in each adjective (usually on the first syllable) and
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sample sentences
mark it. Then say each adjective again and have students
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repeat.
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Expansion
Go through the list of adjectives. Can you come up with a REading
noun for each one? Write down one or two nouns to go
with as many adjectives as you can. 4 Draw students’ attention to the photo on p. 97. Then either
give students a couple of minutes to discuss the three items
with a partner or ask the whole class for their ideas.
2 Read the directions. Say You’ll probably recognize one or • Call on students for their predictions. Write some on the
two of the adjective-noun collocations you’ll come up with in board, but don’t tell the class if they’re right or wrong.
Activity 2. Have students complete the sentences. Instead, say OK, maybe. Let’s read and find out.
• Go through the answers by asking different students to read
the completed sentences to the class.

5 Tell students to read the article quickly and find out where the Teaching Tip
four subcultures originated, what connects the people who When students answer main-idea questions, they may
identify with each one, and what music, if any, is part of it. show that they’ve understood the meaning of a text, but
they may use their own ways of expressing it. This is fine as
Reading Strategy Skimming long as it shows comprehension. However, it’s a good idea
Tell students that skimming is a useful strategy for to then repeat students’ ideas, rephrasing them to better
identifying the main ideas in a text. Remind them that reflect the language of the text. This is so the whole class
skimming means reading the title of a text, looking at any can understand the answer and to focus attention on the
photos and captions, and reading the first sentence of language and vocabulary you want students to learn.
each paragraph, any section headings, any italic or bold
words, and quickly noting content words (nouns, verbs, 7 Have students read the Activity 7 questions. Do item 1 together
adjectives) in each paragraph. as an example. Make sure students understand the meanings of
virtual (digital) and phenomenon (occurrence, thing).
• 39 Give a time limit (around six minutes), read the text • Ask the class which subculture the first question describes.
aloud, or play the audio as students follow along in their (Otherkin) Then ask What evidence from the text supports this
books. When time is up, have students compare answers answer? If necessary, draw students’ attention to lines 68−69
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with a classmate. in the article. Make sure they make the connection between
a virtual phenomenon (for example, the Internet) and the
• Ask the whole class or individual students for their answers.
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words “it’s their main home” in the text.
You don’t need to write these answers on the board. Work
• Have students answer the rest of the questions. Tell them to
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with the ideas and language students come up with, and
underline the parts of the text that help them confirm their answers.
rephrase using the words from the text where possible.
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• Put students in pairs to compare answers. Review the
answers the same way you did for item 1, making sure
Activity 5 students identify evidence from the text to support each one.
Goth: the UK; wear all black; see themselves as romantic, c
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creative; post-punk music Tribal Guarachero: Mexico; CRITICAL THINKING Understanding other
perspectives
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dress in a mix of futuristic and farm clothing, including

long, pointy boots; Trival music (a fusion of traditional
8 Tell students to read the information in the Critical Thinking
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Mexican and modern electronic music) Scraper Bikers:

San Francisco Bay Area; bicycles decorated in bright box. Ask a student to explain what to suspend your judgment
means. (to stop doing [judging] for a while; to defer) Ask
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colors and papers; no particular music, but a hip-hop

video is associated with it Otherkin: online; identify Whose point of view is given in the reading? (the writer’s) Ask
Whose point of view might it have been interesting to hear?
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themselves as nonhuman or feel a connection to certain

creatures; no music association (the members of the subcultures’, their parents’)
• Put students in groups to discuss the four questions. After
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students have discussed for a sufficient amount of time,

ask different groups to report their ideas about different
6 This task is best done quickly by asking the whole class for
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subcultures. After each report, ask the rest of the class if

their ideas. Again, don’t expect students to use the exact anyone wants to add, or disagree with, anything.
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words from the article. Just make sure they hit the main
points of experimenting with different social groups and 9 Read the My Perspective text to the class. This activity might best
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ideas, establishing an identity separate from the immediate be assigned as homework. Tell students to first write a response
family’s, and being connected to a group of like-minded to the two-part question. Then, if they agree that members of a
people, with the downside being exposure to social subculture might want to change parts of the article, tell them to
rejection and bullying. identify the parts and explain how they think the text might be
changed. They may need to do research to support their ideas.
• If you want to do the activity in class, give students plenty
Activity 6
of time to discuss their ideas in groups and then share them
They offer young people the opportunity to explore
with the class.
who they are and what they stand for; They allow
people to start defining themselves outside of their
family circle; They provide a sense of identity and
belonging; downside: risk of getting abused or bullied

A
39 During adolescence, teenagers see themselves as romantic, creative,
start to form independent adult identities open-minded, and able to find beauty in
of their own, and for many young people 35 what others may see as dark or ugly.
around the world, this means experimenting Over recent years, a far more localized
PLACE
5 with different social groups. Deciding to subculture has been developing in Mexico,
join a particular group or subculture offers where a style of music known as Tribal
young people the opportunity to explore Guarachero has evolved, complete with its
who they are and what they stand for. It 40 own remarkable fashions. More commonly
allows them to start defining themselves
TO
known just as Trival, the hugely popular
10 outside of their immediate family circle, sound mixes traditional regional folk music
and can provide both a sense of identity with electronic dance. Young fans often
and of belonging, too. In our increasingly
BE
identify themselves by combining futuristic
interconnected world, membership of 45 elements with a basic farmworker look…
particular groups can mean contact not and wearing extremely long, pointy boots
15 only with other like-minded people locally, when dancing, often competitively against
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but also globally. However, while being part groups from other local towns. Believe it or
of a group can be an extremely positive not, some items of footwear have apparently
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thing, it can also attract abuse and bullying, 50 reached five feet in length!
especially of those who insist on challenging
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Of course, subcultures that develop in a
20 social norms. Here we look at four of the
particular area can spread like wildfire in a
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more remarkable youth cultures out there.
matter of moments these days, thanks to
Some claim that the roots of Goth can be the internet. This is what’s happened with
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found in such 19th century literary classics 55 the Scraper Biker subculture. Originally the
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as Dracula and Frankenstein, but the dyed obsession of a small group of young people
black hair and black clothes, dark eyeliner
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25
in the San Francisco Bay area, scraper bikes
and fingernails, and intense dramatic post- are simply ordinary bicycles that have
punk music originated in England in the late
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been modified by their owners, typically

1970s. The style and sound have had a long- 60 with decorated wheels and bright body
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lasting appeal; nowadays there are large colors. Much of the decoration is done very
30 communities of goths everywhere from cheaply, using tinfoil, reused cardboard,
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Chile to China. Many goths resent being candy wrappers, and paint! The craze went
stereotyped as sad or angry, and instead global after a hip-hop video featuring these
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65 creations went viral. Scraper bikes can now

be seen in cities all over the world.
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If the internet helps some subcultures grow,

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for others it’s their main home. Otherkin—

people who identify to some degree as non-
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70 human—have a massive online presence

A man dancing in a nightclub
that’s growing all the time. While some
wears long, pointy boots.
otherkin believe themselves to actually be,
say, dragons or lions or witches or foxes,
others simply feel special connections to
75 certain creatures—and have found a space
within which to explore these feelings.
It seems that, whatever you’re going
through and whatever your own personal
enthusiasms, there’s a worldwide
80 community out there just waiting for
you to find it—and to assure you that
you belong!
8C Fight for Your Rights
Iceland was the first
European country to elect GRAMMAR Patterns after reporting verbs
a female president. Vigdis
1 Look at the Grammar box. Match the patterns and sentences (1–6) with the
Finnbogadottir was
elected in 1980. examples (a–f) that have the same pattern.
1 verb + infinitive (with to) a
The government intends to introduce new laws to tackle the problem.
2 verb + someone + infinitive (with to) e
I reminded you all to bring in your permission slips.
3 verb + preposition + -ing f
They apologized for doing what they did.
4 verb + (that) clause c
She argued (that) things really need to change.
5 verb + -ing b
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He denied answering the question.
6 verb + someone + (that) clause d
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He promised me (that) he’d never do anything like that again.
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Patterns after reporting verbs
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a Deciding to join a particular group offers young people the opportunity to
explore who they are.
b Many goths resent being stereotyped as sad or angry.
c
c Some claim that the roots of Goth can be found in 19th century literary classics.
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d There’s a worldwide community out there just waiting to assure you that
you belong!
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e It allows them to start defining themselves outside of their immediate family circle.
f It can also attract abuse and bullying of those who insist on challenging
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social norms.
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2 Work in pairs. Decide which patterns in Activity 1 these verbs use. Some verbs
use more than one pattern.
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acknowledge advise agree be accused

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be blamed convince imagine invite

persuade pretend state suggest
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Many governments have been criticized (1) of / in / for turning a blind eye to
racism. Some have even been accused (2) of / for / from encouraging it when it
suits them. However, the Bolivian government recently announced (3) to launch /
launching / that it's launching an app designed to encourage citizens (4) that they
should report / to report / reporting any incidents of racism or discrimination that
they encounter. The app is called No Racism. Reports can be submitted 24 hours a
day. The government has promised (5) responding / for responding / to respond to
all complaints and take legal action, where appropriate.

8C Fight for Your Rights
GRAMMAR Patterns after reporting verbs 2 Read the directions and do the first verb, acknowledge, with
the whole class as an example. Ask which two patterns it
• Warm up Explain to students that in this lesson, they’ll can be followed by. When you get the correct answers, give
be reading about people who have fought discrimination. example sentences showing the two patterns. (For example,
Check that students understand what discrimination is and The company has finally acknowledged being hacked. They’ve
the processes it involves. Look at the photo and the caption finally acknowledged that they were hacked.)
and then ask students to discuss in pairs how well they feel • Have students work in pairs and decide which patterns the
women are represented in their own country in politics, in other verbs can be followed by. When most have finished,
business, in law enforcement, etc. ask the whole class or individual students for their answers.
• Have them consider why inequality persists in some fields and • To confirm, write on the board the pattern numbers from
how the situation could be improved. After several minutes, Activity 1 (1–6), and the verbs that go with each one.
ask pairs to report their ideas. After each report, ask the rest of • Ask questions to check that students understood the
the class if anyone wants to add, or disagree with, anything. vocabulary. For example, ask What kind of thing might you
be blamed for doing? Who would blame you? Were you ever
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1 Have students close their books. Say We’ve been talking a lot persuaded to do something? What were you persuaded to do?
about reported speech. Well, many reporting verbs are followed
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by specific grammatical patterns, and it’s helpful to recognize Activity 2
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these verbs and patterns. 1 verb + infinitive (with to) agree, pretend
• Give an example. Say If I were to begin a sentence about the 2 verb + someone + advise, convince, invite,
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government’s intention to enact new legislation, I might say infinitive (with to) persuade
“The government intends… .” Ask What word would you 3 verb + preposition + -ing advise against -ing, agree to
expect to hear next? (to) That’s right, and what verb form
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begins with to? (an infinitive) Yes! So, I’d say “The government
-ing, be accused of -ing, be
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blamed for -ing
intends to introduce new anti-discrimination legislation.” Write 4 verb + (that) clause acknowledge, advise, agree,
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the sentence on the board. Explain that the verb intends and imagine, pretend, state,
an infinitive with to creates a pattern. suggest
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• Have students reopen their books to p. 98. Read the Activity 5 verb + -ing acknowledge, advise,
1 directions aloud. Guide students to do item 1. Tell them imagine, suggest
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to find a sentence in a−f that has a verb + infinitive with 6 verb + someone + (that) advise, convince, persuade
to pattern (a). Then have students match the rest of the clause
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sentences.
• When most have finished, ask the whole class or individual 3 Explain that students are going to read a short text about a
students for their answers. As you go through the answers,
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way one government has decided to confront racism. Tell

write the numbers and letters on the board. students the country is Bolivia. Ask what they know about
• Ask questions to check that students understood the the country. Then ask what group or groups of people there
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vocabulary. For example, say They apologized for doing what might be targets of racism. (for example, the indigenous
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they did. What kind of thing do you think they did? And what peoples of the country)
might they say when they apologize? • Explain the activity and have students complete it
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At this point, have students complete Activity 3 on p. 143 individually. When most have finished, have students
in the Grammar Reference section. You may also assign compare answers with a partner.
the activity as homework. • Review the answers by asking for a show of hands. For
example, say Raise your hand if you think the answer is of.
Then Hands up if you think it’s in. Finally Who thinks it’s for?
Raise your hands. Record the numbers and answers on the
board. As you do, repeat the patterns by saying, for example
So, you can be criticized for doing something.
• Ask questions to check students’ understanding. For
example, say If you turn a blind eye to a problem, are you
confronting the problem or ignoring it?

4 Tell students they’re going to read about Icelandic women’s 6 Tell students to put a piece of paper over the caption for
fight for equal rights. Have them look at the paragraph and the photo at the bottom of p. 99. Tell them they’re going to
answer any questions they may have about the vocabulary read about a protest the young girl on the right has been
or the content. You may need to explain fed up (unwilling to engaged in. Tell them her name is Zulaikha Patel and ask
tolerate, or put up with, something any longer). if anyone has heard of her, and if they know, or can guess,
• Tell students to read the whole report to find out what what she’s been protesting.
action the women took and why, and what the result was. • Take students’ responses. Then call on one to uncover
• Tell them that as they read to find out the answers, they and read the caption aloud. Acknowledge those students
should fill in the blanks using the correct forms of the verbs who’ve heard of Zuliakha or her cause, or whose predictions
in parentheses and adding prepositions where necessary. were correct.
Do the first one together. Say Number 1: What should the verb • Read the activity directions. Make sure students understand
be? (is) How do you know? (The word now is a clue that you what to do. Have them work individually. When most have
need a simple-present verb.) Do you need a preposition? (no) finished, tell them to compare answers with a classmate.
• Have students complete the report individually. When most • Review and record the answers. If students are engaged
have finished, stop the activity. Ask the comprehension with the topic of student protest and discrimination, allow
questions again. (Answers: 90% of women went on strike in time for class discussion.
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1975 to force men to accept greater equality; soon after, the
country elected a female president, and now over 40% of Expansion
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politicians are female.) Invite students to find out more about Zulaikha’s protest
• Then tell students to compare verb forms with a partner. and write about it, or to research and write about another
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Review by either asking the whole class or calling on student action protesting discrimination.
different students to give the answers. Record the numbers
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and answers on the board.
• Take the opportunity to ask questions to check students’ 7 Give students time to read all the activity options. When
understanding of certain phrases in the text. For example,
c they’re done, answer any questions they have. Point out
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ask If you’re a second-class citizen, are your rights and that all the activities involve reporting about something—
opportunities the same as those of other people in the country?
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either a conversation, an incident involving discrimination,

or a time you, or someone else, made a decision or did
5 This activity allows students to discuss and explore their something you might regret.
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own ideas about how to tackle gender inequality and • Ask Which option sparks your interest? Do any of them make
discrimination. It also recycles the reporting-verb patterns
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you think of something from your own life? Help students find
from Activity 1. a partner for the second option or put together groups for
• Put students in pairs or groups. If groups, you may want to
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option 3. Suggest that students writing a news report look

try for mixed-gender groups or have all-male and all-female at online news articles for ideas about format and style.
groups. • Some tasks will require research. Allow sufficient class time
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• Say Look at the ideas in a−f. A couple seem like no-brainers, for students to complete their activities. Finally, remind them
others are good ideas but maybe unrealistic, and some to use the language and patterns of reported speech.
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are more like goals to strive for rather than changes to be

made immediately. I’m not sure. The women in Iceland were
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successful. What do you think?

• Have students address the ideas, remembering to discuss
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the three bulleted points. Encourage them to take notes.

Circulate and provide assistance as needed.
• When the discussions peter out, call on students to share
their ideas. Encourage the rest of the class to ask them
questions. Give feedback on grammar patterns and any new
language you heard.

4 Complete the report with the correct forms of the verbs. 6 Complete the short news article with the correct forms
Add prepositions where necessary. of these pairs of linked verbs.
It was recently announced that Iceland (1) is accuse + discriminate agree + examine decide + make
(be) now the best place in the world to be female. However, deny + be force + change insist on + have
young Icelandic women have previous generations to
thank (2) for fighting (fight) for their rights. On October A 13-year-old girl in South Africa has been
24th, 1975, fed up with their status as second-class citizens, (1)forced to changeschools three times because of her
90 percent of all women in the country refused hair. Zulaikha Patel has (2) accused her current
(3) to work (work). Their goal was to remind men school, Pretoria High School for Girls, of discriminating
that the success of the nation (4) depended on (depend) against black students through its uniform policies that
women and to urge them (5) to accept (accept) (3) insist on students having a “neat,
greater equality. They threatened (6) to continue conservative appearance.” Angry that this was being
(continue) their general strike until changes were made. interpreted as meaning that she couldn’t wear her hair
Men listened, and within five years the country had become in her natural afro style, she launched a silent protest,
the first to elect a female president, Vigdis Finnbogadottir. which attracted the attention of the national media. The
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Iceland can now claim (7) to have (have) one of denied / denies being
school (4) discriminatory in any way, but
the highest proportions of female politicians—over 40 (5)
(has) agreed to examine
its policies before (6) deciding
percent—in Europe. In the spring of 2017, a law was
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whether or not to make any significant changes.
passed (8) requiring (require) employers to prove
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that their companies are free from gender-based salary 7 CHOOSE Answers will vary.
discrimination.
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Choose one of the following activities.
5 Work in pairs. Look at the ideas for tackling gender
• Think of conversations you have had—or heard—
inequality. Discuss: Answers will vary.
c recently. Use some of the reporting verbs from pages 98
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• how they might change things. and 99 to describe what they were about.
• which you think are good ideas. Why?
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• Work in pairs. Write a news report about one of these

• other ways in which things could be improved. topics. Use at least four reporting verbs.
– an incident of discrimination
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a Encourage stores to stop selling toys aimed at either boys

or girls. – a protest
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b Demand that companies employ an equal number of – a new project that’s trying to change things
female and male bosses. • Work in groups. Tell each other about a time that:
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c Insist on mothers and fathers getting equal amounts of – you intended to do something, but then didn’t. Explain
parental leave when they have children. why you didn't do it.
d Advise schools to ensure that both boys and girls do – you refused to do something. Why?
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school subjects such as cooking and woodwork. – someone famous was accused of doing something
e Force schools to have equal numbers of men and women bad.
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in photos on the walls. – you had to apologize for doing something.

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f Persuade parents to discuss images of men and women – someone powerful acknowledged they’d done
in the media with their children. something wrong.
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Zulaikha Patel and her classmates are fighting for rights that go
beyond the style of their hair. They are standing up against racism.

8D Why I keep speaking up, even when
people mock my accent
“ Normal is simply a construction

of what we’ve been exposed to,
and how visible it is around us.
”
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SAFWAT SALEEM
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Read about Safwat Saleem and get ready to watch his TED Talk. 8.0
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c 4 Watch Part 1 of the talk. Are the sentences true or false?
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8.1
Just
1 People have sometimes joked, “Have you forgotten your
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Just has several meanings—only, simply, exactly,

soon, recently—and is also used to emphasize a statement name?” because of Safwat’s stutter. T
2 Safwat is interested in video games. T
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or soften a request, to make it sound smaller or more polite.

3 The video Safwat posted only got negative feedback. F
4 The negative comments were mainly about Safwat’s stutter. F
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1 Look at the Authentic Listening Skills box. Listen to these 5 The incident led Safwat to do more voice-overs in order
extracts from the TED Talk and add just in the correct to prove his critics wrong. F
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place. 40 6 In the past, Safwat used video and voice-overs to become

1 I had to grunt a lot for that one. just had to more confident in speaking. T
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2 I sat there on the computer, hitting “refresh.” just sat there 7 Safwat practiced to improve his voice and accent to
3 This was the first of a two-part video. just the first sound more normal. F
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4 I could not do it. just could not 5 Work as a class. Read the conclusion of Safwat’s talk.
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5 If I stutter along the way, I go back in and fix it. just go back Discuss the questions. Answers will vary.
6 And the year before, that number was about
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eight percent. just the year before The Ancient Greeks didn’t just wake up one day and realize
7 Like the color blue for Ancient Greeks, minorities are not that the sky was blue. It took centuries, even, for humans to
a part of what we consider “normal.” just like realize what we had been ignoring for so long. And so we
must continuously challenge our notion of normal, because
2 Work in pairs. Discuss each meaning of just in Activity 1. doing so is going to allow us as a society to finally see the
Then practice saying the sentences. Answers will vary. sky for what it is.
1 How do you think the Ancient Greeks and the color of the
WATCH sky might be related to what you have talked about and
seen so far?
3 Work in pairs. Discuss the questions. Answers will vary. 2 What do you think Safwat means by “the sky,” with
1 In what ways do people make fun of others? regard to society today?
2 In what ways might people react to being made fun of?
3 Why do you think people make fun of others?

8D Why I keep speaking up, even when
people mock my accent
• Warm up Say If you’ve ever known or heard someone with • As you go through the sentences, either use the audio track or
a stuttering problem, you can understand how difficult it must model saying the sentences yourself. Then have students repeat.
make everyday life, especially for children. Imagine having to • Ask partners to take turns reading the sentences. Challenge
repeat yourself over and over, or being mocked, every time you them to say each sentence several times, speeding up each
try to say something. (Share the meaning of stutter given in time while still being clear.
Activity 1 below, if necessary.)
• Tell students they’re going to watch a TED Talk about a WATCH
Pakistani-American artist whose issues with his speaking
voice set him apart as a kid and eventually led him to 3 This is intended as a quick warm-up before the video. You
question the very meaning of what’s normal. could discuss the questions with the whole class or put
• Read the quote on p. 100 aloud and ask students to translate students in pairs to share their ideas. Before they begin, though,
it or say what they think it means in English (or both). have students consider these questions: Say Think to yourself.
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• 8.0 Tell students they’re going to see a short text on Have you ever made fun of someone? Were you ever made fun of?
the DVD to introduce the topic further. Play the first section How did you react? In each case, how did you feel afterwards?
• Circulate as students discuss and notice mistakes, difficulties,
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of the video; then have students do the exercises.
or where they use L1. Provide assistance as necessary.
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AUTHENTIC LISTENING SKILLS • When a couple of pairs have finished, stop the activity.
Just • Ask different groups to share their ideas, and then ask the rest of
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the class if they have anything to add. Alternatively, you could
1 Read the information about the word just in the Authentic just give feedback about new language that came up and
Listening Skills box aloud. Say sentences to illustrate the
c errors to correct (which you may have written on the board).
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different meanings; for example, I just want you to make your
4 Tell the class they’re going to watch the first part of the TED talk
bed, not clean the whole house! (only); It’s just a matter of trust.
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and that they should decide afterwards if sentences 1−7 are

(simply); That’s just the problem—you lied! (exactly), and so
true or false. Give students time to read through the sentences
on. You might emphasize that when students are listening,
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first. Deal with any questions about language that students

they may hear just pronounced as /dʒʌs/.
have. You might need to explain what a voice-over is (the voice
• Read the Activity 1 directions aloud. Before they listen, you
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of an unseen narrator in a movie, TV commercial, or video).

might have students work in pairs and decide where they
• 8.1 Play Part 1 of the video once straight through.
think just will appear in each sentence. Have them look at
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Then have students do the activity individually.

the extracts. Deal with any questions about language that
• When they’re finished, have students compare answers with a
students may have. Share these explanations, if necessary:
partner. Then review as a class, calling on students to give each
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grunt: to make a short low noise (Try grunting yourself to answer. When the answer is false, have students explain why.
demonstrate.)
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5 This activity gives students an opportunity to express a

stutter: to repeat the sounds of a word in an uncontrolled
personal response to what they’ve heard and talked about
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way when you speak

so far. It also acts as a prediction task, hopefully creating
minorities: parts of a society or group thought to be
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anticipation about the final part of the video.

different in terms of race, religion, or culture from the larger • Either read the paragraph aloud or tell students to read it to
group of which they’re a part themselves. Allow time for them to reread and absorb it.
• 40 Have pairs mark in their books where they think just • Then give students a couple of minutes to discuss the
goes. Then play the audio so they can check their answers. questions with a partner first, or ask the whole class for their
ideas right away.
2 Put students in pairs to try the first part of the task. Do the • Set students’ minds at ease by telling them there’s no one
first one together. See if students agree on the meaning of correct answer to the questions. Prompt them, if necessary,
just in the sentence. Tell them a couple of the meanings with some other questions. For example, ask Do you think
could make sense. the Greeks’ realization that the sky was blue should be taken
• Alternatively, you could do a few together then skip to the literally? Do you think it might be an example that stands for
last step. some bigger discovery or realization?
• When most have finished, ask the whole class or individual • Accept students’ ideas about both discussion questions and
students for their answers. Accept any meaning that tell them they’ll find out more when they watch the final
indicates that students have understood the general idea. part of the video.
Unit 8 Common Ground 100a
6 Read the Activity 6 directions aloud. Say Before you watch Teaching Tip
the video, you’re going to put your powers of logic to the test! There are often two problems for your students when
Have students look at the sentences to see if there’s any doing a speaking task. They have the challenge of
vocabulary they need help with. thinking of ideas and constructing a story or an opinion
• Make sure students understand that sentence 1 (Few on a subject, and then they have the difficulty of finding
colors… Why?) is the first sentence in the sequence and the English language to express it. A student’s “failure”
that the other sentences follow it in a logical order. Explain in speaking tasks is sometimes due more to the former
that each sentence will have an obvious connection to the rather than his or her proficiency in English. Particularly
previous one, so students should look for words or ideas that with tasks that demand a lot of creative thinking, you
are common to both. might get pairs of students to do it first in their own
• Say Start by looking for a sentence that addresses the question language. After they finish, ask if there were any words
“Why?” at the end of sentence 1. they used that they want to know in English. Then have
• When most have finished, have students compare their them change partners and do the task again in English.
sequences with a partner. Then go through the sentences
with the whole class. When students disagree, ask them why
they chose what they did. Don’t give the correct answers • 8b Check that students understand the words and phrases in
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yet. Say OK. We’ll find out who’s right in a minute. italics. Reteach if necessary. Have students read the discussion
• 8.2 Play Part 2 of the video. topics. Tell them to think of an example from their own lives for
at least two of them. Give them two minutes to plan what they’ll
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7 Read the My Perspective text aloud. You could begin by say. As they think, share one or two anecdotes of your own.
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telling students how you feel about your own accent and • Put students in pairs to tell each other their anecdotes.
if you’d like to change it. You could explain how you’ve • Circulate and listen as partners talk. Notice mistakes,
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worked to improve your pronunciation over the years—any difficulties, or where they use L1. Help them by correcting
exercises you’ve done, how you’ve practiced, people who’ve them or giving them the English they need.
• After a few minutes, have students change partners.
helped you, and so on.
c
hi
• Have students think about the questions and write down Continue listening and noting. At the end of the task, give
their thoughts, if they want. When most have finished, stop feedback about new language that came up and errors to
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the activity. correct. You can also retell some of the anecdotes you heard,
• Then put students in groups to discuss their thoughts and calling on the students themselves to add other details.
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ideas, or call on some to share them with the whole class.

Give feedback about any new language students use and CHALLENGE
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errors to correct. • Read the Challenge aloud. Give students a few minutes to
• It’s important to stress the fact that (1) there is no one think about which topics they might like to explore.
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“right” native-speaker accent; most native speakers have • Put students into groups. Tell students to share with the group
at least some regional elements in their accents, and their thoughts about the topics that most interested them. Each
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(2) the most important thing is to try to make sure you can group should then decide on a topic together. When groups
be understood by a wide range of other speakers of English. have reached a decision, have them focus on the five steps.
• Once groups know what aspect to focus on, they could split
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Expansion into two smaller groups, with both doing steps 2 and 3.
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Have the groups brainstorm ways of practicing (If you’re short on time, you might want to assign this part
pronunciation. Write the best ideas on the board and of the activity as homework.)
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then ask students to discuss in pairs which two ideas they • Groups re-form to do step 4. Say You used divergent thinking in
like best and think they will try. steps 2 and 3. Now you’ll use convergent thinking! If necessary,
guide them to choose the best idea in the fairest way. Allow
time for groups to present their video ideas to the class.
8 VOCABULARY IN CONTEXT
• 8a 8.3 Play the Vocabulary in Context section. Pause Expansion
at each point where the options come on-screen and ask Tell students to use the Internet to find five or more native-
everyone to call out their answer together. Then show the speaker accents, or dialects. Say Try to find a website where you
answer. can listen to samples of each one. Tell them to decide which one
• If a lot of students are giving the wrong answer, provide or two they like the most—and the least—and to consider why.
additional explanations or examples before moving on to
the next clip.

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6 8 VOCABULARY IN CONTEXT
Put the sentences in order. The first one is given.
c
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Then watch Part 2 of the talk and check your answers.
8.2
meanings of the words and phrases.
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8.3
1 Few colors are mentioned in ancient literature. Why? b Work in pairs. Tell each other about:
4 a In the same way, narrators with strong accents are not
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• something humorous you have seen or read recently.

part of people’s “normal.” • a time you felt a bit self-conscious.
6 b People discriminate because they don’t “see” or relate
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• a time you took a big step. Answers will vary.

to people who are different from themselves.
9 c Should Safwat accept or challenge ideas of normality?
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CHALLENGE
3 d Blue was “invisible” and not part of ancient people’s
Work in groups. You are going to discuss a video
“normal,” unlike red.
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8 e
you could make about ONE of these topics. Choose
Minorities are not part of society’s “normal,” like the
a topic and follow the steps (1–5).
color blue wasn’t for the Greeks.
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2 f One theory is that colors weren’t named or “seen” until • Challenge the idea of what is “normal.”
people could make them. • Raise awareness of discrimination.
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10 g This is why Safwat has gone back to using his voice in • Discourage bullying.
• Show how different groups share experiences, likes,
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his work.
7 h People learn not to relate to minorities because there and dreams.
are few images of minorities in books. • Encourage people to do activities with different groups of
5 i People’s ideas of “normal” can lead to discrimination, people.
such as offering fewer interviews to people with black- 1 Decide on one aspect of the topic to focus on.
sounding names. 2 Think of two or three different messages for the
campaign.
7 MY PERSPECTIVE 3 Brainstorm some ideas to illustrate these messages.
How do you feel about your own accent in English? 4 Choose the best idea and develop it further.
Would you like to change it at all? What would be a 5 Share your idea with the rest of the class.
“normal” accent for you? Answers will vary.

8E Teenage Kicks
SPEAKING
Useful language 1 Work in pairs. Look at the photo and discuss the questions. Answers will vary.
Identify yourself 1 Where was the photo taken?
As a… / someone who… 2 What are the people doing? What else might they do?
Speaking as… 3 How do you think others might react to these people? Why?
If you look at it from… point 2 Listen to five people giving opinions about a policy. What do you think the
of view… policy is about? 41 banning teenagers from the mall unless accompanied
Agree or disagree by an adult
3 Listen to the five people again. 413.1: 1 a shopkeeper 4 a teacher
I totally support it.
2 a teenager 5 a teenager
I’m in favor. 1 Who is speaking in each case? 3 an older person /
I’m (totally) for / against the idea. 2 Are they for or against the policy? Why? parent
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It’s crazy. 4 Complete the sentences by adding two words in each blank—contractions
I don’t get it.
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count as one word. Then listen again and check your answers. 41
Challenge ideas and their fault
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1 We’ve lost some stock recently, which I think might be .
assumptions supposed to
2 I mean, where else are we go? Or are we just
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Just because…, (it) doesn’t mean… not supposed to hang out at all?
…are we supposed to… ? 3 As someone who goes there pretty often, I totally support the idea.
Give examples 4 Just because one or two misbehave doesn’t mean they all do.
I mean
c , adults shoplift and cause problems, too.
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I mean, …
5 If I look at it from my grandpa’s point of view,
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I can kind of understand it.

5 Work in pairs. Look at the statements. Which ones are normal in your country?
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Which ones do you agree or disagree with? Why? Use some of the expressions
in the Useful language box to discuss them. Answers will vary.
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1 Teenagers shouldn’t hang out without a responsible adult around.

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2 Everyone should wear a school uniform.

3 Boys and girls should be educated separately.
4 Men are better at certain subjects or in certain jobs than women.
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5 You can only get a good job if you go to college.

6 Students need to do lots of homework to succeed.
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6 Work in groups. Choose a role. Discuss the statements in Activity 5 in your role.
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Then think about the statements from a different perspective. Answers will vary.
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Just hanging out? businessperson parent politician teacher

8E Teenage Kicks
SPEAKING 4 Read the Activity 4 directions aloud. Have students look at
the items and make sure they understand what they have to
• Warm up Explain that in this lesson students will learn how do. Say See how many blanks you can fill in from memory.
to write complaints. Begin by asking partners to brainstorm • 41 When most students have finished, play the audio
situations in which you might make a verbal complaint and again and tell students to check their answers and complete
ones in which you would make the complaint more formal what they didn’t finish. Call on different students to read the
by putting it in writing. Tell them to think about who the completed sentences aloud.
complaint would be directed to, and what the problem • Write the numbers and missing words on the board. If you
would be. Then ask students if they or anyone they know can, model how the words sounded on the audio track—
has ever complained about a similar situation. Ask them indicating where letters or sounds disappeared, words
when, why, and what happened. linked together, and so on.
• Finally, challenge students to say the sentences as quickly as
1 Point to the photos at the bottom of pp. 102−103. Then either they’re said on the audio.
give students several minutes to discuss the activity questions
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with a partner or simply ask the whole class for their responses. 5 Read the directions aloud. Then have students read the
• If you put students in pairs, go around and check that phrases in the Useful language box. Answer any questions
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they’re doing the task correctly. Notice mistakes, difficulties, they may have about them. Make sure they understand
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or where they use L1. Help them by correcting their errors or what in favor and get it mean. Say You’re going to use this
giving them the English they need. language as you discuss. Suggest that they check off a few of
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• At the end of the task, give feedback about new language that the phrases they’d like to try out in their discussion.
came up and errors to correct (which you may have written on • Put students in pairs to discuss the six topics. Say There’s
the board). You can also share some ideas you heard. quite a variety of subjects here. You should have some
c interesting conversations! Don’t be afraid to express your true
hi
2 Read the directions. You may want to clarify what a policy feelings.
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is (a set of plans or actions agreed on by a government, • Give your own ideas about the first topic as an example. If
political party, business, school, etc.). you do, use some phrases from the Useful language box.
• 41 Play the audio track once straight through. Then
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You might say something slightly controversial to give

have students briefly discuss their ideas with a partner. students the confidence to express unpopular ideas.
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• Ask the whole class What do you think the policy is about? Call • Have students change partners and share ideas from their
on students to give their answers. Ask students how they previous discussion.
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arrived at their answer. Encourage them to use vocabulary

from the recording where relevant (policy, stock, hanging 6 Put students in groups of four and assign a different role to
out, respect, negative stereotypes). each person in the group. Give students time to think about
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how their “character” would respond to the sentences in

3 41 Tell students you’re going to play the audio again. Activity 5. Encourage students to use a dictionary as they
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Tell them to read the two questions and then listen to the plan and to feel free to ask for your assistance. They may also
track to find out the information. Suggest that they take want to take notes.
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notes as they listen. Play the audio. • Tell students to discuss each topic in their new roles and see
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• When the track is done, tell students to compare their ideas if they can find common ground within their groups.
in pairs. Then review by having individual students call out
the answers to the first question. (So, who’s talking in number
1? Is the person male, female, young, old? Is the person’s job
given?) Then ask students to explain why the person agrees
or disagrees with the policy.
Activity 3, question 2
1 for − thinks it will reduce theft; 2 against − believes
the mall is safe and a place for teens to hang out;
3 for − thinks teens are disrespectful, threatening;
4 against − believes not all teens misbehave, kids need
to become independent; 5 against − believes the
media negatively stereotype teens

Unit 8 Common Ground 102a
WRITING 10 Draw students’ attention to the Writing strategy box and
either read it aloud or give students a couple of minutes to
7 The writing lesson links the audio the students listened read through it. Answer any questions they may have.
to in Activity 2 to the broader themes of stereotyping • Put students in pairs and tell them to evaluate the email on
and discrimination. Begin by asking the class for ideas p. 152 based on the guidelines in the Writing strategy box.
about ways in which young people are stereotyped. Write • Ask pairs for examples of things the email did well and things it
students’ responses on the board. Insert sentence starters, could have done better. Explain that there are no right or wrong
such as People often say we’re… , According to the stereotype, answers, but they should be able to explain their opinions.
we… , Supposedly, all young people… . • Finally, ask students to tell whether they think a written
• Then put students in pairs to discuss what stereotypes they complaint can be effective, why or why not, and if they have
think they personally fit and how that makes them feel. any experience with writing a complaint.
Monitor discussions and provide assistance as necessary.
• Ask for volunteers to share their thoughts and feelings at the 11 Read the directions. Give students a few minutes to think of
end of the discussions. instances of something that seemed unfair, untrue, or that
included negative stereotyping.
8 This task could be done quickly with the whole class or you • Get ideas from the whole class and write some on the board.
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could give students more time to share ideas by putting Then put students into groups to discuss the four activity
them in groups to discuss stereotypes that exist for each questions.
group of people—positive, negative, or neutral.
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• Go around the room observing, listening, and taking notes for
• Share your own thoughts about one or two of the groups, feedback. When a couple of groups have finished, stop the activity.
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then have students discuss. Go around the room observing, • You could ask different groups to report their examples
listening, and taking notes for feedback. When a couple of and then ask the rest of the class if anyone wants to add
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groups have finished, stop the activity. anything. Encourage them to comment using some of the
• You could ask different groups to report their ideas and then Useful language from the box on p. 102. You might want to
ask the rest of the class if anyone wants to add anything.
Alternatively, you could just give your feedback. c write some phrases on the board, for example, As someone
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who … ; I don’t get it; Just because … , it doesn’t mean … .
Ask Have any of these conversations gotten you upset, mad, or
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12 Say Now’s your chance to vent about (forcefully express) your
motivated to complain in some way? Tell students they’re going
to learn to write a complaint. Say, First, you’ll look at a model of an concerns involving unfair treatment or stereotyping that you’ve
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email complaining about the stereotyping of immigrants. witnessed or become aware of during your conversations.
• Have students turn to the complaint on p. 152 and read it to • Read the directions. Put students in pairs and tell them to
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themselves. Give a time limit or read the text aloud yourself talk for a few minutes about what they want to say in their
as students follow along. complaints. Tell them to review the Writing strategy guidelines
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• Then tell students to answer the questions in Activity 9. and the model on p. 152. Then have them begin to write.
Review the answers with the class. • Assign the writing for homework or set a time limit for doing
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it in class. As students are writing, circulate and provide

Activity 9 assistance as needed. You might note some common
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1 the editor of a newspaper; to complain about how mistakes for feedback when the time is up.
the newspaper reports the issue of immigration • Have students read their complaints to the class. Point
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2 upset; She is the granddaughter of an immigrant. out where students’ writing showed good organization,
included clear explanations and reasonable suggestions,
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3 She wants the newspaper to stop using stereotypes

and generalizations about immigrants. and appropriate language in a formal tone.
Writing Strategy Who’s your audience?

Tell students that when they do any kind of writing,
they need to consider their audience—who the writing
is directed to or who is going to read it. Writing such
as research reports, letters to a newspaper editor, a
business, a school principal, or a government official, for
example, requires a more formal tone than what you’d
use in a story, an email to a friend, or a personal journal.
While perfectly acceptable, even desirable, in other
writing genres, some things to avoid in formal writing are
a casual or chatty tone, dialogue, and contractions.

WRITING A complaint
7 One of the speakers in Activity 2 mentioned negative stereotypes about Writing strategy
teenagers in the media. What stereotypes do you think you fit? How does
that make you feel? Why? Answers will vary. When we write to complain about
something, we:
8 Do you think there are any stereotypes in the media about these groups of • say what the general problem is
people? Are they positive, negative, or neither? Answers will vary. in the first sentence.
• give details of the problem
boys businesspeople girls (including times and examples).
old people people from your country students • explain more about how the
problem has affected us.
9 Read the complaint on page 152 and answer the questions. • ask for some kind of action.
• sometimes say what we will do
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1 Who is the person writing to and why? next if we are unsatisfied with the
2 How does she feel? Why? response.
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3 What does she want to happen? Why?
The writing is more effective if it:
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10 WRITING SKILL Using appropriate tone Answers will vary. • is polite.
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• is fairly formal.
Work in pairs. Read the complaint on page 152 again. Discuss the questions.
• uses linking words such as
1 Does the writer follow the advice in the Writing strategy box? however and while.
2 What other details could the writer give, if any?
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3 Do you think complaints are worth writing? Why?
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11 Work in groups. Think of reports, policies, rules, TV programs, or movies

you know about. Discuss the questions. Answers will vary.
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1 Have you read or seen anything that you thought was untrue, unfair, or
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stereotyped people?
2 What was the problem?
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3 Who was responsible?

4 How could it have been changed?
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12 Write a complaint about one of the ideas you discussed in Activity 11. Follow
the structure of the writing model on page 152. Try to use some of the
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language from this unit. Answers will vary.

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9 Lend a Helping
Hand
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• talk about natural disasters and
technology that helps to deal with them.
• read about how the United Nations gives
a voice to young people.
• learn about local community action and
dealing with crime.
• watch a TED Talk about helping people
recover after a disaster.
• write a letter of application for a
volunteer position.

9 Lend a Helping
Hand
Unit Overview
About the Photo
In this unit, students will talk about the devastation caused by
natural disasters and how governments and communities respond The photo is from China, where floods are common during the
in times of crisis. They’ll learn about new technology that anyone wet season, from May to November. The country has suffered
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can access and use to help out in times of dire need. some of the worst natural disasters in recorded history, including
several of the deadliest floods and landslides of all time.
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Students will read about the founding of UNICEF after World Typhoons are often the cause of flooding, especially in southern
War II to help the millions of children ravaged by the effects of and eastern coastal regions, where large-scale evacuations
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that war, and how the United Nations has become a leading are not uncommon. China is in an active seismic zone and has
advocate for young people and a conduit for the development
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experienced major earthquakes, including one of the deadliest,
of the future leaders of the world. They’ll discuss how young the 7.9-magnitude earthquake in Sichuan province in 2008, in
people can make a difference in their communities and how which more than 69,000 people lost their lives.
some have done so—even at great personal risk.
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They’ll think about the psychological and emotional damage Language note The word disaster has its origins in the Latin word
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caused by natural disasters and learn how a photographer and astro, for star. Later on, the Italian word disastro combined the Latin
a group of her colleagues found a unique and deeply personal word with the negative prefix dis- to mean “an unfavorable position
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way to help alleviate some of that pain. Finally, students will of a star.” This meaning evolved to refer to the kind of misfortune
consider their specific qualifications to help out after a disaster which such an astral position was thought to cause.
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and learn how to write a letter of application.

Warm Up
Unit Objectives
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• With their books closed, introduce the unit by telling

Vocabulary students they’ll be talking about natural disasters and their
• Dealing with disaster
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devastating effects on human populations. Ask students if

• Vocabulary Building the + adjective they or anyone they’re close to has ever been affected by a
natural disaster—an earthquake, a flood, typhoon, hurricane
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Grammar or tsunami, severe drought, a volcano, an avalanche, etc. Ask

• Grammar 1 Relative clauses
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if anyone wants to share any details they know about it.

• Grammar 2 Participle clauses • Read the Language note to students and tell them that in
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Reading centuries past people blamed natural disasters on the positions

• Shouting Out for the Young of the stars and planets, and in ancient times, some even thought
disasters were the gods’ response to bad human behavior.
TED Talk • Ask Does anyone know what some climate scientists are
• Becci Manson: (Re)touching Lives, through Photos predicting about future natural disasters? Students may know
that some scientists say global warming is causing increased
Pronunciation levels of water vapor in the atmosphere, which will lead to
• -ing forms more frequent and intense storms and droughts.
Speaking
• Countering possible opposition
• Listing Resources
• A letter of application
Unit 9 Lend a Helping Hand 104a
9A In Times of Crisis
VOCABULARY Teaching Tip
One way to preteach vocabulary efficiently is to give
1 Have students open their books to pp. 104−105. Read the
students a list of the lesson words or collocations and tell
activity directions and questions aloud. Ask the class to look them to give each one a number from 1−3: 1 means “I know
at the photo and put them in pairs to discuss the questions. this word and use it”; 2, “I know the meaning of this word,
• Listen to students as they talk and help them with language but don’t really use it”; and 3, “I don’t know this word.” Go
if they need it. Some of these questions may generate around the class and notice which words are generally being
ideas that will give you the opportunity to preteach the given a 3. Explain these words before beginning the lesson.
vocabulary in Activity 2. Write some of the relevant words
and phrases you hear on the board.
3 Tell students to read the questions and check that they
• As feedback, discuss any words you wrote on the board or
understand them. Re-teach anything they ask about.
other issues you noted as pairs talked. Share the information
• Have a student read the first question aloud. Give one
in About the photo with the class.
possible answer yourself, then ask students for other ideas.
• Finally, call on pairs to tell what they think the three main
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Then put students in pairs to discuss the rest of the question.
challenges facing the people in the photo are.
• Circulate and provide assistance as needed. When the first
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Expansion pairs finish, have students change partners and start from
the last question this time.
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• Divide the class into two groups. One group should
• Check students’ ideas by asking the individuals the questions
imagine that they were the people in the photo
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again. Use this as an opportunity to teach some unfamiliar
and write some notes for a first-hand account about
words that came up in the discussions, such as the names
what happened. The other group should write down
of other natural disasters and words related to disaster relief,
questions to ask about the incident. Put together pairs of
students (one from each group) to conduct an interview. c and rescue and recovery efforts. Ask the class for a translation
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or an explanation of the word or phrase and then give, or ask
• Have students identify English words for disasters that students for, other examples to show how it’s used.
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have been borrowed from other languages.

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2 Tell students they’re going to learn some (more) words 1 any other natural disaster 2 transportation,
roads, telecommunications, etc. 3 food, water, medical
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and phrases to talk about what happens in the immediate

aftermath of a natural disaster. supplies, shelter, etc. 4 the number of injuries and
• Have students read the directions and look at the word disease, amount of money from charities, number of
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pairs. Have them check the meanings of unfamiliar words. foreign aid workers, etc. 5 food, water, tents, medical
Notice words they look up and focus on these in feedback. supplies, helicopters, etc. 6 by bulldozers or by hand --
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• As an alternative, you can preteach the vocabulary, using by large teams of people 7 by helicopters or planes, by
the Teaching Tip that follows. boats, by trucks, etc. 8 trees or buildings fall, flooding,
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• You may want to fill in the first blank together. Say, for other dangerous conditions
example, Number one: The… what… struck coastal areas just
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after midnight. What kind of word is needed here? (a noun) 4 Think of your own example of a natural disaster before class.
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There are several nouns given first in the list of word pairs. Try Ideally it should be one most students will not know about.
them all. If one seems to fit, see if the second word in the pair Explain what happened. As you do so, highlight the new
works. Pause. Then ask OK, which word makes the most sense vocabulary you use and point out when you provide the
here? (earthquake) information asked for in Activity 4. When you finish, have
• Have students complete the activity individually. When most students ask you two or three further questions.
students have finished, tell them to compare answers with a • Tell students to read the directions and look at the bulleted
partner and to help each with anything they haven’t finished. items. Give them two or three minutes to choose a natural
• Review the answers by asking students to read the disaster.
completed sentences aloud. Write the item numbers and
5 Put students into small groups to give their talks. Encourage
word pairs on the board.
• Ask questions about related collocations. For example, ask them to avoid reading their notes. Tell the other group
Can you think of collocations to describe what might have members to ask questions and make comments using the
happened right as the earthquake struck? (the ground shook lesson vocabulary. As you circulate, provide your own feedback.
or trembled, trees swayed or bent, houses collapsed) • At the end of the activity, retell some interesting things you
heard. You can also give some whole-class feedback on how
well students used the new language.
105a Unit 9 Lend a Helping Hand
9A In Times of Crisis
VOCABULARY Dealing with disaster
1 Work in pairs. Look at the photo and discuss the questions. Answers will vary.
1 What do you think has happened?
2 What do you think the three main challenges in this area would be at this time?
3 What would be needed to help people overcome these challenges?
2 Check that you understand these pairs of words. Use a dictionary, if necessary.
Then complete the series of events following an earthquake.
appealed + aid blocked + supplies

debris + task earthquake + devastation
infrastructure + flee launched + evacuate
rise + crisis shortages + limited
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1 The earthquake struck coastal areas just after midnight and caused
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widespread devastation .
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2 Much of the infrastructure was damaged or destroyed, and thousands of
people started to flee the worst-affected areas.
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3 As the number of injuries continued to rise , it became clear that a
humanitarian crisis was starting to unfold.
4 There were food shortages and a limited amount of clean
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drinking water.
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5 The government appealed to the international community for
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aid .
6 The roads were blocked , so they had to use helicopters to drop
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supplies to people.
7 They launched a relief effort and started to evacuate people
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from the disaster zones.

8 They finally managed to clear the debris and started the huge
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task of rebuilding.
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1 In addition to earthquakes, what else can cause widespread devastation?

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2 What kind of systems form the infrastructure of a town or city?

3 What else might there be shortages of after a disaster?
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4 What else might rise after a natural disaster?

5 What kind of aid can the international community provide in crises?
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Rescuers evacuate local 6 How is debris usually cleared?

people from their homes 7 How are people usually evacuated from disaster zones?
in China. 8 What other reasons are there that roads may be blocked?
4 Think about a natural disaster you know about and prepare to discuss it. Write
notes on: Answers will vary.
• what happened, where, and when.
• the immediate impact of the disaster.
• the relief effort involved—and how effective it was.
• the biggest challenges.
5 Work in groups. Discuss your notes from Activity 4. Try to use some of the
language from Activity 2. Answers will vary.

Unit 9 Lend a Helping Hand 105
When a powerful earthquake
struck Nepal in 2015, Patrick
Maier's team used drones to take
photos of the affected areas.
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LISTENING
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10 Patrick Maier calls the work he does crisis mapping. In
recent years, crisis mappers have started using more
6
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Listen to the first part of a radio program. Find out:
technological tools in their work. How might these tools
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an earthquake in Haiti in 2010 be useful to them? Can you think of anything else that
1 what the disaster was, where it happened, and when. might help? Answers will vary.
2 what the impact of the disaster was. c
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widespread devastation 3D modeling technology artificial intelligence
drones GPS
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hashtags satellites
• Had you heard about the disaster described in Exercise 6
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before? Do you know anything more about it and how Hashtags might be useful for crisis mappers because
the country is now? they can use social media to see where the most
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• How do you think social media, maps, and photographs, requests for aid are coming from.
such as the one above, could help in this situation?
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8 Listen to the second part of the radio program about how GRAMMAR Relative clauses
Patrick Maier first used an online mapping technology
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called Ushahidi in Haiti. Answer the questions. 43 11 Look at the Grammar box. Answer the questions.
1 How did he get information to update the online maps
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1 What are the relative pronouns in each sentence?

on Ushahidi? 2 When do you think each one is used?
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2 How did this information help the people affected by 3 Defining relative clauses qualify nouns and tell us exactly
the disaster? which thing, person, or place is being referred to. Which
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3 How else has Ushahidi helped people elsewhere in sentences include them?
the world? 4 What is the difference between the defining relative
9 Work in pairs. Try to remember what was said about clauses in the sentences you just identified and
the following. Then listen again and check your ideas. the others?
43
5 In which sentence can the relative pronoun be left
out? Why?
1 Christine Martin 5 helicopters 6 Look at sentence d. Where does the preposition go in
2 Kenya 6 world attention relation to the verb? How else could you write
3 Haitian roots 7 Russia this clause?
4 one million 8 a smartphone

Unit 9 Lend a Helping Hand
LISTENING Activity 9
• Warm up You might want to start by getting students 1 Christine Martin: She was doing research in Haiti at the
to do a word shower—simply writing down all the words time of the earthquake. 2 Kenya: Ushahidi, based here,
and phrases they can remember from the previous lesson. was the free-mapping technology Maier used to develop
Get students to do this individually, then share in pairs or the first crisis maps. 3 Haitian roots: Many volunteers
groups. had Haitian roots. 4 one million: Volunteers made
• Alternatively, you could have students do the Activity 1 over one million edits to the map. 5 helicopters: They
Expansion activity if you didn’t do it previously. dropped supplies more accurately. 6 world attention:
It focused attention on humanitarian crises. 7 Russia:
6 42 Tell the class they’re going to hear a radio report Ushahidi helped tackle forest fires in Russia. 8 a
about a natural disaster and its immediate aftermath. Have smartphone: Anyone with a smartphone can contribute.
students read the activity questions, then play the audio track.
• Give students a minute or two to write the answers and
10 Read the directions and the names of the tools aloud. Briefly
compare them with a partner’s.
define each one. Say We already know about drones, and I’m
• When the class is ready, call on individuals to give their
guessing you’ve heard of satellites and GPS (global positioning
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answers. Question 2 is pretty general, so make sure you
system). Draw a hashtag on the board and say You probably
get as many details from different students as possible.
know what this is, too.
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7 Read the questions after the first bullet in Activity 7 aloud.
• Say I’m not sure about AI (artificial intelligence) and 3D modeling,
though. Who can help me out here? Call on students to explain
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Take a few students’ responses, then discuss the earthquake
in Haiti for a few minutes as a class. these tools to the class. Help them out as necessary.
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• Have students look at the photo across the top of pp. • Repeat the activity directions and have students discuss in
106−107. Read the caption aloud and ask if anyone can pairs. Point out the sample text explaining the usefulness of
explain what drone means in this context. Ask Are drones hashtags for crisis mapping.
manned or unmanned? (unmanned) c • When pairs have come up with some ideas, call on them to
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• Read the question after the second bullet aloud. Have explain their ideas to the class.
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students look at the photo again and share their ideas. Say
Now we’re going to find out what actually happened. Let’s see
GRAMMAR Relative clauses
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how many of you were on the right track! 11 Explain that relative clauses are introduced by relative
pronouns, the most common of which are who, which, that,
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8 43 Read the directions aloud, then have students read

whom, and whose.
the questions to themselves. Say You know what to listen for.
• Tell students to look at Activity 10 on p. 106. Say All the questions
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Take notes. Then play the audio straight through.

are about the relative clauses and pronouns in the Grammar box.
• Have students write their answers and compare in pairs.
Have them read and answer the questions in pairs, or ask the
• If there are any disagreements, play the audio again for
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whole class the questions yourself. That qualifies nouns that

clarification. Draw attention to any problem sounds or
describe things and people; which qualifies nouns that describe
words and explain them when you confirm the answers.
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things; who / whom qualify nouns that describe people; whose

Activity 8 qualifies nouns that describe possession / connections.
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1 from social media

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2 Aid was more effectively provided to those in need. Activity 11

3 It’s used globally to tackle humanitarian crises, forest 1 a that b which c which d which e who f whose g whom
fires, and floods. h whose; who
2 that qualifies nouns that describe things and people
9 Put students in pairs. Ask them to read the directions which qualifies nouns that describe things
and the activity items. To get students started, ask who who / whom qualify nouns that describe people
whose qualifies nouns that describe possession /
Christine Martin is. If no one remembers, give them a hint.
connections
Say She was Patrick Maier’s girlfriend… and? (She was doing 3 a, b, h
research in Haiti at the time of the earthquake.) 4 Nondefining relative clauses contain extra information
• 43 Have pairs get to work. Suggest that they write down about the nouns they qualify.
key words or phrases for each item. When they’re done, 5 b, because it is defining and because the relative
go through the items by calling on pairs to tell what they pronoun is the object of the clause
remember. Then play the audio track so students can check. 6 at the end of the relative clause. In formal English, the
• You may want to replay certain sentences from the recording preposition can come before the relative pronoun.
and have students repeat them.
At this point, have students complete Activities 1–2 on • You may need to work through another example before
p. 145 in the Grammar Reference section. You may also putting students in pairs to do the rest. Then go around and
assign these activities as homework. check that they’re on task and provide assistance as needed.
• Call on students to read their sentences aloud. You
12 Tell students they’re going to read about the year the might correct pronunciation as they do so. Point out that
Second World War ended in Europe. But first, ask the class nondefining clauses are said with a falling intonation (but
what they know about the end of the war and its aftermath don’t spend too much time on this, as it’s an unusual feature
from their history classes. Take students’ responses. Have a of spoken English). Write some of the best sentences on the
brief class discussion, time permitting. board and point out each relative clause for the class.
• Ask students to read the whole text to find out if any of the
things they talked about were mentioned. As brief feedback, Expansion
comment on how accurate the students’ ideas were. Have students rewrite the sentences in the Grammar box
• Then read the activity directions. You may want to give to practice different ways of writing clauses; for example,
students time to review the Grammar Reference about they could substitute a different relative pronoun or
relative clauses again. Then do one or two items together change a defining clause to a nondefining clause. They
with the class. Explain the answers and whether there’s more could also add a new clause to another part of the
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than one possibility. Have students do the rest individually. sentence. (For example, in a, students could add a clause
• When most have finished, tell students to compare answers to explain Richter scale.)
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with a partner.
• Review the answers as a class. Make sure students
14 Read the directions and questions. Put students into groups
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understand that who always refers to people, which refers to
to share what they know about natural disasters in the
places or things, and that refers to places and things and can
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country. Ideally, each student will have some information or
sometimes refer to people, as well.
an experience to share. Point out that there are two separate
issues to cover in the discussions.
Teaching Tip
c • Remind them to be sensitive to classmates who may find it
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One way to involve the whole class in feedback is to write
difficult to talk about hardship or loss from a natural disaster.
sentences on the board that you heard, or that students
• When groups have finished, call on students to share some
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tried to say, but couldn’t. Leave a blank in each sentence.

information they learned. Have them also tell how what they’ve
This could focus on an aspect of grammar or a word you
learned from their classmates, and from the lesson so far, has
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think students should know. Explain the context of the

given them a new perspective on the reality of natural disasters.
sentence and then ask if students know the missing word.
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• Optional Assign the activity as homework to give students

You may need to guide them. You can also do this to
time to do research and to interview family members
practice the lesson vocabulary.
and local people about a disaster they vividly remember.
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Students should explain how the task has given them a

13 Write on the board Crisis mapping has been used in many new perspective on natural disasters or on the history of
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countries. Ask students to suggest ideas for a relative clause the region. Students could present a report to the class
telling more about crisis mapping. and even film the interviews (with the permission of the
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• If necessary, ask What is crisis mapping? Ask students how interviewees) and present them, as well.
they could add that information to the sentence—in the
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form of a relative clause. Ask Would the clause begin with

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that, which, who? (which) If necessary, begin a sentence for

them: Crisis mapping, which is… . Have students complete it.
• You could then ask Which countries? Elicit ideas about
how to add this information as a clause. (… many countries
that have had natural disasters recently, such as Russia
and Colombia.)

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that / where /
Relative clauses to move from the places (3) blank they had
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previously lived—and life was unbelievably hard for those
a The earthquake that struck Haiti measured seven on
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(4) who / that had survived. The majority of the survivors
the Richter scale.* were women and children (5) whose husbands and
b The devastation which it caused was simply fathers had been killed or imprisoned. Nobody had anything
staggering!
c (6) that / which /
they could sell, and men with weapons
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c The country, which has long been one of the poorest in blank
wandered the land, taking whatever they wanted. How was
the world, struggled to cope. the task of rebuilding achieved?
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d The seaport, which supplies would normally have

been delivered to, was also unusable. Well, most importantly, Harry Truman, (7) who
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e Watching all of this in his Boston home was Patrick was then President of the United States, put into place
Maier, who decided that he had to do something to systems (8) that / which were intended to help all states
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help. regarded as allies. In 1947, the US Secretary of State, General

f Maier, whose girlfriend was doing research in Haiti at George Marshall, (9) whose name was given to
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the time, came up with the idea of using technology to the plan, announced massive amounts of aid for war-torn
create an interactive online map. countries, much of which was to be used for reconstruction.
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g He had to reach out for volunteers, many of whom The Marshall Plan ran for over ten years and paid for the
had Haitian roots and were very happy to help. rebuilding of infrastructure, (10) that / which provided
h Helicopters were able to drop tents and food to
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employment and sped up the return of normal life.

desperate people whose homes had been destroyed
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and evacuate people who were trapped or injured. 13 Work in pairs. Add relative clauses to the sentences.
Answers will vary.
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1 Crisis mapping has been used in many countries.

Richter scale a scale for measuring the size of an earthquake
2 At 4:35 AM local time, the hurricane hit the coastal town.
Check the Grammar Reference for more information 3 The International Red Cross and Red Crescent have over
and practice. 50 million volunteers.
4 Donations have now topped ten million dollars.
12 Complete the summary with a relative pronoun in each 5 People are taking shelter in the local school.
blank. Can any of the blanks contain a different word or be
left blank? If so, which ones? Explain your choices. 14 MY PERSPECTIVE Answers will vary.
The year 1945 was an important one for Europe. Some
Work in groups. Discuss the questions.
people see it as the year (1) that / when / the modern world
blank
started. Europe was in a mess, the kind of mess 1 Have any disasters affected your country? In what way?
(2) that / which is almost impossible for people today to 2 Did there need to be any rebuilding after the disaster(s)?
imagine. Six years of war had devastated the continent. How was this done?
Tens of millions had died; millions more had been forced

9B Future Leaders At the UN Youth
Assembly, young people
Shouting Out
discuss UN policies from
a youth perspective.
for the Young
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VOCABULARY BUILDING READING

the + adjective 3 Look at the photo and discuss the questions.
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Answers will vary.

We sometimes talk generally about groups of people using 1 Who do you think the people are?
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the + adjective. 2 Would you like to take part in something like this?
These days, the young face many challenges that didn’t exist 3 Do you think young people can change policies in these
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in the past. areas? Why?

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the world your country your school your town

1 Work in pairs. Discuss whether you agree or disagree
with the sentences. Answers will vary. 4 Read the article quickly. Write a one-sentence summary.
Then work in pairs and discuss your summaries.
1 The old need to listen to the young more.
2 There is one set of rules for the rich and another for 5 Read the article again. Find:
the poor.
3 The loud and outgoing get too much attention. 1 someone who started a trend. Dzitka Samkova
4 Only the brave or the stupid would believe they could 2 an organization that provides aid. UNICEF
change the world. 3 someone who created a record. Ahmad Alhendawi
5 Only the best get to the top. 4 someone who showed determination. Nicol Perez
5 someone who founded an organization. Ludwik Rajchman
2 Write your own sentence starting Only the. Then share
6 a country that has changed a law to benefit children.
your idea with the class and discuss what it means. Argentina
Answers will vary.

9B Future Leaders
VOCABULARY BUILDING the + adjective 4 44 Tell students they’re going to read an article about
the UN and young people. Have them read it quickly. Give
1 You can use the skill box in the book or write on the board a time limit (around three minutes) or play the audio while
These days, the young face many challenges that didn’t exist they read along silently.
in the past. Tell the class to raise their hands if they agree. • When the time is up or the recording has ended, tell students
Choose one or two people to explain why. to work with a partner to write a one-sentence summary
• Then choose someone who didn’t raise their hand and ask of the article. You could give them a sentences starter: The
why she or he doesn’t agree with the statement. article explains… and a word limit of, say, 25 words.
• Point out that we sometimes talk generally about groups • When all pairs have their sentence, have them compare it
of people using the + an adjective like the young instead of with another pair’s and decide which is the better one. Then
saying young people or people who are young. have each group pick someone to read the better summary
• Tell students to read the Activity 1 sentences quickly and to the class.
check that they understand the language. You might want
to explain that outgoing (in item 3) refers to someone who
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Activity 4, Suggested answer:
likes meeting and talking to people. Have students work The article explains how the UN has protected young
with a partner to discuss the sentences.
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people over the years and encouraged them to voice
• Circulate and provide assistance as needed. When a couple their opinions through UNICEF.
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of pairs have finished, ask the class to change partners and
start from the last sentence this time. Continue observing
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and helping. 5 Do the first item with the class as an example. If necessary,
• At the end of the task, give feedback about new language explain that trend here means “something that becomes
that came up or errors to correct. If students are engaged, popular to do.” Give students a minute to scan the text. They
vote on each statement to see whether students mostly c can all call out the answer together. (Dzitka Samkova)
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agree or disagree with it. • Don’t immediately say if the answer is correct, but ask a
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student to explain why he or she chose Dzitka. If some

2 Draw attention to the last two statements in Activity 1 and students disagree, have them explain their answers. Guide
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give them another starter, such as Only the arrogant… or them to see that Dzitka is correct. Ask What was the trend
Only the rich… . Ask students to volunteer endings. she started? (UNICEF greeting cards)
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• Tell students to write their own Only the… sentences. Tell • Have students find the other answers individually. Tell them
them to write as many as they can, but at least one, in five this is a typical type of activity that they’ll encounter on
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minutes. Go around and help students if they need it. exams. In this case, it helps that they’ve already read the
• When the time is up, ask different students to read their article once. (See the Reading Strategy.)
sentences aloud. Correct any errors. Have students explain • When the first few are done, put students in pairs to finish
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what a sentence means if it’s not self-explanatory. and check answers. Review the items as above, making sure
students can justify their answers.
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READING
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Reading Strategy Scanning

3 Have students focus on the photo and read the caption. Tell students that scanning is a useful strategy when
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Ask what students know about the UN. If necessary, tell the they need to locate information in a text they’ve already
class the United Nations is an international organization that read once. From the first reading, they have a general
works to maintain world peace by promoting equal rights, understanding of the main idea and some familiarity with
self-determination, and respect for human rights. the important details. Explain that when you scan, you
• Get students’ ideas on the first two questions. Then put look for key words that will help you find the facts you
students in pairs or small groups to discuss question 3. Say need. Also look for graphic features, such as headings
Make sure to talk about why you think young people can be and words in bold or italic type. Remind students to
effective policy-changers. read a section carefully, though, when they think they’ve
• Call on a few students to share ideas from their discussions. found the information they need to answer a question.
However, this activity is mainly to generate ideas before
students read, rather than have them arrive at certain
conclusions.

Study Tip 8 Read the first part of the directions. Give students a minute
Tell students that to do well on a reading test they’ll to look at the paragraph. Then say Right at the beginning,
need to improve their reading speed. They can do this the author says young people have huge potential to shape.
by learning more vocabulary, especially collocations and That’s a pretty positive opinion! Ask What other language do
word chunks (flashcards can help) and also by timing you see that conveys a positive message about young people?
themselves (and writing down the time) when they Have students respond. (empower youth, young people’s
read a text. Rereading the same text several times over a opinions are not heard, and so on)
term, trying to read it quicker each time, will help, as will • Then ask the second question. Encourage students to
reading longer texts slightly below their reading level. respond. Guide them to see that the opinions are reinforced,
or in other words, seem authoritative, because they’re
combined with facts, which can be proven. If students are
6 Read the Activity 6 directions aloud. You might want to unclear, point out, for example, that the fact of the number
list the numbers 1−6 vertically on the board, with most of young people in the world is followed by the opinion that
influential next to 1 and least influential next to 6, as a they have huge potential.
reminder to students of the task.
• Have students work individually to decide the order. Say
Activity 8
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Make a list of the people. Think about what each person or
… they have huge potential to shape the countries they live in.
group did, or does, and how influential each accomplishment
… it still seems that in many places young people’s
has been in bringing about positive change. Then rank them.
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opinions are often overlooked or simply not heard.
• When students have finished ranking, put them in small
Opinions are reinforced because they come after factual
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groups to compare their lists, discuss, and justify their
information.
rankings.
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• As a wrap-up, you may want to see if the class can agree on
a definitive ranking. You could either work through this as a class by getting
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Exam Skill Make the most of speaking tasks c students to offer more neutral, that is, less opinionated,
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ways of saying the words and sentences from Activity 8,
The aim of a speaking task in class is not to finish first or or you could ask students to work individually to rewrite
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to use perfect English. The aim is to try and find out what the paragraph. Say What you basically want to do is just
students know and what they don’t know—in a way, the give the facts.
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aim is to make mistakes! When students make a mistake • If students work individually, go around and help them as
or can’t think of a word they need, that is an opportunity needed. When a few students have finished, have them
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to learn something new. The more students speak and the read their rewritten paragraphs aloud.
more ambitious the things they try to say, the more likely • Note that the text can still give a positive impression but
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it is that they will make mistakes—and the more they will much less so than the original.
ultimately learn. For an exam, it’s better to say more, even
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if it includes a few mistakes, than to say one or two perfect Activity 9, Suggested answer:
sentences, when the task is supposed to last five minutes! The UN has a long history of giving young people a
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voice. Almost 50% of the world’s population is under

CRITICAL THINKING Detecting bias 25. There are a few countries, such as Argentina, that
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have made an effort to empower young people in their

countries by allowing them to vote at the age of 16.
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7 Call on a student to read the Critical Thinking skill and the

information in the box aloud. Tell students that the phrase
“has an underlying opinion,” is another way of saying has 10 Read the Activity 10 directions and the UN’s goals for the
a bias. Explain that a bias is a tendency to feel a certain year 2030. You may want to clarify the concepts of inclusivity,
way about something, even if it prevents you from being gender equality, resilience, and sustainability.
objective. • Put students in groups to discuss the goals and how they
• Ask the first Activity 7 question to the class, then might be achieved. Say Do your best. Help each other to
immediately ask Is it positive or negative? Gesture to the class express yourselves. Use your first languages if necessary, then
to call out an answer. (positive) Then call on individuals to perhaps a group member can translate.
give evidence why the answer is positive. • When students have discussed for a sufficient amount of
time, call on individuals to share some of their group’s best
ideas with the class. Applaud all students’ efforts, singling
out individuals who were the most engaged and tried the
hardest to express their ideas.

44 Almost half of the world’s seven billion citizens In recent years, the UN has opened up new ways to
are under the age of 25, and they have huge potential to address Article 12 of the CRC, which states that children
shape the countries they live in. A few countries, such as 30 have the right to give their views, and for adults to listen
Argentina, have tried to empower their youth by giving and take them seriously. UNICEF’s Voices of Youth website
5 them the right to vote at the age of 16, but it still seems brings together young bloggers and activists working on
that in many places young people’s opinions are often development issues to share their ideas and successful
overlooked or simply not heard. However, one organization projects for change in a huge range of countries, from Sierra
that has a long history of giving a voice to young people is 35 Leone to the Philippines. Using online discussion boards
the United Nations (UN). as a “meeting place,” the initiative provides a space for
10 In 1946, the UN created a fund called UNICEF to support the youngsters who care.
millions of children affected by World War II, thanks to the The UN also established the Youth Assembly in 2002 and
leadership of the Polish medical scientist Ludwik Rajchman. a network of Youth Observers. Since starting, the assembly
The fund distributed aid without discrimination because, 40 has brought around 20,000 people between the ages of
as its director Maurice Pate said, “There are no enemy 16 and 28 from over 100 countries to its headquarters in
children.” One of those helped by the fund was seven-year- New York. Through workshops, panel discussions, and
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15
old Dzitka Samkova from Czechoslovakia, as it was known networking events, these young people discuss UN policies
then. She painted a picture of five dancing girls as a thank from a youth perspective. The assembly also helps to build
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you and it was turned into a greeting card, the first of many 45 friendships across different cultures and give political
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such cards sold to raise money for millions more children. experience to those who can bring change for children. One
Having campaigned on behalf of young people, UNICEF also of its graduates, Ahmad Alhendawi of Jordan, became the
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had a key part in the creation of the UN’s Convention on UN Secretary General’s first ever representative for youth
the Rights of the Child (CRC) in 1989, now signed by more and the youngest ever senior official in the UN.
countries than any other convention. The 54 articles of the
c 50 Of course, the Youth Assembly and its delegates are only a
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CRC declare different rights connected to housing, health, tiny number of those three and a half billion young people,
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25 the economy, culture, and politics, including such things but they are important role models. It can be easy to find
as the right to a safe home, the right to play and rest, and a reasons not to act, but as Nicol Perez, a youth observer to the
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child’s right to choose their own friends. UN General Assembly says, “I have a voice, and I’m going to
55 use it. I’m going to shout it out till somebody hears me.”
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7 an online initiative that brings together politically active 7 What do you think the author’s general opinion is about
people. Voices of Youth the UN and young people? Why?
Very positive. The author
8 a place where young people help to decide how things
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depicts young people as caring and capable of taking charge.

are done in the world. UN Youth Assembly 8 Identify the words and phrases in the opening paragraph
9 a document that states the rights of children.
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Convention on the Rights of the Child which reveal the author’s opinion. How does the structure
6 In your opinion, how influential were these people from of the paragraph reinforce these opinions?
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the article? Put them in order from most influential to

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least influential. Then work in small groups. Compare 9 Rewrite the first paragraph so that it is neutral. Change
your answers and discuss your choices. Answers will vary. words and the structure of the paragraph. Remove
words or phrases as necessary.
Ahmad Alhendawi Dzitka Samkova
Ludwik Rajchman Maurice Pate 10 Work in groups. Discuss ideas you have to achieve these
Nicol Perez Voices of Youth bloggers UN 2030 goals. Then share your ideas as a class.
Answers will vary.
• End poverty in all its forms everywhere.
CRITICAL THINKING Detecting bias • Ensure inclusivity and equality for all and promote
lifelong learning.
Even though articles give a lot of factual details, the way • Achieve gender equality.
that the arguments are organized and the vocabulary that • Make cities inclusive, safe, resilient, and sustainable.
is used can show if the writer has an underlying opinion.

Malala Yousafzai is a young activist
for female education. She spoke at the 9C Community Service
United Nations on her 16th birthday.
GRAMMAR Participle clauses
1 Identify all the relative clauses that are correct and could have the same
meaning as the corresponding reduced clause in the Grammar box.
1 The UN created a fund b, c
a who is called UNICEF.
b which was called UNICEF.
c that is called UNICEF.
2 The fund supported millions of children a, c
a who were affected by World War II.
b which affected World War II.
c that had been affected by World War II.
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3 The CRC declares different rights b, c
a where connected to housing, health, the economy and politics.
b which the UN connected to housing, health, the economy and politics.
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c which are connected to housing, health, the economy and politics.
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4 The Voices of Youth website brings together young bloggers and activists a, b, c
a who work on development issues.
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b who have been working on development issues.
c that are working on development issues.
c
Reduced relative clauses
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a In 1946, the UN created a fund (1) called UNICEF to support the millions of
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children (2) affected by World War II.

b The 54 articles of the CRC declare different rights (3) connected to housing,
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health, the economy, culture, and politics, (4) including such things as the right
to a safe home and the right to play.
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c The Voices of Youth website brings together young bloggers and activists (5)
working on development issues to share their ideas.
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2 When do we use an -ing participle and when do we use an -ed participle to

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shorten a relative clause?

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3 Read about some research findings and projects available to young people.
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Fill in the blanks with the correct participle of each verb.

Research has found that the number of young people (1) involved (involve)
in dangerous behavior has fallen greatly over recent years. In fact, youths are
actually far more likely to be victims of crime rather than criminals. Yet most people
think that the amount of youth crime and antisocial behavior is getting worse. The
suggestion is that this may be because media reports still focus on youngsters
(2) misbehaving (misbehave), (3) ignoring (ignore) the many
community projects (4) reducing (reduce) crime. These community projects
involve such things as cafes (5) set up (set up) for teenagers to meet after
school, community gardens (6) teaching (teach) teens about sustainability,
and a “time bank” (7) designed (design) by young people
(8) allowing (allow) them to earn rewards for doing volunteer work.

9C Community Service
GRAMMAR Participle clauses Teaching Tip
When you call on students to give an answer to a
• Warm up Tell students to look at the two photos on pp.
vocabulary or grammar activity, when it’s appropriate,
110−111. See if they know who Malala Yousafzai is, what
get them to read the whole sentence, phrase, or
she does, and what happened to her, good and bad, as a
collocation aloud rather than just the number and
result of her activism. Then talk with the class about one
matching letter or word. You can then use this as an
or more of the following topics:
opportunity, not only to check pronunciation, but also to
Young people (under 25) who have influenced your
help students gain fluency with the language. When you
society or even the world
correct an individual student you might follow this with a
The biggest challenges facing young people in your society
whole class repetition, so everyone benefits.
Things they have done to help people in their community
1 Ask students either in pairs or as a class to briefly recall 3 Tell students they’re going to read about what some
some of the main points of the article “Shouting Out for the research has found out about young people’s behavior. Have
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Young” from the previous lesson. them look at the Activity 3 text and answer any questions
• Then have them look at the sentences from that article in they may have about the language. You might want to ask
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the Grammar box. Point out the phrase called UNICEF in students for examples of antisocial behavior in young people
sentence a. Write it on the board. Say We sometimes use an or how they think a time bank might work.
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-ed or -ing participle, like this one, instead of a relative clause. • Give the students a minute or two to read the text, ignoring
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• Ask What clause could you use to replace called UNICEF the blanks for the moment, to find out what the research
that would say essentially the same thing? Call students’ has found. Ask what the main idea of the text is. (Young
attention to item 1 in Activity 1. Ask Which of the three people’s behavior is improving, although many people
clauses would work?
c think it’s getting worse.)
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• Ask What about a? Students should know that a is not • Then read the activity directions and have students
correct. Ask Why? (because who refers to people, not things) complete the sentences with the correct participle form
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Then call on students to say the first part of sentence a (-ed or -ing) of the verbs in parentheses.
(in the Grammar box), substituting clause b and then • When most have finished, tell students to compare answers
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clause c for called UNICEF. Guide them to see that either in pairs. Check the answers by calling on different students
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would be correct. to read parts of the text aloud. Help them as necessary with
• Have students complete the activity individually. Tell vocabulary and pronunciation. Have students who struggle
them to circle the correct clauses. Then review the answers to read challenging words or phrases say them again. Then
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all together. have the whole class repeat them several times.
• Record the item numbers and participles on the board.
At this point, have students complete Activities 3 and 4
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on p. 145 in the Grammar Reference section. You may also

Expansion
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Have students rewrite the sentences in Activity 3 that

contain participles and replace the participles with
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2 Have students read the first part of the Grammar Reference

on participle clauses on p. 144. Then have them answer the relative clauses. Tell students it’s OK to reword a sentence
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grammar checking question in Activity 2 in pairs or ask the as long as they don’t change its meaning.
whole class the question yourself.
• Discuss the difference between past and present participle
clauses, using the relative clauses and participles in Activity
1 as examples.
Activity 2
Present (-ing) participles replace relative clauses that
use an active verb. Past (-ed) participles replace relative
clauses that use a passive verb.

4 Ask students if they’ve read any research on youth crime in 8 If you didn’t ask these questions as part of your feedback
the country. Ask Are there any community centers or projects for Activity 7, then have students answer them now.
in the area designed to attract young people? Do item 1 together.
• Then put students in pairs to continue the discussion. Tell • Ask Does walking home from school one day tell something
them to focus on the two Activity 4 questions. about the time something was done, the reason why it
• Call on students to share their thoughts about youth crime was done, or explain the way, or the method by which, it was
in the area and what might contribute to the effectiveness done? (time)
of community projects aimed at young people. • Point out to the class that you could begin the sentence
in other ways, too, such as While walking home; As we were
5 PRONUNCIATION -ing forms walking home… , my friend and I; or One day when my friend
• This activity is aimed at helping students practice saying and I were walking home.
the -ing sound, but also introduces a common pattern • Have partners work together to answer the questions.
of using -ing forms to talk about trends. Then tell them to take turns retelling the story, trying out
• 5a 45 Say Now you’re going to listen to sentences other words in the clauses.
containing -ing participles. Pay attention to how the -ing • Circulate, provide assistance, and note any problems.
sound is pronounced. Play the audio track and tell students
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to write down the sentences they hear. Then have students Activity 8
compare with a partner. 1, 4, 5, 7: time
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• 5b 45 Use the audio again or model saying the 2, 3, 6, 8: reason / method
sentences yourself. After each one, pause the audio. Say OK, Yes, for example, Walking home from school could be
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everyone… and gesture to the class to repeat the sentence. written as While walking home from school.
Then call on several students to say it individually.
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At this point, have students read the Grammar Reference
9 Have students read Activity 9. Mention some things you
section on adverbial participle clauses on p. 144.
c know or heard about to get students thinking. Say It might
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be something someone told you about, or something you
6 Read the sentences in the Grammar box on p. 111 aloud.
heard on TV or read in a newspaper. You might want to relate
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Point out that they’re also from the article “Shouting Out for
a whole story yourself. If you do, use some participle clauses
the Young.” Then tell students to look at the directions and
in the retelling.
statements in Activity 6 and make sure they understand the
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• Put student in pairs to share their stories. Go around and

task.
listen. It may be that they can’t come up with anything, or
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• Have them do the activity in pairs or read each statement

they’re all retelling some bogus (fake) story they heard on
aloud yourself, including both answer options, and then
the Internet. If you think the activity is going nowhere for
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ask for a show of hands. For example, say Item 1: Raise your
most students, don’t be afraid to cut it short and move on.
hand if you think the correct answer is the same as, and so
• Alternatively, retell some interesting things you heard from
on, for each item.
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pairs to the rest of the class.

7 Tell students they’re going to read about a crime that
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10 Have students read the options. Answer any questions

happened to a couple of young people. Have students
they have. Say If you choose the first option, you get to make
read the story quickly—in one or two minutes. Then check
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up your own crime story!

briefly that they understood it by asking what they think
• Point out that the next two are for pairs to do together. Say
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of the story and the criminal. Next, have them read the
If you’re interested in being an activist or fighting for a cause,
directions and do the activity individually.
the second option will give you some practice. If you think
• Tell students to compare answers in pairs. Check the
you’re up on the latest trends or are interested in the social
answers by calling on different students to read parts of
sciences, try the third option.
the text aloud. Help them as necessary with the language.
• Remind students who opt for the third option to read the
Note their pronunciation of -ing.
directions regarding clauses and be prepared to discuss
• As you go through the answers, you could ask the questions
the trends with classmates.
in Activity 8 and then go right to Activity 9.

4 Work in pairs. Discuss the questions. Answers will vary. get into a fight, we handed them over and he biked off.
(4) Returned / Having returned home, I told my mom what
1 Do you think the research explained in Activity 3 would had happened and we reported the incident to the police.
produce similar results in your country? Why?
2 How are community projects successful in reducing crime A week or so later, (5) arresting / having arrested someone,
and antisocial behavior? the police asked us to go and see if we could identify him.
Unfortunately, it wasn’t the man who had robbed us. We
5 PRONUNCIATION -ing forms Answers will vary. left kind of frustrated. But then, two days later, my friend’s
a Listen to the statements. Note the pronunciation of mom got a WhatsApp message from my friend’s stolen
the /ŋ/ sound. 45 phone! The robber had actually sent her a message,
b Practice repeating the statements. 45 (6) thinking / thought it was his own mom—and he had his
picture on the account he was using!
Adverbial participle clauses
Even after (7) having seen / seeing the evidence against him,
a Having campaigned on behalf of young people, UNICEF the robber still tried to tell the police he was innocent!
also had a key part in the creation of the UN’s Convention I think he was hoping we wouldn’t go to court, but (8) faced /
on the Rights of the Child (CRC) in 1989. facing with us actually giving evidence, he changed his mind
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b Using online discussion boards as a “meeting place,” the and pleaded guilty.
initiative provides a space for youngsters who care.
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8 Do the participle clauses in Activity 7 add information
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about time, reason, or method? Can you rewrite them
and practice. with words like because, after, while, etc.?
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6 Look at the sentences in the Grammar box. Choose the 9 MY PERSPECTIVE Answers will vary.
correct options.
1 The subject of the participle clause is the same as / c What other stories about failed crimes or foolish
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criminals have you heard?
different from the subject of the verb in the main clause.
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2 The present participle (Using) shows the action happened 10 CHOOSE Answers will vary.
at the same time as / before the action in the main clause.
Choose one of the following activities.
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3 A perfect participle (Having campaigned) shows the

action happened at the same time as / before the action in • On your own, write a story about a failed crime or a
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the main clause. foolish criminal.

• Work in pairs. Think of six different ways you could
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7 Complete this story about a foolish criminal by choosing

promote young people and their issues.
the correct options.
• Work in pairs. Using participle clauses, describe four other
(1) Having walking / Walking home from school one day with
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trends using similar patterns to the examples in Activity 5.

a friend, we came across a man on his bike. He started asking
Then, in groups, discuss why these trends are happening.
us where we were going and what phones we had. We just
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ignored him, but then he blocked us, (2) shouted / shouting The number of young people playing sports has fallen
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at us to give him our phones. (3) Not wanting / Wanting to a lot.

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Young people volunteer to

serve food to less fortunate
people in their community.

9D (Re)touching Lives through Photos
“ We take photos constantly. A photo is

a reminder of someone or something,
a place, a relationship, a loved one.
BECCI MANSON ”
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Read about Becci Manson and get ready to watch her TED Talk. 9.0
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AUTHENTIC LISTENING SKILLS 4 Watch Part 1 of the talk. Find an example of where Becci:
9.1
Intonation and completing a point
c 1 makes a joke about her profession.
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We often use a rising intonation to show we are going to
2 defends her profession.
add an idea and a falling intonation to show that our point is
3
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gives an example of an unpleasant job she did.

complete. This pattern is common in lists and contrasts.
4 had an initial moment of realization.
5 felt a sense of pride.
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1 Look at the Authentic Listening Skills box. Then listen to 6 had a positive reaction from her contacts.
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Becci. Practice saying the extract yourself. 46

5 Work in pairs. Tell each other about: Answers will vary.
A photo is a reminder of someone or something, a place,
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• things you’ve lost or broken and wish you still had.

a relationship, a loved one . They’re our memory-keepers • things you’re good at repairing.
and our histories, the last thing we would grab and the first
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6 Watch Part 2 of the talk. Are these statements true, false,

thing you’d go back to look for. or not stated? 9.2
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2 Decide where you might use a rising intonation and 1 The little girl in the first photo didn’t survive the tsunami. NS
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where you might use a falling intonation in these extracts 2 Before long, Becci and her team were scanning photos
every other day. F
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from the TED Talk. Practice saying them.

3 Some of the people who brought photos were unfamiliar
1 We make skinny models skinnier, perfect skin more with the technology Becci was using. T
perfect, and the impossible possible. 4 The kimono in the photo took months to retouch. NS
2 We pulled debris from canals and ditches. We cleaned 5 Photos would only get retouched once their owners had
schools. We de-mudded and gutted homes. come forward. T
6 The lady who brought the family portraits already had
extra copies. T
WATCH 7 Both of the lady’s children were caught in the waves
3 Work in groups. Tell each other about—and show each when the tsunami reached land. F
other, if you can—photos that remind you of special 8 All of the photos Becci and her team retouched were
people, places, or times in your life. Answers will vary. returned to their owners. F
9 Becci and her team needed new printers. F

9D (Re)touching Lives through Photos
• Warm up Tell students they’re going to watch a TED Talk one classmate at a time. Say Tell each other what’s special about
about Becci Manson’s work restoring photos after the 2011 the photos and why you chose to bring in the ones you did.
earthquake and tsunami in Fukushima, Japan. Briefly discuss
with the class what they know or remember about the disaster. 4 As the video is relatively long, and at times may be above
• Read the quote aloud and ask students to comment on it. your students’ level, you might want to do one of the
• 9.0 Tell students they’re going to watch a short text on following:
the DVD to introduce the topic further. Play the first section 1 Play each section once and either give students the
of the video. Then have students do the exercises. activity answers or explain what has been shown rather
than take up time replaying the video.
AUTHENTIC LISTENING SKILLS 2 Play each section and then let students read the
Intonation and completing a point transcript to check their activity answers.
• 9.1 Then either watch Part 1 straight through and ask
1 Read the information about intonation in the Authentic students to discuss their ideas in pairs afterwards, or have
Listening Skills box aloud as students follow along. Remind students watch and put their hands up when they think
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students that intonation is the rise and fall of your voice as they’ve heard an answer.
you speak. • Stop the video when you see a hand go up and ask the
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• 46 Tell students they’re going to listen to an example student what they think the answer is. Rewind and replay to
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of rising and falling intonation from Becci Manson’s TED see what was said before confirming the answer.
Talk. Play the recording as students follow along. You might • Review the examples of each item with the class.
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encourage them to whisper along with it.
• Have partners take turns reading the extract and give each Activity 4
other a score between 1 and 10 (10 being really good) on
how well they read it. c 1 We’re pale, gray creatures…
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2 We get criticized in the press all the time, but some
of us are actually talented…
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2 Read the directions aloud and have students look at the

3 … cleared tons of rotting fish carcasses.
two extracts. Clarify, if necessary, what Becci most likely
4 … I realized that these photos were such a huge part
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means by de-mudded. Tell students to whisper the extracts

of the personal loss these people had felt.
softly and mark them where they think a rising or a falling
5 … I couldn’t help but think, as a retoucher, that I
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intonation would go. Have students take turns practicing

could fix that tear and mend that scratch.
reading the extracts with a partner.
6 … by morning the response had been so
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• Call on individuals to read the extracts to the class. Have the

overwhelming and so positive.
whole class comment and give your own feedback.
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Activity 2, Suggested answers: 5 Give your own examples as a model before you ask students
to do the activity.
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1 We make skinny models skinnier, perfect skin

• Put student in pairs to discuss. Go around the class and help
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more perfect, and the impossible possible. with any language students need.
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2 We pulled debris from canals and ditches. We 6 Have students read the statements and check that they
understand them. For example, you may need to explain
cleaned schools. We de-mudded and gutted homes.
what photographic scanning is, and the words kimono and
portrait. Make sure students understand the task.
WATCH • 9.2 Play Part 2 and tell students to mark the statements
3 This is intended as a quick warm-up before the video. Bring
T, F, or NS. Circulate and notice how well they’re doing and
some photos in or, if possible, project them from your decide whether you need to replay the video.
phone or computer for the class. • Check the answers as a class by asking for a show of hands
• Read the Activity 3 directions and tell the class about the for each answer option.
photos you chose. Highlight any language you think might • When students agree, write the number and answer on
be useful for the students to use as they discuss their own the board. When they disagree, ask students to justify their
photos. Write it on the board. different answers. Then either give the correct answer or
• Put students into groups to share photos, or have students go replay the relevant section of the video, stopping at the
around the room and take turns discussing their photos with appropriate point to confirm the answer.

7 This is a quick discussion activity to break up the viewing • Tell students one or two examples of your own for each of
and get students to reflect on what they’ve seen so far. the points. Then have pairs discuss.
Read the My Perspective questions aloud. • Circulate and listen as partners talk. Help them by correcting
• Put students in pairs. Say Take a few minutes now to reflect them or giving them the English they need. After a few
on the video. minutes, have students change partners if you wish.
• Tell students to think about why human beings seem to Continue listening and noting.
respond almost instinctively to calls for help in a natural
disaster. CHALLENGE
• Invite pairs to share with the class their thoughts and ideas • Tell students to read the Challenge box quietly and see if
about the two activity questions. Have other students there’s anything they don’t understand. Share the following:
comment and add their own insights. Provide feedback NGOs (Non-Governmental Organizations): These are
on good language use and errors to correct. usually charities. They are funded by private donations or
sometimes the government. They don’t make a profit but
8 9.3 Read the directions aloud. Have students look at use the money to help people in some way.
the choices. Then play Part 3 straight through for the class.
• If you think your students need more support for the task,
Say Now choose the best summary. Tell students to compare
work through the first example together. Using item 1
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their answer with a partner’s.
(flooding on a Pacific island), ask students for ideas about
• Take a vote. Say Raise your hands if you think the best summary
what the local government should do. You could create
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is a. Then Hands up if it’s b, and so on. Call on different
a two-column chart on the board with the headings
students to justify their answers and then, as before, either
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“Short-term” and “Long-term.”
give the answer yourself or play Part 3 again to resolve any
• If students are unsure, prompt them with ideas. Say What
disagreement.
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about seeing if the flood can be stopped or slowed down? What
9 Read the directions aloud. Make sure students know that
about organizing rescue teams? What might that entail? Write
ideas in the chart. Say What about long-term efforts?
lessons here means “lessons, or truths, about life.” Tell them
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• Then put students into groups. Tell them to think about
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several could apply to Becci’s and the other volunteers’
experiences in Japan. things such as a permanent solution to the flooding, and
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• Say Talk to your partner about why you think a particular how and where people could rebuild their homes. Say
statement applies and if you agree with it. Explain that there Think about the best group to help tackle each problem.
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may be other statements listed that they agree with, but • As feedback, ask a group to present their ideas for one
that they should consider how they relate, if at all, to what scenario. Encourage the rest of the class to ask questions
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Becci has to say in the video. to stimulate discussion.

• When pairs have discussed for a while, call on a few to
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share their thoughts about the statements. Try to get some Expansion
comments on each one. Tell students to imagine they’re part of a special task
force that’s been put together to create a plan of action
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10 Vocabulary in context to address the problems resulting from one of the three
• 10a 9.4 Play the Vocabulary in Context clips. Pause scenarios. Have them work in small groups to write up
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at each point where the options come on screen and a formal plan, including how to use some or all of the
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ask everyone to call out their answer together. If a lot of groups named in the activity.
students are giving the wrong answer, provide additional
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explanations or examples before moving on to the next clip. Teaching Tip

• 10b Put students in pairs. Read the discussion points aloud Writing is sometimes seen as a waste of class time
and check that students understand the words and phrases because it can be done at home. However, writing can
in italics. Reteach if necessary. be a productive class activity because it gives students
the opportunity to put newly learned language to work
while it’s still fresh in their minds. Turn groups into mini-
workshops. Put some soothing background music on,
encourage collaboration and teamwork, and above all, be
available for consultation.

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7 MY PERSPECTIVE Answers will vary. 10 VOCABULARY IN CONTExT
Work in pairs. Discuss the questions. a Watch the clips from the TED Talk. Choose the correct
1 Why do you think the response to Becci’s request for helpc meanings of the words and phrases. 9.4
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on social media was so high? b Work in pairs. Tell each other about: Answers will vary.
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2 What other causes do you think might receive a high • a film, book, photo, or piece of art that struck a chord
response on social media? Why? with you.
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• three places around the globe you’d love to visit.

8 Watch Part 3 of the talk. Which sentence is the best • a time you remember watching a major news
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summary of the main point Becci makes? 9.3 c

story unfold.
a Everyone loves taking photos. CHALLENGE
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b Photographs are the most important things most

people own. Work in groups. Look at the situations (1–3). Thinking
about both the immediate and the longer-term future,
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c Both survivors and volunteers involved in the project

benefited in a major way. list what you think are the most important things that
d Without photos, we wouldn’t be able to remember our could be done in each situation by:
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past that well. • the local government.

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• other governments around the world.

9 Work in pairs. Which of these statements do you think are • NGOs (Non-Governmental Organizations).
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lessons from the talk? Do you agree with them? • volunteers on the ground.
Answers will vary.
1 Our differences matter, but our common humanity • individuals in other places around the world.
matters more. • you.
2 In times of crisis, individuals can make a difference in 1 A remote Pacific island has been hit very badly by flooding
ways that governments cannot. caused by global warming. Whole villages have been
3 We don’t think enough about the psychological and washed away and land has been lost to the sea.
emotional side of recovery after disasters. 2 A humanitarian crisis is developing in a country that
4 It’s important to feel that the work you do has a positive has been devastated. There’s a shortage of food and
impact on society. medicine, with children and old people being particularly
5 Some people volunteer because they feel guilty about at risk.
how lucky they’ve been. 3 A big fire has destroyed dozens of homes in a town
6 Countries shouldn’t be expected to deal with large-scale near you, leaving over a hundred people homeless and
disasters on their own. causing serious environmental damage.

9E Give It a Try
SPEAKING
Useful language 1 Work in pairs. Look at these jobs. Discuss how they might be useful in
a crisis or disaster. How might they generally be good for society? Answers will vary.
Countering possible opposition
Now, I know what you might be actor banker chemistry teacher
thinking. computer programmer photo retoucher plastic surgeon
I realize there’s a perception that… politician street cleaner
I’m obviously not denying that…
Listing 2 Work in pairs. Which job in Activity 1 do you think each sentence describes?
To begin with, consider the fact Do you agree?
that… 1 They are often criticized for creating fake images, but they can also help restore
On top of that,… things that are very precious to people. photo retoucher
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Let’s not forget that… 2 Some people say they’re only motivated by greed and self-interest, but they
And finally, it’s important to note generate jobs, and businesses couldn’t work without them. banker
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that… 3 Without them, we’d be surrounded by piles of trash and dirt. street cleaner
4 They can bring a huge amount of joy to millions of people. actor
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5 They can transform the lives of people who have been injured. plastic surgeon
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6 They are fundamental to the technological world. computer programmer
7 Yes, they can be corrupt and lie, but they can also be a huge force for good. politician
8 They don’t just have knowledge, they have the ability to pass it on. chemistry teacher
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3 Listen to a student explain a job she thinks is important for society. Answer the
questions. 47
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1 What job is she talking about? 2 What reasons does she give?
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4 Work in pairs. Answer the questions.

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1 What did the student mention before listing positive aspects of the job? Why?
2 Which aspects of her argument do you agree and disagree with? Explain why.
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Answers will vary.

5 Work in groups. Discuss which person or job in Activity 1 is best suited to help
in a crisis. Follow these steps. Answers will vary.
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1 Give each person in the group a job to defend.

2 Spend some time preparing what you’ll say. Use the Useful language box.
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3 Take turns presenting your arguments.

After an oil spill, people volunteer
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4 Discuss who is the best person to help in the crisis.

to help with the clean-up operation
5 Vote to choose the best person for the job.
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which can involve helping wildlife.

Unit 9 Lend a helping hand
9E Give It a Try
SPEAKING 4 You might want to discuss these (particularly question 1)
as part of the feedback to Activity 3 and skip this activity.
1 Point out the photo at the bottom of the page and read the • Otherwise, read the Activity 4 questions aloud and give
caption aloud. Ask Which of the jobs in the box do you think students a minute or two to think about them. Then put
would be useful in the situation in the photo? Take students’ students in pairs to discuss. You may want to remind
responses. Some may suggest chemistry teachers because students that a good argument will always anticipate
they would know chemicals that might help to remove oil the objections, or counterarguments, the other side will
from animals, or photo retouchers because they know how present and address, or deal with, them.
to handle delicate things. • Call on pairs to share some of their thoughts on the two
• Read the directions aloud. Ask the class How might actors be questions. Invite the rest of the class to comment or offer
useful in a crisis? Take students’ responses. Get some more ideas their own ideas.
before asking how actors might benefit society in general.
• Put students in pairs to discuss the other jobs. Go around Activity 4, Suggested answers:
and listen to their ideas and help with any language they
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Began with negative ways in which athletes are portrayed
need. When a few students have finished, stop the task.
in media. This gets these points out and allows them to be
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countered.
2 Tell the class they’re going to consider the benefits of certain
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jobs and learn a few relevant collocations in the process.
• Have students first decide which jobs the sentences refer to. 5 Tell students they’re going to debate which jobs are best
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Do the first one together. Read item 1 aloud. Ask the class suited to help in a crisis. Say But you don’t get to pick the job.
for the answer. (photo retoucher) You could ask what is I’m going to give you one! Students may object, but tell them
meant by the phrase fake images. they’ll get to exercise their brains. Say If you become a lawyer,
• Put students in pairs to do the rest. When a few have c you won’t always get to choose the people you have to defend.
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finished, review the answers by calling on students to read Put students in groups and assign each group member a
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the sentences and give their answers. different job to defend.

• Record the item numbers and jobs on the board, and as you • Optional Organize the class into groups of five to eight.
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go along ask additional questions about the language, such Have each student choose a number between 1 and 8
as What things can you restore? What might be an example of (each group member must have a different number). Read
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self-interest? What else can people be motivated by? the jobs in Activity 1 aloud, numbering them from 1−8, but
• Then tell partners to discuss whether they agree with each don’t number them in the order they’re listed in the book.
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statement or not. When they’re done, ask which, if any, they Tell students they have to defend the job with their matching
did not fully agree with, and why. Briefly discuss as a class. number.
• Read steps 2−5 aloud. Say To help you plan, read the phrases
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3 47 The audio acts as a model for the debate in the Useful language box. You’ll want to use some of them. Tell
presentations students will do in Activity 5. Read the them they can follow a pattern similar to the model in the audio.
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directions aloud. Play the audio. • Consider asking students who are defending the same job
• When the recording is done, read the two activity questions
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to prepare together. Circulate as students work and provide

aloud. Have students raise their hands to answer. Ideally, assistance as needed. Remind them of the previous Challenge
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call on students who don’t normally volunteer to answer activity. Say Think about the things that need to be done after a
questions aloud. disaster. Could a person with your job help with any of them?
• 47 If there’s any disagreement, don’t confirm the • When the preparation time is up, have each student give
answer yet, but play the audio again. their speech to their group.
• Review the answers again. You could write them on the • When the speeches are done, allow time (five to ten
board or, if you’re short on time, go straight into asking the minutes) for students to argue in their groups which job
questions in Activity 4. would be best in a crisis and explain why it’s better than
the others. Have each group vote.
Activity 3
1 professional athletes
2 Soccer players make a lot of money, are role models,
are strong, and can lift the spirits of people affected
by a disaster.

WRITING • Take the opportunity to draw attention to language patterns
or to ask additional questions such as I’m writing in response
6 Tell students they’re going to learn how to write a letter to your recent… what? Please send me… what else? In
applying for a job abroad as a volunteer. As a change from terms of my… What else might you put here? (for example,
the intense group work on the debates, you may want to do qualifications, abilities, skills) And how would the sentence
this activity together as a class. continue? and so on.
• Ask a student to read the ad aloud or read it yourself to the
class. Then have students look at the questions for a couple 10 Read the ad aloud as students follow along in their books.
of minutes. Call on one or two students to give their ideas Address any questions they have. If necessary, tell them a
about question 1. Have other students offer their thoughts. jaguar is a large catlike mammal from Mexico and Central
As the class warms up to the topic, they should have plenty and South America that’s closely related to the leopard.
of ideas about the rest of the questions. • Read the directions aloud. Say Go through the ad and list
• You could build up a mind map on the board around all the things you might be required to do. Then think about
rebuilding a school, with the surrounding topics of daily whether you have the qualifications to do any of them.
life, skills, problems, and benefits. • You could suggest that students work with a partner to do
the activity. Explain that after students list their relevant skills
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7 Read the directions aloud. Tell students to look at the and abilities, they could share them with a partner and then
features of a letter of application. Ask What order would you tell their partner why they think their partner would be good
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put these in if you were applying for the job in Belize? Give at the job. Alternatively, assign this as part of homework
students a few minutes to do the activity. As they work, along with the writing itself.
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say Think about how you usually begin a letter to someone
you don’t know. Writing Strategy Find out what’s being tested
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• When they’re done, have students compare their ideas with Explain to students that their teacher may give them
a partner. You can review the order as a class or just move the criteria, or requirements, that will be used to grade,
straight on to Activity 8.
c or assess, an exam writing task, or they can find them
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online. Knowing how their writing will be graded will
8 Put students in pairs and tell them to read the model on p. help students make sure to do what the exam requires.
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153. Then read the first activity question aloud. Have partners Explain that they may sometimes lose points on a writing
check the order together. Call on a few pairs to get their task, even though they’ve used good language and
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thoughts. Ask if anyone has other ideas about the order. correct grammar, because they have not fulfilled the
Have them explain their thinking. See if the class can agree. requirements. One example might be failing to include
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• Read the second activity question aloud and give pairs a the important features of a particular genre of writing.
couple of minutes to discuss. Then ask for a show of hands on
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who thinks Melanie should be hired. Call on a few students to

tell why. If anyone didn’t raise a hand, call on the student or
11 Explain the task. Tell students that following the model on
p. 153 will help, as well as using the wording in the Useful
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students to explain their objections to hiring Melanie and say language box on p. 115. If you’re going to assess their work,
what qualifications they think she lacks. Ask Who would like to tell them their score will be higher if they do that. You could
refute (Carlos’s) objections? Allow a brief debate.
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also give them a set of criteria to mimic what they’re likely to

see in an exam situation (see the Writing Strategy).
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9 Have students read the directions and tell them to see if

• Put students in pairs to discuss and plan what they will
they can do the activity without looking at the model. Say
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include in their letter of application. Say Tell your partner

Whisper the sentences. See if any of the missing words come
if her plan sounds good or offer suggestions that might help
naturally. When they’re finished, have students check their
to improve it.
answers against the model.
• Assign the writing for homework or give a time limit of
• You might write the answers on the board while they’re
around twenty minutes to do it in class. As students are
checking or review them by asking different students to
writing, go around and help out. You might note some
read the completed sentences aloud.
common mistakes for feedback when the time is up.

WRITING A letter of application
6 Read the advertisement. Discuss the questions. Answers will vary. Useful language
Spend your winter vacation this year doing something different. We’re looking Introducing subjects that you
for volunteers between the ages of 16 and 21 to rebuild a school in Belize want to discuss
that was destroyed in a hurricane last year. You will learn traditional building In terms of my experience, I have…
methods to provide a great space where learning can take place. For more With regard to my degree, I have…
details, write and tell us who you are and what you would bring to the project. As far as language skills go, I can…
Explaining your suitability
1 What do you think daily life for volunteers on this project would involve?
I feel I would be suitable because…
2 What problems might they face?
3 What kind of skills do you think would be required to do this work? I’m prepared to…
I feel confident that I’d be able to…
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4 How do you think any volunteers who take part might benefit?
5 Would you be interested in doing something like this? Why?
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7 WRITING Structuring an application Answers will vary.
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If you were writing in response to an advertisement, decide how you would
order each of these features. Compare your ideas with a partner.
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a Refer to the ad that you saw d Outline your plans for the future
b List the skills and abilities you have e Explain why you are writing
c Describe who you are and where you are from
c
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8 Work in pairs. Read the letter of application on page 153. Which order did the
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writer choose? Do you think this person would be a suitable volunteer? Why?
1 e 2 a 3 c 4 d 5 b
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9 Complete the sentences by adding the correct prepositions from the letter.
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1 I’m writing in response to your recent letter.

2 Please send me more information about the post.
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3 Please send details of how to apply.

4 I’m currently in my last year of high school.
5 In terms of my experience, I have a part-time job.
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6 In addition, I have experience working with animals.

7 I feel that I would be suitable for the post.
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8 I look forward to hearing from you soon.

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10 Look at the advertisement. List the skills and abilities you have that might
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make you a suitable volunteer. Answers will vary.
Spend your summer in Mexico helping to preserve some of the world’s most
endangered species by participating in wildlife volunteer projects. Depending
on where you’re placed, you may care for animals, conduct research, or help
with community programs. You may also be asked to teach basic English to local
guides. You may find yourself working with dolphins or even jaguars. Contact us
for details and to let us know why you’d be a great fit for our team.
11 Write letter of application in response to the advertisement in Activity 10.

Use the Useful language box to help you. Answers will vary.

Unit 9 Lend a helping hand 115
10 Life-changing
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• talk about recovering from illnesses and
accidents.
• read about the fight against superbugs.
• learn how medical advances have
changed lives.
• watch a TED Talk about redefining
yourself after a life-changing moment.
• write a story about overcoming The da Vinci surgical system allows
something. surgeons to carry out difficult
procedures by looking at a screen.

10 Life-changing
Unit Overview
About the Photo
In this unit, students will talk about illness and accidents, how
they’re treated, and the resiliency and determination of people The da Vinci surgical system shown in the photo is a
suddenly faced with serious life-changing disabilities. robotic system made by an American company and
designed to conduct complex surgery using a minimally
Students will read about the rise of superbugs and how overuse invasive approach. A surgeon controls the system from a
of antibiotics threatens the ability of the medical profession console. There are many advantages to this way of working,
to meet the crisis. They’ll read about advances in medical including reduced pain and discomfort, faster recovery
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technology that have restored sight to the blind. They’ll hear an time, reduced blood loss and risk of infection, and minimal
amazing story of recovery and renewal after a horrific accident. scarring. The system’s name is meant to evoke Leonardo da
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Finally, students will write a success story about overcoming Vinci, whose study of human anatomy contributed to the
one of life’s challenges. design of the first known robot in history.
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Unit Objectives
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Language note The word surgery comes, ultimately, from the
Vocabulary Greek word kheirourgos, meaning “working by hand.” Surgery
• Illness and injury in some ancient civilizations was highly developed, particularly
• Vocabulary Building Dependent prepositions
c in India, China, Egypt, and Greece. Not so in Europe, where
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during the Middle Ages, surgical procedures were most often
Grammar performed by untrained barbers.
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• Grammar 1 Expressing past ability

• Grammar 2 Emphatic structures Warm Up
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• With their books closed, introduce the unit by telling

Reading
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students they’ll be talking about accidents, illness, and the

• Avoiding the Antibiotic Apocalypse recovery process. Note that students will discuss the photo
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in great detail in the following lesson.

TED Talk • Write Life-changing on the board and tell students it’s the
• Janine Shepherd: A Broken Body Isn’t a Broken Person unit title. Ask them why a unit on illness and injury might
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have this title. Take their responses. Make sure to also

Pronunciation discuss positive life-changing events.
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• Stress on auxiliaries • Invite students to share any experiences they’ve had with
• Adding emphasis
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broken bones or other accidents and to tell what their

recovery process was like. Ask them Did the experience
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Speaking change your life? In what ways?

• Developing the conversation
Writing Resources
• A success story • Classroom Presentation Tool
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 10 Life-changing 116a

10A Road to Recovery • As you write, draw attention to other useful phrases and
expressions; for example, She leads a fairly normal life, as
good as new, and to be honest.
VOCABULARY
Activity 2
1 Tell students to keep their books closed. Then hold up a 2 There’s no cure for it, but she takes drugs to control the
book and show the photo on pp. 116−117. Walk around symptoms, and she leads a fairly normal life. 3 It was quite
the room so students get a good look at it. If you have the a serious wrist injury, but thanks to the operation and all
option, project it using the presentation tool. the physical therapy I had, it’s almost as good as new.
• Ask the class what they think is going on in the photo. 4 Luckily, they detected the cancer early before it spread
Take students’ responses. Then draw their attention to the to his lungs, and he made a full recovery. 5 They managed
person on the left. Ask Who do you think that might be and to stop the bleeding, but he was then in intensive care for
what might this person be doing? days. Thankfully, it didn’t leave any permanent brain damage.
• Have them open their books to the photo and call on 6 He couldn’t really speak after the stroke, but he had a lot of
speech therapy, and he’s more or less back to normal now.
someone to read the caption aloud. Share the information in
7 I lost the tip of my finger after I slammed it in a car door. To
the first sentence of About the Photo. Then write minimally be honest, I hardly think about it now. 8 He started playing
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invasive on the board and ask the class what it means. wheelchair basketball after he was left paralyzed from the
(making only the smallest possible cuts in the body) waist down in a car accident. 9 She said I just had a chest
• Put students in pairs and tell them to think about what some infection and nothing life-threatening! She prescribed me
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of the advantages of a minimally invasive robotic procedure, some antibiotics, and it cleared up after a week. 10 I had an
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or operation, might be, and how these procedures were upset stomach, and I could hardly keep down any food. It was
done in the past. Help with any language they need. Put new horrible, but I feel a lot better now.
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words and phrases on the board.
• Finally, read the entire text of About the Photo to the class. 3 Put students into groups. Explain the task and give a time
Teaching Tip
c limit of, for example, four minutes.
• Stop the class and ask which groups think they have all the
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Students need to do a lot of pair and group work so they can answers. Check by asking different groups for their answers
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practice using their English. However, it’s easy to fall into a for one of the four categories. If one group gets an answer
monotonous routine of instruction, pair work, instruction, wrong, have another group take over.
pair work, etc. Change the pace by doing some whole-class
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• Write the answers on the board. As you do so, check

activities or by making a fill-in-the-blank task into a team the pronunciation of some of the longer words and the
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competition, for example. Some activities are meant to be short intonation in the phrases. Have students repeat.
transitions between lessons and can be done very quickly.
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Activity 3
2 Tell students they’re going to learn words and phrases to
1 brain, chest, finger, leg, lungs, stomach, waist, wrist 2 bleeding,
talk about illness, accidents, treatments, and recovery.
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brain damage, cancer, infection, injury, stroke, and others 3 life-

• Have them look at Activity 2. You might want to explain the threatening, paralyzed, permanent, serious 4 a full recovery, feel a
meanings of slipped (act it out), out of action (unable to do lot better, back to normal, cleared up, as good as new
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the things you normally do because of illness or injury), and

paralyzed (unable to move your body, or part of it, due to an
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illness or injury that damages the nerves).

4 Give students a minute to read the questions and check
that they understand them. Call on a student to clarify
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• Then say This activity is a little different. Can anyone explain

how to do it to the class? what patient means in question 3. Then model the activity
• If you think it will help, do item 2 together. Make sure students by having the class ask you one or two of the questions. In
understand that the words in bold are not necessarily in the each case, give your own (ideally true) answers.
order in which they should be placed in the sentences. Have • Listen and observe as pairs discuss. Help them by correcting
them do the rest individually, using of a dictionary if necessary. or giving them the English they need.
• Circulate and check that they’re doing the task correctly and
Expansion
notice words and phrases they look up, ask you about, or
underline. Focus on these in feedback Have students write a paragraph about a personal experience
• When most students have finished, have them compare involving an accident, an illness, or a trip to the hospital.
answers in pairs and help each other with anything they Challenge them to use as many of the applicable words and
haven’t finished. Review the answers by calling on students phrases in Activity 2 as they can.
to read the completed sentences aloud. Write the item
numbers and meaningful phrases on the board, such as 2:
no cure for it / she takes drugs / control the symptoms.
117a Unit 10 Life-changing SAMPLE COPY, NOT FOR DISTRIBUTION
10A Road to Recovery
VOCABULARY Illness and injury
1 Look at the photo. Discuss the questions. Answers will vary.
1 What do you think is happening?
2 What do you think has happened to the patient?
3 How might an operation like this have been carried out in the past?
2 Complete the sentences with the words in bold.
1 action / health / leg
I slipped on the stairs and broke my leg, so I was out of action for a while, but
I’m back to full health now.
2 cure / drugs / symptoms
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There’s no for it, but she takes to control the, and she leads a fairly normal life.
3 injury / operation / physical therapy
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It was quite a serious wrist, but thanks to the and all the I had, it’s almost as
good as new.
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4 detected / made / spread
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Luckily, they the cancer early before it to his lungs, and he a full recovery.
5 bleeding / damage / intensive care
They managed to stop the, but he was in for days. Thankfully, it didn’t leave
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any permanent brain.
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6 normal / therapy / stroke
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He couldn’t really speak after the, but he had a lot of speech, and he’s more
or less back to now.
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7 lost / think / slammed

I the tip of my finger after I it in a car door. To be honest, I hardly about it now.
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8 car accident / waist / wheelchair

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He started playing basketball after he was left paralyzed from the down in a.
9 antibiotics / chest / prescribed
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She said I just had a infection and nothing life-threatening! She me some,
and it cleared up after a week.
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10 feel / had / keep down

I an upset stomach, and I could hardly any food. It was horrible, but I a
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lot better now.

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3 Work in groups. Look at your completed sentences in Activity 2. Find:

1 eight parts of the body.
2 at least five nouns that are medical problems.
3 four adjectives describing illnesses or injuries.
4 at least five phrases which show that someone has recovered from something.
1 Have you ever broken any bones? What happened?
2 When was the last time you had a day off of school due to illness? Why?
3 What do you do to recover from an illness? Are you a good patient?
4 What stories have you heard of people recovering from illnesses or injuries?
What happened?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 10 Life-changing 117

LISTENING 8 MY PERSPECTIVE
5 Listen to Jaime and Clara talking about movies. Answer Think again about what you do when you are recovering
the questions. 48 from something. Answer the questions. Answers will vary.
1 What four movies do they talk about? 1 Would these stories inspire you to act differently? Why?
2 What is the connection between the movies? 2 What things might you do to overcome challenges
3 What doubts do they have about recommending the first you face?
three movies?
6 Work in pairs. Complete the sentences with three words GRAMMAR Expressing past ability
in each blank. Listen again and check your answers.
9 Look at the Grammar box and answer the questions.
48
middle of 1 What forms of the verb follow could, manage, able,
1 He was in the nowhere and no one could help and succeed in?
because he hadn’t told anyone where he was going. 2 How do you make negatives in the past with could, able,
2 It is horrible, but they managed to film it in a way which and manage?
isn’t over the top .
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3 Which sentences describe a general ability / inability?
3 It’s the same with that film about the guy who had
4 Which sentences describe success in a task in the past?
a stroke and was left completely paralyzed and
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unable to speak . managed to Expressing past ability
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4 It’s based on his book which he actually dictate by a He couldn’t move his arm.
only moving his eye. b No one could help.
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5 Yeah, it is incredible, but, sorry the movie didn’t c She managed to deal with that pain in the end and
do it for me.
was able to turn it into incredible art.
6 This is about Frida Kahlo, the Mexican artist who
suffered all her life after a terrible bus accident.
c d She succeeded in becoming a world-renowned artist.
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intense pain e He was unable to speak.
7 Work in pairs. Discuss the questions. Answers will vary. f They weren’t able to do anything about it.
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g I didn’t manage to see it when it was playing in theaters.

1 Have you seen any of the movies Jaime and Clara talked
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about? If yes, what did you think of them? If not, would

you like to see them? Why?
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and practice.
2 Can you think of any other movies that could fit the same
category as those discussed? Are they based on true
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stories? What happened?

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Frida Khalo managed to deal with her pain and turn it into
art that is admired by people all around the world.
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118 Unit 10 Life-changing SAMPLE COPY, NOT FOR DISTRIBUTION

LISTENING
5 48 Tell the class they’re going to listen to two people 7 This activity is intended as a chance for students to perhaps
talking about movies. Read the directions and the activity have a personal response to the content of the audio track.
questions. Then play the audio track. Suggest that students As with Activity 4, model responding to a question by
take notes as they listen. having a student ask you question 1.
• 48 When the track is finished, have students compare • Then have students pair up with a classmate to ask and
their ideas with a classmate. Circulate and notice how well answer the activity questions. Rather than focusing on
students did (without saying anything). If you see the majority language-based feedback, you might just ask pairs to share
have not understood, be prepared to play the recording again. the different movies they discussed.
• Ask the whole class or individual students for their answers.
8 Prepare your own answers to the questions before the class.
Don’t say if they’re right or wrong, but ask if they can remember
Then, in class, call on different students to read a question
words or phrases from the recording to support their answers.
aloud, and give your own (ideally true) answers.
• Where everyone agrees on the answer, move on to the next
• Have students take a couple of minutes to read the two
question. If they don’t agree or most don’t know, play the
questions to themselves and formulate a response. Then put
audio again to listen and check.
students in groups of four or five to share their ideas.
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Activity 5 • Circulate as students discuss and help them by correcting
1 127 Hours, The Diving Bell and the Butterfly, Frida, them or giving them the English they need. Write some
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The Fundamentals of Caring 2 They’re all inspiring points on the board, or remember them for class feedback.
• At the end of the task, call on some students to share their
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stories about dealing with illness or injury. 3 whether
stories that deal with pain are appropriate for someone ideas and retell some interesting things you heard. Give
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recovering from an injury your feedback.
GRAMMAR Expressing past ability
Study Tip
c 9 Have students read the sentences in the Grammar box
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There are common groups of words (called word chunks
to themselves. When they’re finished, say All the sentences
or collocations) that English learners will hear a lot of
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have to do with ability—that is, whether or not you’re able to

people use when they speak. Learning the language in
do something—to move, to speak, to deal with pain.
these chunks and combinations makes learning easier,
• If you have the time, point out the relationship between the
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and using them will make students’ speech sound more

words able and ability and ask students if they know any other
natural. Learning common word combinations will also
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words related to them. (enable, unable, disable, disability, capable,

help them on exams.
capability) Write some on the board and use a few in sentences.
• Read the sentences aloud, emphasizing the words couldn’t,
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6 Read the activity directions aloud. Then tell students to look at

sentences 1−6 to see if there’s anything they don’t understand. could, managed, was able, succeeded, was unable, weren’t
You might want to tell students what a stroke is able, didn’t manage. Tell students these words help to
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(a medical condition caused by a blockage or rupture of a blood describe ability or inability to do something when talking
vessel to the brain, often causing loss of movement or speech). about specific situations or telling stories.
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• 48 Put students in pairs. Tell them to work together • Then either tell students to answer the Activity 9 questions
in pairs or ask the whole class the questions yourself.
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to complete the sentences as best they can. Then play the

audio and have students check and revise their answers as • You can either review the answers now or wait for students
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necessary. to read the Grammar Reference.

• Go around and check how students did. Decide if they’ll need At this point, have students complete Activities 1–3 on
to hear the audio again. Review the answers by calling on p. 147 in the Grammar Reference section. You may also
students to read the completed sentences aloud. Play the assign these activities as homework.
relevant part of the audio to confirm or check each sentence.
• Record the missing words on the board. If you can, highlight Activity 9
how the sounds change in fast speech with letters or sounds 1 could infinitive (without to)
disappearing or words linking together, and so on. manage, able to + infinitive
• Point out other useful phrases and ask questions to check succeed in -ing form
students’ understanding of the vocabulary. For example, ask 2 could couldn’t
If you’re in the middle of nowhere, are you close to a city or able was / were unable to or wasn’t /
town or far away from one? Can you think of any recent movies weren’t able to
that you thought were over the top? What else might you manage didn’t manage to
describe as over the top? 3 a, b, e, f 4 c, d, g
• Finally, you could challenge students to say the activity
sentences as quickly as SAMPLE
they can. COPY, NOT FOR DISTRIBUTIONUnit 10 Life-changing 118a
10 Read the directions aloud. Then read sentence 1a aloud individually. When most have finished, have them compare
and ask if the second part of the sentence is correct. (yes) answers with a classmate. Review by having students read
If anyone says it isn’t correct, ask why they think this. Then the sentences with the rewritten words aloud.
explain that it is correct and explain why or refer them back
to the Grammar Reference on p. 146.
1 wasn’t able to move / was unable to move
• Repeat with sentences 1b and 1c. Make sure students
2 wasn’t able to make / was unable to make
understand why 1c is incorrect. Then put students in pairs
3 managed to indicate / succeeded in indicating
to do the rest of the activity.
4 was able to move
• When most have finished, check the answers by asking the
5 she could spell / managed to spell / succeeded in spelling
whole class for their ideas. Say, for example OK, 2a: Correct
6 succeeded in completing / were able to complete
or incorrect? Where students think a sentence ending is
incorrect, ask for their ideas. Then say if they’re correct or
explain why they’re wrong. 13 PRONUNCIATION Stress on auxiliaries
• Wherever possible, try to get students to correct the • 13a 49 Read the explanation in the box aloud. Then
incorrect endings. (For example, for 2a: … she couldn’t walk play the audio track (or model saying the sentences yourself).
to begin with, but she’s succeeded in walking since then.) Write Pause the audio after each sentence and gesture to the class
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the corrections on the board. to repeat it. Call on a few students to say it aloud individually.
• 13b Explain the first part of Activity 13b and read item 1
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Activity 10 aloud, adding a sample ending. (For example, It is an
Incorrect sentence endings: amazing story, but to be honest, I’m not sure I believe it.) Ask
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1 c: succeed takes in + -ing form 2 a: since then indicates students for one or two other possible endings.
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there’s been success in a particular task in the past; could • Put students in pairs to practice saying their sentences
can’t be used to describe success in a task in the past 3 c: to each other. Remind them to stress the forms of the
could can’t be used to describe success in a task in the past, auxiliaries be and have in the first part of each one. Read
though if this were talking about a future possibility the
c your example aloud as a model. (It IS an amazing story, but
hi
sentence could be used. to be honest, I’m not sure I believe it.)
• Listen and correct any issues with stress that you hear.
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At the end of the task, give feedback and drill the first

11 Before they read the text, remind students of the movie The
part of the five sentences with both the whole class
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Diving Bell and the Butterfly from the recording they listened
to. Ask Does anyone remember what was wrong with the man and individual students.
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in the movie? (He was paralyzed and couldn’t speak.) 14 You might want to assign this activity for homework to give
• Ask the class for ideas about how, despite his disability, he students time to do research, organize their ideas, and plan
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managed to dictate a book. They may remember that he what they want to say. You could then start the next class
was able to move his eye. Say Yes, but how might that enable by giving students time to share their stories in pairs.
him to dictate words? Take students’ responses and discuss
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• If you decide to do the activity in class, it’s important to give

as a class for a couple of minutes. students sufficient preparation time. Go over the directions and
• Have them read the text in Activity 11 to find out the answer. perhaps tell a story that you prepared previously as a model.
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When they’re finished, get their reactions. Comment on • Put students in pairs to discuss their ideas and plan their
how accurate their ideas were. Discuss how someone might
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stories. Tell them they can do research online if they need

summon the strength and perseverance to accomplish such to (for example, on recovery times or treatments for certain
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a difficult feat. Ask What might such a person’s motivation be? conditions), as well as use a dictionary or ask you for help.
Who would be interested in reading the book to find out? Say Share information with your partner. Try to help each other.
Expansion • When they’re ready, have pairs tell each other their stories.
Encourage interested students to read Jean-Dominique 15 Organize the class into groups to share their stories or have
Bauby’s book The Diving Bell and the Butterfly. Tell them to each student tell her or his story to the whole class. Allow
write a book report on it to present to the class. time for students to ask questions and make comments.
Provide your own feedback (including on the grammar and
12 Read the directions aloud. Then read the beginning of the pronunciation skills). If you want, have students vote for
text about Bauby aloud, up to and including the sentence the most inspiring, harrowing, or humorous stories, or have
with the first italicized words. Ask the class So, how could you them make up their own categories.
rewrite the last sentence? Use one of the words in the list.
• Take students’ responses. Write the correct ones on
the board. Then have students complete the activity

10 Work in pairs. Are all the sentence endings in 1–3 correct? the correct one so (5) she was able to spell the word. Claude
Explain those that are incorrect. Mendible, an editor, then took up the job of writing with
Bauby. Together, they (6) managed to complete a 120-page
1 After I recovered from the illness, book about Jean-Dominique’s life and his experience of
a I could see perfectly well in front of me, but “locked in” syndrome. After its publication, Bauby’s memoir
I couldn’t see anything to the side. became a bestseller.
b I was able to see perfectly well in front of me, but
I wasn’t able to see anything to the side. 12 Rewrite the italicized words in Activity 11 using these
c I managed to see things perfectly well in front of me, words at least once. Answers will vary.
but I didn’t succeed to see anything to the side.
able could managed succeeded unable
2 Following the accident,
a she couldn’t walk to begin with, but she could learn
again since then. 13 PRONUNCIATION Stress on auxiliaries Answers will vary.
b she was unable to walk to begin with, but she’s been
able to learn again since then. Stress is sometimes added to the verbs be or have to
c she wasn’t able to walk, but she’s managed to learn emphasize that something is true—especially when
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again since then. clarifying or contrasting with another viewpoint.
3 He wrote a book about his experiences
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a and managed to get it published. a Listen and repeat the sentences. 49
b and succeeded in getting it published. b Complete these sentences with your own ideas. Then
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c and could get it published. work in pairs. Practice saying the sentences.
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1 It is an amazing story, but .
11 Discuss how you think the paralyzed man Clara and Jaime 2 I have heard of the story, but .
talk about managed to dictate his book. Then read the 3 I am happy to be here. It’s just .
summary and find out what happened. Answers will vary.
c 4 It was a difficult situation, but .
hi
Although his mind was working perfectly, his thoughts 14 Work in pairs. Think of an inspiring story about
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were locked inside him. He (1) couldn’t move a muscle in his

someone who survived an accident or managed
body. He (2) couldn’t make a sound or even see clearly. So
to deal with an illness. Think about: Answers will vary.
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how did the ex-actor and magazine editor Jean-Dominique

Bauby write a whole book? Well, first the nurses started • who it happened to and how old they were.
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communicating with him by asking a question and saying • how the accident happened or the person got sick.
“yes” or “no.” Bauby (3) was able to indicate his answer by • what the consequences were.
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blinking the only part of his body he (4) could move—his left • how they survived and recovered.
eye. Then his speech therapist invented a way of arranging • what the lessons from the story are.
the alphabet in the order of the most frequent letters in
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15 Tell your stories to each other in groups or as a class.

French. She pointed to each letter, and Bauby blinked at
Answers will vary.
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10B The Battle against Bacteria
VOCABULARY BUILDING 4 Read the article. Find out what the “antibiotic
apocalypse” is and how it can be avoided.
Dependent prepositions a catastrophic epidemic caused by a resistant superbug; by
reducing antibiotic use and improving disease prevention
Certain verbs, adjectives, and nouns are often followed by 5 Read the article again. Which of the points below are
specific prepositions, which we call dependent, because not made? a, b, c
their choice depends on the particular word and its a Airplane cabins provide perfect conditions for
meaning. There are no fixed rules about which dependent bacteria to multiply.
prepositions go with which words, so it is important to pay b New forms of old diseases are now proving fatal.
attention to them as you learn them. c The WHO doubts that the worst-case scenario
She was diagnosed with a rare eye disease. will happen.
I’m allergic to nuts. d The possibility of resistant bacteria has been known since
The drug offers at least some protection from disease. the early days of antibiotics.
e Technology is contributing to the overuse of antibiotics.
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f Agricultural uses of antibiotics increase the likelihood that
1 Complete the sentences with the correct prepositions. deadly superbugs will develop.
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Use a dictionary, if necessary. g Hosam Zowawi is developing a way of treating bacterial
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infections faster.
1 I would love it if more time was devoted to h The slower the recognition of resistant bacteria, the
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physical education at school. greater the risk of superbugs spreading.
2 I would be very capable of living on my own
on a desert island. 6 MY PERSPECTIVE
3 Most fast food advertising is aimed at children.
c Work in pairs. Discuss the questions. Answers will vary.
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4 We’re all exposed to far too much air pollution.
5 A lot is done to raise awareness of health 1 Had you heard about the battle against bacteria before?
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issues—especially among young people. If yes, did you learn anything new?
6 Any investment in health care has to be a 2 How does the article make you feel? Scared? Optimistic?
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good thing. Determined to change things? Or something else? Why?

7 I think I have a good chance of
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living until I
am 100. CRITICAL THINKING Thinking through the
8 It’s natural for people to be resistant to change.
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9 I can’t remember the last time I needed a prescription

consequences
for anything.
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The consequences of an action are the results or effects

2 Work in pairs. Do you agree or disagree with the that the action produces. One element of reading critically
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sentences in Activity 1? Why? Answers will vary. is being able to see possible consequences of actions
mentioned in a text.
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READING
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7 Work in groups. How many possible consequences of

3 Work in groups. Look at the title of the article you are these actions can you think of? Answers will vary.
going to read. Then discuss: Answers will vary. 1 Drug-resistant diseases spread as a result of international
• how you think some of the words in bold in air travel.
Activity 1 might be connected to the story. 2 Antibiotics can no longer be used in hospitals.
• what, if anything, you know about the discovery 3 Online sites selling antibiotics are closed down.
of antibiotics. 4 The use of antibiotics in farming is banned.
• why antibiotics are important and how you think they 5 The government decides to greatly increase investment
may have changed medicine. in medical research.
• what you think antibiotics are generally used for.
• what the “apocalypse” in the title might refer to—and
how it might be avoided.

10B The Battle against Bacteria
• Warm up Have students test each other on the vocabulary 2 Say whether you agree with the first two or three sentences
from the previous section. Put students in pairs. Student A from Activity 1. Explain your ideas. Then put students in pairs
reads the sentences from Activity 2 aloud, saying blank every to discuss their own ideas
time there’s a missing word. (For example, I slipped on the • Circulate and check that students are doing the task correctly
stairs and broke my blank, so I was out of blank for while… .) and notice mistakes, difficulties, or where they use L1.
Student B provides the missing word. • Help them by correcting or giving them the English they
• Then students switch roles, with Student B reading the need. Write some of these points on the board or remember
sentences, and Student A providing the missing words. them for class feedback.
However, this time the missing words are different— • When a couple of students have finished, tell the class to
Student B decides what words to leave out! (For example, change partners, but to start from sentence 9 this time.
I blank on the stairs and blank my leg… .) Continue listening and noting.
• Students could then discuss which three words or phrases • When a few have finished, either stop the activity or ask
from Activity 2 they like the most and think they’re most students to change partners one last time.
likely to use. Encourage them to explain why. • At the end of the task, retell some interesting things you heard
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• Optional Ask students to explain the title of the section. and give some feedback about new language that came up and
Ask questions such as What is bacteria? What does it do and errors to correct (which you may have written on the board).
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why is there a battle against it? Where and how is the battle
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fought? Explain that the lesson will take a look at the fight Expansion
against bacteria. Tell students to think of one extra word chunk or
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collocation that would make sense in each of the Activity 1
VOCABULARY BUILDING sentences and have them rewrite the sentences.
Dependent prepositions (For example, I would love it if more time was devoted to
c art and literature at school.)
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1 Explain that students are going to be looking at certain
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verbs, adjectives, and nouns that are often followed by

specific prepositions. Tell everyone to close their books. Read READING
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the three examples in the Vocabulary box to the class, saying

blank instead of the prepositions. So, for example, say What’s 3 As this prereading task involves quite a lot of speaking,
it’s best to break it down into two parts. First, check that
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the missing preposition in this sentence: She was diagnosed

blank a rare eye disease. Don’t give the answers yet. students understand the words in the title of the article. You
may want to write the following definitions on the board:
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• Have students open their books to p. 120. Tell them to read the

information in the box and check the answers. Then have antibiotic: a drug that destroys or inhibits the growth of
them do Activity 1 individually, using a dictionary if necessary. bacteria; apocalypse: a catastrophe that brings worldwide
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Tell students to compare answers in pairs. death and destruction

• Go through the answers by asking different students to • Ask students to predict how some of the words in bold in
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read the sentences aloud. Write the item numbers and Activity 1 might be connected to the article they’re going
word / preposition pairs on the board. to read. Have them suggest some ideas and explain their
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• As you write, say the word pairs. Highlight any linking thinking. Don’t give any feedback yet, as the task is simply
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of sounds (for example in aimed at and investment in), and to generate ideas before students read. Say We’ll find out if
use your voice to stress the words. Have the class repeat. you’re right or not when we read the article, OK?
• For the second part of the activity, put students in groups
Exam Skill and tell them to look at the bulleted points in Activity 3. Say
Some words are always followed by a specific preposition, We already discussed the first one, so focus on the other four.
for example, rely on. This is often tested on Use of English Suggest that they look at the definitions on the board again
exams. Sometimes you have to provide the preposition. and begin their discussions.
Other times you have to choose the word that goes with a • After several minutes, ask different groups to report their
given preposition from among several words with similar ideas on different questions. After each report, ask the rest of
meanings, only one of which goes with that preposition. the class to comment or express disagreement—if they’re
It is a good idea to keep lists of word / preposition prepared to explain themselves.
combinations in a notebook or on flashcards. That way, For notes on Activities 4–7, see page 121a.
you might begin to see some patterns.

4 50 Tell the students to read the article quickly to find of the main ideas in the article to the local level to stimulate
out what the antibiotic apocalypse is and how it can be students’ interest. Is there a local debate about the use
avoided. Set a time limit (say, four minutes) or play the of antibiotics on farm animals, for example, or about the
audio of the text while students read along in their books. practice of prescribing antibiotics for common childhood
• Stick to the time limit and then stop students’ reading. ailments?
Ask the whole class for the answers to the activity questions. • Then put students in pairs to discuss. Circulate and provide
Discuss students’ responses, making sure to correct any assistance as needed.
misunderstandings. Try to come to a consensus on the • Call on students to tell some things they learned from the
definition of antibiotic apocalypse that takes into account article and their discussions, and how they feel now about
the twin ideas of an epidemic caused by a superbug and the battle against bacteria. Write on the board the different
the failure of current antibiotics to kill or fight the bug. feelings students express. You might want to poll students
to see how many share the same feelings.
5 Read the directions aloud. Tell students to look at sentences
a−h and see if there’s anything they don’t understand. Share CRITICAL THINKING T hinking through the
these definitions if necessary: consequences
multiply: increase in number
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fatal: causing death 7 Tell students to read the information in the Critical
worst-case scenario: the most unpleasant or serious thing Thinking box or read it aloud yourself. Make sure they
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that could happen understand what the phrases reading critically and possible
resistant: not harmed or affected by something consequences mean.
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contributing to: helping to make something happen • Then read the activity directions and the five actions.
increase the likelihood: make more probable Say Some of these actions could have both good and bad
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• Do the first item, sentence a, as an example. Ask the class consequences, don’t you think? It’s complicated! Put students
if they think this point was made or not. They can call in groups to brainstorm possible consequences of each of
out the answer all together or you can ask for a show of
c the five actions.
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hands. Don’t confirm the answer yet. Make sure students • After several minutes, have groups report their ideas. After
understand that they should identify statements that are each report, ask the rest of the class to comment or express
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not covered in the article, even though they may sound disagreement—as long as they’re prepared to explain their
reasonable. point of view.
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• Tell students to read the article again and do the activity

individually. Suggest that they underline the parts of the text Expansion
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that help them decide their answers. Have students decide which of the consequences they
• When they’re done, have students discuss their answers thought of or heard from their classmates, in connection
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with a partner. Then go through the answers as a class, with Activity 7, are the most serious and how they might
making sure students can justify their answers. be avoided. Suggest that they put their reasons and ideas
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in the form of a letter to the editor of a local newspaper

Reading Strategy Classmates are a resource, too! or an online publication, or they could do it as a speech
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Students’ critical-thinking skills will develop and to their classmates.

thrive in environments that encourage teamwork and
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collaboration. Emphasize to students that their peers

are an excellent source of information, questions, and
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problem-solving techniques. When students are working

in pairs or groups, encourage them to listen to one
another and not be shy about asking questions about
classmates’ thought processes, even if they have to use
their first language.
6 Give students time to read the questions and check that

they understand them. You could have the class choose one
question for you to answer as a model. If possible, bring one

Avoiding the Antibiotic
Apocalypse
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50 This may sound like the stuff of nightmares or Antibiotics are now regularly prescribed for such
of terrifying science-fiction movies, but according to 30 non-life-threatening illnesses as sore throats, colds,
the World Health Organization (WHO) the threat of an and ear infections, and if doctors refuse their requests,
“antibiotic apocalypse” is very real, and many experts
c many patients turn to the internet for their desired
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5 fear that it’s only a matter of time before we see the medication. On top of this, a large percentage of all
emergence of a superbug—a very powerful type of antibiotics sold are now being used in farming. They
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bacteria that normal drugs cannot kill—capable of 35 are, for instance, often given to healthy animals to
wiping out huge numbers of people. ensure rapid weight gain. Given all of this, it’s no
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surprise that more and more bacteria are evolving a

Perhaps most disturbing of all is the fact that this
resistance.
potential disaster has been predicted for many decades.
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10
In fact, the earliest warnings came from Sir Alexander One man determined to overcome this challenge is
Fleming, the Scottish doctor and bacteriologist who in 40 the Saudi microbiologist Hosam Zowawi, who
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1928 discovered the world’s first antibiotic substance— has devoted a considerable portion of his time to
penicillin. developing a test that’s able to identify bacteria in
hours rather than days, allowing doctors to act more
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15 Like many groundbreaking scientific finds, the

quickly and efficiently, and slowing the potential
discovery of penicillin was largely accidental. Its
45 spread of any deadly infections. Zowawi is also very
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importance wasn’t realized for at least another ten

actively involved in campaigns designed to raise
years, and mass production didn’t start until the 1940s.
public awareness of the risks of antibiotic overuse.
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However, there’s no doubting the fact that it changed

20 medical practices beyond all recognition. Infections In addition to reducing the use of antibiotics, there
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that had previously been fatal were now treatable. are many other ways that the situation is now being
50 addressed. For instance, in the Netherlands, the
In the speech he made when accepting the Nobel Prize
government has started putting pressure on farmers
for his work, Fleming warned that bacteria could easily
to reduce the amount of antibiotics given to animals.
become resistant to antibiotics if regularly exposed to
Elsewhere, there’s a growing understanding of the
25 concentrations insufficient to kill them. He went on to
need to address the underlying conditions that allow
express his fears that penicillin would end up being
55 new diseases to spread, which, in turn, leads to better
so widely used that such changes were inevitable.
trash collection, better drainage, and better housing.
Worryingly, this is precisely what happened!
Finally, we’re starting to see increased investment in
research aimed at finding the new antibiotics that
could be the penicillin of tomorrow.
E. coli infections make up a large percentage

of antibiotic-resistant infections.

New technology is helping people
to recover their sight and see for the
first time.
10C Medical Advances
1 Work in groups. The photos show different ways that technology is
helping to improve vision. Discuss what you think each picture shows and
how it might work. Answers will vary.
2 Listen to an extract from a radio program. Find out: 51
1 which of the photos is being discussed. the photo of the Argus II (on this page)
2 if the technology is expensive. yes, over $100,000
3 Work in pairs. Can you explain how the technology works using these
words? Listen again and check your answers. 51
camera cells chip electrical signals
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4 MY PERSPECTIVE
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Work in pairs. Think of as many different ways to fund medical
research and treatments as you can. Then discuss these questions
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with another pair of students. Answers will vary.
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1 What is the best way to fund medical research and treatment?
2 How might a health service decide when a treatment is too expensive?
3 How might a health service decide between two very expensive
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treatments?
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GRAMMAR Emphatic structures

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5 As well as pronunciation grammar can also be used to add emphasis.

Look at the Grammar box and answer the questions.
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1 How is emphasis added in sentences a and b? did / does

2 What adverbs are used in sentences c and d to introduce the point
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being emphasized? rarely / little

3 What happens to the order of the words that follow these adverbs?
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An auxiliary is added and reversed with the subject.

Emphatic structures
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a While surgical options did exist before, none were nearly as effective.
b While each bionic eye does cost a lot, reports from users have been
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incredibly positive.
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c We’re all used to hearing news about terrible things, but rarely do we hear
much about exciting new developments.
d When Second Sight started experimenting, little did they know that they
were on their way to revolutionizing the treatment of blindness!

6 Rewrite the sentences in a more emphatic style, using the words in
parentheses.
1 Some doctors read research about new medicine, but too many just
accept what big drug companies tell them. (do)
2 While caffeine increases energy levels, in large doses it can actually
prove fatal. (does)

10C Medical Advances
1 Put students in groups. Tell them to look at the two photos • When the track is done, have pairs revise or clarify their
on pp. 122 and 123 and read the captions. Have them ideas. Call on a few to give their explanations. Have the rest
discuss what they think is being shown in each picture and of the class comment or correct. Make sure everyone in the
how the technology might work. class is clear about how the technology works.
correctly and notice mistakes, difficulties, or where they use Expansion
L1. Prompt students, if necessary. For example, say Look Have pairs of students collaborate to create a diagram of
at the photos again. What do the objects look like? Your first the Argus II, showing how it works. They should label the
impressions may be right. Or Think about what you know diagram and add explanatory captions where necessary.
about how vision works.
• When a couple of groups seem to have reached some 4 Ask the class Who pays for medical research? Is there just
conclusions, stop the discussions. one main way research is funded or are there many different
• You could ask different groups to share their ideas and then contributors? Who pays for your treatment when you’re sick
ask the rest of the class if anyone wants to add anything.
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or injured? Say Discuss these questions with a partner. Put
• Alternatively, you could just give some feedback about new students in pairs. Read the first part of the activity directions
language that came up and errors to correct (which you
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aloud and tell pairs to each come up with ideas, then
may have written on the board). compare and make a separate list for each category—
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research and treatment.
2 51 Tell the class they’re going to hear part of a radio • After several minutes, ask different pairs for one idea each.
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show about medical advances. Say Read the directions to see Note these ideas on the board under two headings: Medical
what you’re listening for. Then play the audio track. research and Medical treatment.
• When the track is done, ask about the two activity items,
one at a time. As students respond, ask them what they c • Read the three numbered activity questions aloud. Clarify
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for students that health service refers to any organization or
heard that helped them arrive at their answers. group that provides or pays for medical care. Then put pairs
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• Help them to rephrase their responses, if necessary, using together with another pair to discuss the questions as a
some of the actual language from the audio, such as bionic group.
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eye, implanted chip, pair of glasses, images converted into • After a few minutes, ask some different groups to share
signals, and so on. their ideas. Have the rest of the class make comments
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and provide your own feedback.

3 Read the directions aloud, and the list of words. Put
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students in pairs. Set a time limit (around 3−5 minutes) GRAMMAR Emphatic structures
for partners to discuss what they remember about how
the technology works.
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5 Remind students that in the pronunciation lesson in section

• When students are ready, ask different pairs, or simply ask A, they learned about placing stress on the auxiliary verbs
the whole class, how the words in the list are connected. be and have to add emphasis. Ask if anyone can give an
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Say, for example, So, what does a camera have to do with the example of how that’s done. You might want to replay the
Argus II? What’s the connection? Don’t confirm any answers
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audio as a reminder or have students look back at Activity 13

yet; instead encourage other students to jump in with their on p. 119.
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ideas or explanations. • Explain that now they’re going to look at other ways of
• 51 Play the audio. Tell students to listen for any adding emphasis. Tell students to read the Grammar box
particular pieces of information they’d forgotten or didn’t to themselves. Then have them answer the Activity 5
know how to explain. (For example, say Listen and see if you questions.
can find out more about what the chip that’s implanted in the • You can either give the answers now or wait for students to
back of the eye does.) read the Grammar Reference and then review the Activity
5 questions with the class. Make sure they understand the
Activity 3, Suggested answer: inversion after the adverbs in sentences c and d.
It works by using a chip that’s implanted in the back
At this point, have students complete Activities 4 and 5
of the eye that receives visual information from a tiny
on p. 147 in the Grammar Reference section. You may also
camera attached to a pair of glasses. The images from
the camera are converted into electrical signals and
sent to the chip, where they stimulate cells that then For notes on Activity 6, see page 123a.
send the information to the brain.

6 Explain that students are going to practice making • Read the question in Activity 7b aloud. You could respond
sentences more emphatic. Read the directions aloud and first to model for students. Say, for example, Most people
do the first item with the class as an example. Read the know that caffeine gives you energy—no surprise there—but
sentence aloud as students follow along in their books. Use I was shocked to read that too much of it can be fatal! Call on
your normal tone, without adding any special emphasis. different students to respond to the question.
• Then say Now I’ll make it more emphatic, using the verb do. • Finish by asking the class to predict which ideas they think
Reread the sentence. Add do, but don’t stress it. Ask the were the most and the least surprising to the majority of
class Did that sound more emphatic? (not really) Next, invite them. You could confirm with a quick class vote.
a volunteer to read the sentence with the proper emphasis.
Ask the class Was that more emphatic? Thank the student Teaching Tip
and say OK? Now you get the idea! Saying long sentences with precision and fluency is
• Have students rewrite the sentences on their own. Remind difficult. To help, divide the sentences into short phrases.
them to look at the Grammar box if they’re not sure about For example, you could locate the last stressed syllable
the word order when they add an adverb. in the sentence and drill only from that point to the end.
• Don’t go through the answers yet as they will hear them in Then locate the penultimate stressed syllable and drill
Activity 7. from this new point to the end. Continue until students
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are saying the whole sentence; for example: morning …
Activity 6 eight in the morning … work by eight in the morning …
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1 Some doctors do read research about new medicine, usually at work … usually at work by eight in the
but too many just accept what big drug companies tell morning … I’m usually at work by eight in the morning.
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them. 2 While caffeine does increase energy levels, in
large doses it can actually prove fatal. 3 In the old days,
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8 Read the Activity 8 directions aloud and do item 1 together.
doctors did sometimes remove arms or legs without using Read the first sentence of the paragraph aloud, substituting
any painkillers! 4 When the patient started having terrible the word blank for the missing word. Then say Number 1:
headaches, little did she know it was because a spider was
c What do you think the missing word is? Have class call out the
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living in her ear. 5 In no way does research suggest there answer. (little) Read the completed sentence aloud.
is anything unhealthy about a vegetarian diet. 6 Rarely • Say Now you’ll find out about Dr. Sanduk Ruit and his life-
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did doctors cut people open in the days before penicillin. changing system for treating cataracts. Have students do the
7 Only after the age of 24 do you fully become an rest of the activity individually. Tell them the missing words
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adult. 8 At no time in the Middle Ages were doctors could be forms of do, the adverbs they’ve been working
in doubt that releasing blood from the body kept people
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with, or a couple of other common adverbs.

healthy. 9 Not until the 1980s did plastic surgery become • When most have finished, tell them to compare answers
very popular, despite having been around for over 200 years in pairs. Then check the answers as a class. Record the
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before then. 10 Nowhere in the world do people do less numbers and words on the board.
exercise than in the United States.
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9 Have students read the options. Answer any questions they

have. Say The first one is for those of you interested in the history
7 PRONUNCIATION Adding emphasis
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of medicine and who like to do research. There are a lot of

• 7a 52 Read the explanation in the box aloud. Then
amazing developments to consider! Tell students to make sure
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either use the audio track or read the Activity 6 sentences

their summaries cover each of the points in the directions.
yourself. Stop after each one so students can check what
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• Point out that the next option is for pairs to do together.

they wrote. Write on the board the part of each sentence
Say You’ll also have to do some research. But you’ll have the
that changes for emphasis. Then ask where the main stress is.
benefit of a partner to brainstorm with when you identify
• 7b 52 Play the audio again or model the sentences
the best ways to tackle the health risk.
yourself. Pause after each one and say OK, everyone… and
gesture to the class to repeat the sentence. Then call on
several students to say it individually. Have them say it
slowly first and then again, faster.
• As you call on individuals, you could tell them to say it either
fast or slow. For example, say Juan: slow. Then Ana: fast. Then
Yuki: fast, and so on.
• Correct any mistakes that come up, if you can. Ideally, show
the student how the correct sound is formed.
123a Unit 10 Life-changingSAMPLE COPY, NOT FOR DISTRIBUTION

3 In the old days, doctors sometimes removed arms or 8 Complete the short article by adding one word in
legs without using any painkillers! (did) each blank.
4 When the patient started having terrible headaches, she
There are 39 million blind people in the world. But
didn’t know it was because a spider was living in her little
(1) do people realize that perhaps half of those
ear. (little)
affected by blindness could be cured, simply by removing
5 No research suggests that there is anything unhealthy do
the cataract* which causes it. Many people (2)
about a vegetarian diet. (in no way)
already have surgery to remove cataracts. In fact, it is a very
6 Doctors didn’t often cut people open in the days before
common operation in many countries, and only very
penicillin. (rarely) rarely
(3) does the patient fail to recover good sight.
7 You don’t fully become an adult until the age of 24. did
However, until recently the procedure (4) cost
(only after)
quite a lot and was too expensive for sufferers in developing
8 In the Middle Ages, doctors were never in doubt that
countries. That was until Dr. Sanduk Ruit, a doctor from Nepal,
releasing blood from the body kept people healthy. (at
created a new system for conducting cataract surgery.
no time) Not
(5) only did he manage to reduce the cost of
9 Plastic surgery didn’t become very popular until the
the operation to around 25 dollars per patient, he reduced
1980s, despite having been around for over 200 years
the time it took and developed a production-line approach.
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before then. (not until)
In fact, (6) nowhere in the world do they conduct the
10 People in the United States do less exercise than
operation more efficiently and successfully than in Nepal.
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anyone else in the world. (nowhere)
The result makes a huge difference to thousands of lives. Not
does
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7 PRONUNCIATION Adding emphasis only (7) the operation bring sight back, it
(8) also brings back the ability to farm and do
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Do / Does / Did is usually stressed in sentences where it has similar work, which in turn helps to reduce poverty.
been added for emphasis. Negative adverbs are also usually
stressed when they introduce a point to be emphasized. cataract a medical condition which causes the lens of the eye
c to become cloudy, resulting in blurred vision

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a Listen and check your answers in Activity 6. 9 CHOOSE Choose one of the following activities.
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Then listen again and note the way stress is used to Answers will vary.
add emphasis. 52 • On your own, find out about an amazing development
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b Practice saying each sentence in an emphatic way. in medical history. Write a summary of your findings,
Which of the ideas most and least surprised you? explaining what happened, when, and why it was
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Why? Answers will vary. important.

• Work in pairs. Decide what you think the biggest health risk
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facing your country is. Think of five ways it could be tackled.

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Eye exams can now be carried out

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using common forms of technology.

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10D A Broken Body Isn’t a Broken Person
“ When you let go of what you are, you

become what you might be.
JANINE SHEPHERD ”
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Read about Janine Shepherd and get ready to watch her TED Talk. 10.0
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Collaborative listening
c 4 Watch Part 1 of the talk. Are the sentences true or
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Fast speech can be difficult to understand. Focus on what false? 10.1
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you did hear. Think about the context and what you know 1 The accident took place at the time of the Olympics. F
about the subject or situation to guess what might have 2 The vehicle that hit Janine was going fast. T
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been said. If you are with someone, compare what you 3 Janine’s bike helmet protected her head from any damage. F
heard; you may have heard different things. 4 Janine had an out-of-body experience as she was
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fighting for her life. T

1 Look at the Authentic Listening Skills box. Then work 5 Janine had no movement below her waist after the
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in groups. Listen to the extract from the beginning of operation. F

Janine’s talk. 53 6 The doctor said the result of the operation meant that
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Janine would eventually be as good as new. F

• Student A: Listen and note the nouns and things
you hear. 5
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Work in pairs. Watch Part 2 of the talk. Take notes on

• Student B: Listen and note the verbs and actions what you hear and compare. 10.2 Answers will vary.
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you hear.
• Student C: Listen and note whatever you want. 6 Work in pairs. Complete the sentences together. Then
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• Student D: Listen carefully without taking notes. watch Part 2 of the talk again and check your answers.
10.2
2 Work in your groups. Write a complete text based on your
combined notes. Your text does not have to be exactly 1 Janine did not know what the other people in the spinal
the same as the extract you heard in Activity 1. ward looked like .
2 Janine felt the friendships she made there were unusual
3 Listen to the extract again and compare it with what you because they were judgment-free. / based purely on spirit
wrote in Activity 2. In what ways is your text different 3 The other people in the ward shared their hopes and
from the extract? 53 fears rather than have superficial conversations
.
4 When Janine left the ward and first saw the sun again, she
(so incredibly) grateful felt for her life.
5 The head nurse had told Janine she would get depressed ,
but she did not believe her.
6 Janine wanted to give up because she was in a wheelchair .

10D
A Broken Body Isn’t a Broken Person
• Warm up Tell students they’re going to watch a TED Talk Activities 1-3
about Janine Shepherd’s remarkable recovery after a life- Answers will vary. The extract reads as follows:
changing accident. Read the quote aloud and ask students Life was good. We’d been on our bikes for around five and
to translate it and say what they think it means. a half hours when we got to the part of the ride that I loved,
• 10.0 Say Now watch a short text to further introduce the and that was the hills, because I loved the hills. And I got up
topic. Play the first section of the video. Then have students off the seat of my bike, and I started pumping my legs, and as
do the exercises. I sucked in the cold mountain air, I could feel it burning my
• After they finish, you might write the key words from the lungs, and I looked up to see the sun shining in my face.
section on the board and ask students to retell or write as
much of it as they can. Correct as necessary. And then everything went black. Where was I? What was
happening? My body was consumed by pain. I’d been hit by
AUTHENTIC LISTENING SKILLS a speeding utility truck with only 10 minutes to go on the
Collaborative listening bike ride. I was airlifted from the scene of the accident by a
rescue helicopter to a large spinal unit in Sydney.
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1 Read the information in the Authentic Listening Skills box
aloud as students follow along. If possible, give an example WATCH
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of when you and a friend or friends had to compare
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something you’d all listened to, but didn’t all hear or 4 10.1 Tell the class they’re going to watch the first part
understand. of the talk and then decide if the statements in Activity 4
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• Put students in groups of four and assign one student are true or false. Have students read the statements and
in each group to be A, one to be B, one to be C, and one check that they understand them. Answer any questions.
to be D. Ask all the As to raise their hands, then all the Bs, (They might ask about the Olympics or what out-of-body-
and so on. c experience means.) Then play Part 1.
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• Explain the activity. Tell all the As to follow along in their • Decide whether you need to replay the video.
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books as you read the directions for Student A aloud. • Check the answers as a class by asking for a show of hands
Repeat the procedure for Students B, C, and D. Take (Number 1: Who thinks it’s true? Raise your hands. Then Raise
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time to make sure all students understand what they’re your hands for false, and so on), by having students call
listening for. Go around and check. out the answers all together, or by calling on individuals
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• 53 Tell students A, B, and C to prepare to take notes. to give the answers (call on two or more when there’s a
Then play the extract from Janine’s talk. disagreement).
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2 When the track is finished, read the Activity 2 directions Put students in pairs. Tell students they’re going to
5 10.2
aloud. Tell groups to put their notes together and try and watch the second part of the talk and that they should take
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write a complete text based on what they have. You might notes. Play Part 2 of the talk.
suggest that Student D be the one to write the text. • At the end of the video have partners compare their notes.
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• Set a time limit of around ten minutes. Stress that the text Say Save your notes for Activity 6.
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doesn’t have to be exactly the same as what they heard, • Ask the whole class for ideas about what they heard.
but it should be written in full sentences and include all the
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information they heard. 6 Tell students to look at the Activity 6 sentences to see
if there’s anything they don’t understand. Tell them,
3 53 Read the directions aloud. Then play the extract again. if necessary, that a ward in a hospital is a large room
• Give students time to discuss any differences between the with beds for several patients. Have pairs complete the
text they created and what they heard. After a few minutes, sentences together as best they can.
ask a few groups how similar or different their texts were • 10.2 Replay Part 2 of the talk so pairs can check their
from the recording. If they were very different, ask students answers. Go around and check how they did. Decide
if they know why. whether the class needs to watch Part 2 a third time.
• Tell groups to take a few minutes to brainstorm what they • To go through the answers; call on students to read their
could have done better as they listened. completed sentences. Play the audio again to confirm
or correct them. Write the missing words and phrases
on the board.

7 The purpose of Activity 7 is to preteach some language whole class or individual students for their thoughts. If students
students will hear in Part 3 of the talk and to generate seem to be missing the point, have them reread the quote on
interest. Tell students they’re going to read some words p. 124 and ask what they think Janine means. Work with the
they’ll hear in the next part of the talk. Read the list of ideas students come up with.
phrases aloud as students follow along.
• Model by having a student read a phrase to you. For Activity 10, Suggested answer:
example, the student says pass a medical. You respond The most important thing in life is not what you look
annual checkup, or whatever else comes to mind. like or where you’re from; it’s what you are and what
• Do the exercise for a minute or so. Then ask students if you do. Or don’t define yourself by your physical
they see any connection between the different phrases. capabilities, or what you think you should be or do, but
Ask What new activity or job do you think Janine might take try to express what your inner spirit tells you you are.
up? Get students’ ideas.
• Language note Tell students that in American English,
speakers use pass a physical instead of pass a medical. Pass a
11 Vocabulary in context
• 11a 10.5 Play the Vocabulary in Context clips. Pause
medical is more common in Australia, where Janine is from.
at each point where the options come on-screen and
ask everyone to call out their answer together. If a lot
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Say Now we’ll see if any of your ideas were correct.
8 10.3
Play Part 3. When it’s done, acknowledge any students of students give the wrong answer, provide additional
explanations or examples before moving on to the next clip.
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whose predictions were correct or close. Then call on
different students to give their reactions to the video so far. • 11b Read the discussion questions aloud and check
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Ask what they think of Janine, and if they could imagine that students understand the words and phrases in italics.
themselves in her place, what they might do. Answer one of the questions yourself as a model. Then put
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them in pairs to discuss.
9 Put students in pairs. Read the Activity 9 directions aloud. • At the end of the task, give your feedback. You can also
retell some anecdotes you heard.
Stress to students that they don’t have to use the phrases in
c
hi
the order they appear in the list. Model the task by asking
12 Read the Activity 12 questions aloud. Help students get
the class OK. So what exactly did Janine say about buttons and
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dials? Or What kind of license did Janine get? Tell partners to started by sharing your own reactions to Janine’s experience.
take turns asking and answering questions with the phrases. Perhaps you can compare it to something in your own life or
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the life of someone you know.

• Put students together with a new partner. Follow a similar
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procedure as in Activity 11b. When pairs have finished

She saw a plane overhead one day and decided she discussing, call on students to share their thoughts
wanted to fly, so she started learning how to fly and
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about the video. Try to elicit from them whether Janine’s

getting a pilot’s license. experiences have given them new insights about life or
She couldn’t climb into the plane, so they had to slide inspired them to try something new.
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her up on the wing and then lift her into the cockpit.
There were buttons and dials everywhere in the CHALLENGE
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cockpit, and she was amazed her instructor knew what • Read the directions aloud and discuss them. Have pairs
they were all for.
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look at the situations. You could start by asking the whole

As soon as the plane was in the air, she had an class for one example of a challenge and one example of
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incredible sense of freedom. an opportunity that a serious accident like Janine’s would
As her instructor pointed towards the Blue Mountains, create. Write them on the board.
she took the controls and started flying the plane. • Then have pairs brainstorm a list of challenges and
She had no idea how she was going to get well enough opportunities for each situation. Circulate and help as
to pass a medical, but eventually she was able to pass! needed. When the time is up, go through the four situations
She learned to navigate and flew friends around Australia. and ask pairs to call out the challenges and opportunities
Just a year and a half after she left the spinal ward, she they came up with. Write some on the board.
was a qualified instructor and was teaching other • Then put pairs together in groups of four or five and have
people how to fly. them rank each set of challenges from the most difficult to the
easiest. Tell them to discuss the reasons behind their rankings.
10 10.4 Say Now we’ll hear the final part of the talk. Listen to • After several minutes, ask groups to stand, one group at a
what Janine says at the end. Play the video. time. Present them with one of the situations and ask each
• When it’s done, put student in pairs to discuss what they think student in turn to tell what they think the most difficult
Janine’s main message is. When students have finished, ask the challenge would be for that situation and explain why.

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7 Look at these phrases. How do you think they are 12 Work in pairs. Discuss the questions. Answers will vary.
connected? What new activity and job do you think
c 1 Did you enjoy Janine’s talk? Why?
hi
Janine took up? Answers will vary.
2 Do you think you could have overcome something like
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buttons and dials get a license Janine’s experience? Why?

learn to navigate pass a medical 3 What judgments do people make when they meet people
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sense of freedom slide up on the wing for the first time?

take the controls teach other people 4 Have your friends ever helped you overcome a problem or
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difficulty? How?
5 Is there something you would like to do but have not?
8
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Watch Part 3 of the talk. Was your answer to Activity 7 What’s stopping you?
correct? 10.3 Answers will vary.
CHALLENGE
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9 Work in pairs. Explain what happened to Janine using

Work in pairs. Discuss what challenges these situations
the phrases in Activity 7.
might create for a person and what opportunities might
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10 Watch Part 4 of the talk. What do you think Janine’s be created. Then work with another pair of students and
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message is? Discuss your idea with a partner. 10.4

put your challenges in order from the most difficult to
the easiest. Discuss your reasons.
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Answers will vary.

11 VOCABULARY IN CONTExT • Having a serious accident like Janine’s.
• Moving to a new country because of a parent’s job.
a Watch the clips from the TED Talk. Choose the correct • Failing your final exams at school.
meaning of the words and phrases. 10.5 • Going to college in a new city.
1 What might be something that is difficult to grasp?
Have you ever experienced this?
2 Do you think it is good to get out of your comfort zone?
Why? Have you ever been in that situation? What
happened?
3 Do any of your friends or family have a nickname you
like? Why do they have it?

10E Getting Better
SPEAKING
Speaking strategy 1 Work in pairs. What would you say or ask if you heard that someone
you knew: Answers will vary.
Developing the conversation
• got good grades on their exams? • had been kicked out of school?
When we respond to news, we • was moving from where they live? • was sick or had an accident?
don’t just show sympathy or
surprise. We often add a follow-up 2 Listen to two conversations between friends. Answer the questions. 54
comment or a question to keep the
1 Who are they talking about? Why?
conversation going.
2 What happened to the person they are talking about?
You’re joking! When did he do that?
Poor guy. So is he OK? 3 Which of the phrases in the Useful language box did you hear in each
conversation? Listen again and check. 54
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Useful language 4 Work in pairs. Take turns saying the sentences below. Your partner should
respond and add a follow-up question or comment. Answers will vary.
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Reporting stories / news
1 Apparently, he’ll have to have an operation.
Apparently,…
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2 Her mom said she was grounded.*
I heard (that)… 3 I saw him yesterday and he said he was feeling a lot better.
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Expressing surprise 4 Apparently, it’s a really bad cold. He’s going to be out all week.
You’re kidding! 5 Did I tell you? My older sister’s going to have a baby!
Oh no!
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grounded not allowed to go out as a punishment for doing something wrong
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Responding to good news
5 Practice having conversations based on your ideas in Activity 1. Use the Useful
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Wow! That’s great!

language box to help you. Answers will vary.
Awesome!
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Showing sympathy
WRITING A success story
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Poor guy
He must be fed up! 6 Work in groups. Can you think of a time you overcame one of the following?
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Passing on a message Tell each other your success stories. Answers will vary.
Say “hi” from me.
a difficulty disgust a fear
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Tell him to get well soon. an illness an inability an opponent

Tell her I’m thinking of her.
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7 Work in pairs. Student A: read the story on this page. Student B: read
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the story on page 153. Then tell each other:

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10E Getting Better • 54 Read the Activity 3 directions aloud. Play the
audio again and tell students to check off the phrases they
hear. Suggest that they use a different color or mark to
SPEAKING differentiate between the two conversations.
• Warm up Explain that students will be writing about a • Put students in pairs briefly to check their ideas. Then review
success story. Have them spend a few minutes thinking of them with the class. Ask students if they can remember why
examples of success—personal success, athletic success, each phrase was used.
success achieved in unlikely circumstances, or a movie,
4 Put students in pairs and read the directions aloud. Have
book, song, game, or business that was an unlikely success.
students look at the sentences. Point out the definition of
• Put students in groups to share examples. Invite them to
grounded and ask if there’s anything they don’t understand.
share some of their ideas with the class.
• Stress that there’s no one correct response for each sentence,
1 This activity is designed to get students thinking about but that students should try to use phrases from the Useful
different ways of responding to news. Draw their attention language box.
to the Speaking strategy box and read it aloud as students
follow along. 5 This task offers students the chance to build upon the ideas they
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• Put students in pairs. Say Now you can practice your came up with in Activity 1. Put students in pairs. Explain that
conversation skills! What would you say to keep a conversation they should take turns giving the news in Activity 1 and then
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going? Explain if necessary that if you’re kicked out of school, responding to it and adding further comments or questions.
you’re forced to leave. You could ask the class for different • You could use one of the stronger students in the class to model.
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reasons why students get kicked out of school, or anyplace Say Hey, guess what? I got a really good grade on my exam and
else a person might be kicked out of, such as a club, theater, have the student respond. Then continue the conversation. You
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library, and so on. could also take the opportunity to explain the Study Tip below.
• Have pairs discuss the four scenarios. Circulate, observe, and help.
• Call on pairs to give some of the responses. Accept
c Study Tip Notice when you don’t have the right word
hi
suggestions that seem possible. Ask about things you’re not While it’s important to keep going in a classroom
sure of and try to provide better ways of saying them. speaking activity in order to prepare for exams, you also
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need to expand your vocabulary. When you’re speaking

2 54 Read the directions and the two questions aloud. and realize you don’t have the right word, try to express
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Tell students to take notes on the details because they’ll yourself in a different way, but also write down the
be hearing two separate conversations between different word you wanted to say, or the idea you wanted to express,
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friends. Say Pay attention to the phrases the people use to in your first language. After the activity, ask the teacher to
respond to news. Then play the audio track. help you or see what you can find out in a dictionary.
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• When it’s finished, have students write their answers. Focus

on one conversation at a time. Call for volunteers to give
WRITING
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their answers.
6 Warm up Have students look at the photo at the bottom
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Activity 2 of pp. 126–127. Say How does it make you feel? Could you do
1 something like that? Take students’ responses and discuss
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Conversation 1: A friend named Chen. One of the speakers fears and how to overcome them.
thought he was joining them and did not show up.
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• Say This will be good! You get to share a time when you overcame
Conversation 2: A friend named Ewa. a fear or other kind of challenge. Ask students to look at the six
2 topics and think of a time when they overcame one of them.
Conversation 1: He tripped and broke his leg while he First, recount some satisfactory victory of your own as a model.
was running for the bus. • Give students time to think of an anecdote and how they’ll
Conversation 2: The person is sick. She has a virus. tell it. Encourage them to use a dictionary or to ask you if
there’s anything they want to know how to say. They may
also want to take notes.
3 Point out the Useful language box. Have students read the
different categories of language to themselves. Explain that • Put students in groups to share their success stories. Tell
apparently is commonly used in these kinds of situations to them to feel free to respond to each other and add extra
mean “it seems that…” or “it appears that… .” Then have comments and questions.
volunteers model reading the expressions aloud to the class. • Circulate and observe, providing assistance as needed. Give
Help them, if necessary, with pronunciation and stress. feedback about new language that came up and errors to correct.
For notes on Activity 7, see page 127a.

7 This is a jigsaw reading. Put students in pairs and make it clear 9 Tell students they’re going to learn more descriptive words
who is A and who is B in each pair. Explain that As and Bs will they can use to make stories more exciting. Read the
read different stories and that they need to find out which of directions and the list of verbs aloud.
the things in Activity 6 each story writer overcame—and what • Ask students questions to check their understanding of the
they managed to do. Read the directions aloud to let students words. Ask, for example, Why would someone creep? Do you
know which story they’re reading. slam a door when you’re happy or mad? Show me how you
• Tell students to read their stories quickly and find the look when you peer.
answers to the two activity questions. Set a time limit • Have students look at the sentences and answer any
(say, three minutes) and stick to it. questions they have. Do the first one together. Say, for
• Have partners first tell each other the information they example, Number one: They blank me to the hospital, and we
found out in their stories. Then ask all the As and then all the got there just in time. OK, look at the list of verbs. Ask Which
Bs the two questions and have them call out the answers all one fits with getting someplace quickly? (rush) What tense is
together. Call on individuals to tell the phrases that provided needed? (simple past) How do you know? (It should match
clues to the answers. (For example, p. 127: “my legs started the tense of got.) What’s the missing verb? (rushed)
to shake,” “I couldn’t move,” “I was sure I was going to fall.”) • Have students do the others individually and use a
Help them to paraphrase the ideas in a single sentence. (For dictionary if they need to. Go around and check that
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example, for item 1: The writer was afraid of falling off a cliff.) they’re doing the task correctly and notice any difficulties
they’re having. Help them out. Then focus on any common
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Activity 7 problems in feedback.
1 Both overcame a fear. • When most students have finished, have them compare
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2 The writer on p. 127 jumped across a gap in a cliff. answers in pairs and help each other with anything they
The writer on p. 153 caught and touched a snake. haven’t finished. Review the answers by asking different
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students to read the completed sentences aloud.
8 Read the directions aloud. Tell students they’re going to • Write the item numbers and missing words on the board.
read the story they didn’t read for the last activity and look
c As you write, ask further questions to check students’
hi
for the listed features. Have them look at the four features understanding of the vocabulary; for example Where else
and answer any questions they have. Remind them how to might somebody rush you to? Why?
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recognize direct speech and that an inversion is when the

subject and verb of a sentence switch places for emphasis. 10 Direct students’ attention to the Useful language box
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• Give the students 3−5 minutes to read and to highlight or on p. 127. Read the categories and the phrases aloud.
Have students take a minute to read them over again to
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underline examples. Stick to the time limit and then tell

them to stop reading. themselves. Then say OK, I think you’re ready to write your
• Read the four features aloud and have students share the own story!
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examples they found. Ask the rest of the class if they agree • Put students in pairs to discuss what they’ll write about.
that the examples are correct. Tell them to look at the two models again to remind
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• Encourage students to share with the class features of the themselves of the features of a success story. Say Read
stories that they especially liked. the Useful language phrases again, too. They might give you
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some ideas. Choose the ones you want to use in your story.
Writing Strategy Use exact words • Assign the writing for homework or give a time limit for
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When writing stories, you’re going to be describing a doing it in class. As students write, circulate and provide
assistance as needed. Praise good language and offer
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lot of settings, actions, and feelings. Your writing will be

more exciting and enjoyable to read if you take the time encouragement. You might note some common mistakes
to find the exact words to convey precisely what you for feedback when the time is up.
want to say. To set the scene, use language that appeals • Set aside class time for students to read their stories to
to the senses. When describing actions, use precise verbs. the class.
To convey feelings, use descriptive adjectives. Use a
thesaurus or a dictionary to find synonyms so you don’t
repeat the same words over and over again.

1 which of the things mentioned in Activity 6 each writer overcame.
2 what the writer finally managed to do.
I looked down at the water and the waves crashing against the rocks. My legs
immediately started to shake. Someone shouted “Come on Yasine, you can do it!” I
was on an adventure vacation. This is what I had wanted to do—walking, climbing,
camping—and now here I was doing these things and I couldn’t move. I wanted to
be anywhere else but here. We were doing a walk along a narrow coastal path, but it
had become less and less like a path and more like a cliff we had to climb along. We
finally came to a point where we had to hold on to a rock and jump over a small gap
to get to the rest of the path. Everyone else had done it and I was the last one. It wasn’t
far—not much more than a few feet. But I just couldn’t do it. I was sure I was going
to fall. I was stuck. The rest of the group then started to shout together, “You can do
it! You can do it!” I grabbed the rock and leapt to the other side. I made it! Everyone
cheered. I had finally managed to do it and it felt like I was champion of the world.
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8 Read the story that you did not read in Activity 7. Can you find these features Useful language
in either text? Compare your findings.
Explaining how you felt before
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1 An interesting opening sentence that grabs the reader’s attention Yes (1 and 2) you succeeded
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2 Inversion to make part of the story more emphatic Yes (2) I was absolutely terrified.
3 Examples of direct speech Yes (1 and 2)
I was sure I was going to fall / fail /
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4 Descriptive verbs that make the story more exciting Yes (1 and 2)
lose!
9 WRITING SKILL Using descriptive verbs I’d tried absolutely everything.
c I was ready to just give up.
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Complete each sentence with the correct form of these descriptive verbs.
Explaining how you felt in
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creep grab leap peer the end

rush scream slam stare It was the best day / one of the best
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days of my life.
1 They rushed me to the hospital and we got there just in time!
It was a moment I’ll never forget.
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2 I grabbed the top of the table and pulled myself up. It was a truly memorable experience.
3 “Watch out!” she screamed as the motorcycle came speeding towards me.
It was a day that changed my life.
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4 I could hear a strange noise, but as I peered into the darkness, I couldn’t
see anything!
5 When I heard the scream, I leaped / leapt out of my chair and ran into the kitchen
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to see what the problem was.

6 I stared at the letter in complete amazement! I just couldn’t believe my eyes!
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10 Write a story of between 200 and 250 words about overcoming something.
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Use the phrase I finally managed to… somewhere in the story. Answers will vary. Have you ever overcome a fear?
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Unit 1 Grammar reference and practice
PRESENT AND PAST FORMS I’d been wanting to go there for ages.
Simple present Remember that some “state” verbs that do not express action
are not used in continuous forms.
The simple present describes things that are generally true,
habits, or permanent states.
USED TO AND WOULD
I miss my host family.
To talk about habits, regular actions, or events in the past, use
The simple present also describes things scheduled to happen
used to and would. The simple past can also be used. Often,
at a particular time in the future.
these habits or events no longer happen.
e arrive at seven in the morning and then leave the following
W
Would is more common than used to. Used to is often used to
evening.
start a topic, and then would or the simple past is used to give
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Present continuous extra details.
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I used to do it all the time when I was a student going home to
The present continuous describes actions seen as temporary, in
visit friends… Often, when you went to some hitching spots, you’d
progress, or unfinished.
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have to line up behind several others already waiting for a ride… I
We’re talking about study-abroad programs. often argued with my parents about the dangers of hitchhiking and
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I would tell them about all the amazing experiences I’d had.
The present continuous is also used to talk about things in the
future that one has arranged to do with other people. Used to or the simple past (not would) are used to describe past
c
states existing over a period of time.
hi
I’m meeting some friends on Sunday.
Hitchhiking used to be / was / would be so common when
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Simple past I was / used to be / would be a student.

gr
The simple past is used to describe finished actions in the past, Describe individual past events and situations with the simple
especially when there is one finished action after another. past only. Do not use used to or would.
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I spent six months in Berlin in 2015. Then I came home. I also spent / used to spend / would spend one summer hitching
around South America.
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Past continuous
To form negatives, use didn’t to show the past tense. Notice that
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The past continuous is used to emphasize an action in progress use to is used in negatives.
around a time in the past.
People didn’t use to worry about sharing their space.
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I was actually thinking about canceling my trip before I left.

It is common to form negatives using never instead of didn’t.
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Past perfect Notice that used to is used to indicate the past tense in this case.
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People never used to worry about sharing their space.

The past perfect emphasizes that one thing happened before a
particular point in the past. When asking questions, use the auxiliary did to show the question
is in the past tense. Notice that use to is used in questions.
I’d never left Argentina.
Did you use to go there?
Past perfect continuous
There is no present form of used to. The adverb usually or the
The past perfect continuous (had been + -ing) is the preferred verb tend to is used.
form for talking about something in progress over a period of
People don’t used to usually hitchhike now.
time up to or before a particular point in the past. However, the
past perfect can also be used in most of these cases.
128 Unit 1 Grammar ReferenceSAMPLE COPY, NOT FOR DISTRIBUTION

1 Choose the correct option. 4 Rewrite each sentence using used to or would and the
word in bold.
I (1) was going / went on a student exchange to France
recently. I (2) was staying / stayed with a French boy named 1 My grandparents usually came on vacation with us when
Olivier and his family for three weeks over Easter. I (3) had I was younger. come
used to come / would come
/ was having an amazing time there. They (4) were taking / My grandparents on vacation with us when
took me skiing for ten days, which was incredible! I (5) didn’t I was younger
go / hadn't been before, but (6) I'd been taking / I was taking 2 In the past, most workers only had one day a week off.
lessons to get myself ready, so I wasn’t completely clueless work used to work / would work
when I got there. Over the next few weeks, both my skiing In the past, most workers six days a week.
and my French (7) had improved / improved. The only bad 3 In the 19th century, women usually traveled with
thing about the trip was that while we (8) had been staying / someone. travel didn’t use to travel / never used to travel /
would never travel
were staying in the mountains, I got really sick. I don’t know Women on their own in the 19th century.
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if it was food poisoning or what, but I (9) felt / had felt really 4 My hair’s a lot longer now. have
bad. Olivier (10) has been coming / is coming here in July. I’m I used to have shorter hair.
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a little worried because I can’t take him to do exciting things 5 My dad gave up playing soccer professionally because he
like skiing! Most of the time here, (11) I just hang out / I’m just
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got injured. to be
hanging out with my friends. (12) I still look / I’m still looking My dad used to be a professional soccer player until he
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forward to seeing him, though. got injured.
2 Complete the sentences. Use the past perfect continuous 5 Complete each pair of sentences with the correct form
form of the verb if appropriate. If not, use the past perfect.
c of the verb in bold and a pronoun. Use the adverb in
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had been talking parentheses, if given. Put one sentence in a past form and
1 My sister (talk) about doing a student
the other in a present form.
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exchange for years, so it’s great that she finally went.

2 We had known (know) each other for years before leave
gr
we decided to travel together. 1a When I went to Mexico in 2016, it was the first time
3 I got really badly sunburned. I had been lying (lie) around I had ever left my country. (ever)
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on the beach all day and just forgot to put sunscreen on! 1b ? You’ve hardly seen the city. (already)
4 I had seen (see) a lot of the country during my time You’re leaving already
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there, but that was my first time in the capital. get used to
5 This was my third time in the city. I had enjoyed (enjoy) it 2a I was in the UK for almost nine months, but I can’t say
the other two times but didn’t have much of a feel for it yet. I ever got used to the food. (ever)
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I’m slowly getting used to

6 They were so nice. Wehad been staying(stay) in a B&B, 2b It’s taken a while, but speaking in Spanish.
but they said we could sleep at their place. Hopefully, I’ll be fluent by the time we leave. (slowly)
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3 Complete the text about HitchBot with would, used to, or stay
at
I had never stayed

the simple past. 3a I was a little worried because with a host
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family before, but it was fine. (never)

HitchBot was a special robot designed by scientists at two 3b W here are you stayingon your study-abroad trip next year?
Canadian universities as an experiment to see how humans
react to robots. They (1) would / used to send the robot on get
We have gotten / got
hitchhiking trips with instructions to try to visit certain places 4a We took a wrong turn back there. way off
along the way. They (2) would / used to leave the robot at the the beaten path.
side of the road, and when someone pulled up to see what 4b W e went to seven cities in four days, so we’re hardly getting
it (3) was (be), the robot (4)would / used to read a a feel for the places. (hardly)
message explaining what it wanted to do. The driver then
had to pick up the robot, put it in their car, and then leave
it by the side of another road to be picked up by someone
else. The vast majority of people (5) treated (treat) the
robot well and it (6) completed (complete) four trips in
Canada, Holland, Germany, and the United States.

Unit 1 Grammar Reference 129
PRESENT PERFECT FORMS AND SIMPLE PAST VERB PATTERNS (-ING OR INFINITIVE WITH TO)
Present perfect The -ing form is commonly used with the following verbs.
The present perfect is used: admit avoid can’t stand consider
delay enjoy finish keep
• to introduce or list experiences connected to a present
mind miss practice recommend
situation / discussion.
• to refer to a completed event within a period of time
including now. The infinitive with to is commonly used with the following verbs.
• to talk about the duration of something that is still true now. agree arrange decide expect
Most successful entrepreneurs have failed at least once. fail hope intend need
Entrepreneurs have always needed the confidence to recover offer plan promise refuse
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from failure.
Objects before -ing and to
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The present perfect continuous is used:
• to talk about duration of activities that are still true now. Some verbs can have an object before an -ing form or an
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• to emphasize the process (not the completed action). infinitive with to.
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The number of entrepreneurs has been growing over the last catch sb/sth -ing discover sb/sth -ing feel sb/sth -ing
few years. find sb/sth -ing got sb/sth -ing hear sb/sth -ing
imagine sb/sth -ing leave sb/sth -ing mind sb/sth -ing
Kickstarter has been running for several years now.
c notice sb/sth -ing remember sb/sth -ing see sb/sth -ing
hi
The continuous form is preferred when talking about duration,
ap
but the simple form can also be used with no difference in advise sb/sth to allow sb/sth to ask sb/sth to
meaning. beg sb/sth to cause sb/sth to challenge sb/sth to
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T he number of entrepreneurs has been growing over the last convince sb/sth to dare sb/sth to expect sb/sth to
few years. force sb/sth to get sb/sth to hire sb/sth to
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invite sb/sth to order sb/sth to pay sb/sth to

The number of entrepreneurs has grown over the last
permit sb/sth to prepare sb/sth to remind sb/sth to
few years.
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The simple form is usually used when talking about a completed Negatives can be made using not.
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action, while the continuous form is usually used to emphasize I hate not having a cell phone with me.
the process. This is why the simple form is preferred with
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specific amounts. Verbs with two objects

Since it started, Kickstarter has been raising raised two
at
These verbs are commonly followed by two objects.

billion dollars.
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He’s been starting started ten different companies over the ask book bring build
last fifteen years. buy cook find get
give lend make owe
pass save show tell
Simple past
The simple past is used: With most verbs that can be followed by two objects, the order
• to tell a story of completed events. of the objects can be reversed if for or to is put in front of the
• with time phrases that show completed time. person / group of people. The preposition used depends on the
• to talk about the duration of completed events. initial verb.
Can you email me the report sometime today, please?
D’Aloisio’s first investor contacted him via email from Hong Kong.
Can you email the report to me sometime today, please?
She wrote for ten years without success.
130 Unit 2 Grammar Reference SAMPLE COPY, NOT FOR DISTRIBUTION

1 Do the time phrases show a completed time (a), a time 7 I tried to get a better deal, but they basically just
period that includes now (b), or both (ab)? refused negotiating. I: to negotiate
8 That report needs checking before you send it. C
a The company’s profits rose .
b The company’s profits have been rising . 5 Complete the sentences with the correct form of the verbs.
1
b over the last five years 1 I can’t imagine him
posting (post) something like
2
a last year that! It’s so out of character.
3
a in 2015 2 I accidentally downloaded a virus and it caused the
4
b in the past few months whole system to crash (crash).
5
b since they found a different distributor 3
Our teacher always forces us to speak (speak) in
6
a when we did the marketing campaign English in class.
7
abfor a long time 4 I got some bad feedback on my project. It left me
ng
8
b over the last year feeling (feel) very upset.
5
We’d like to remind you to change (change) your
2 Complete the summary with one word in each space.
ni
password within the next two weeks.
Madison Forbes has (1) always loved drawing and 6 Websites
playing (play) music while they load is
ar
design, and (2) since 2010, she’s been turning her so annoying!
7
I can still remember begging my parents to buy
Le
designs into a successful business called Fishflops, which
produces flip flops with Madison’s cute sea characters on (buy) me my first Xbox!
them. She came up with the name in 2006—(3) when 8 They caught him
trying (try) to access the
she was just eight years old—and, with the help of her father,
c school’s online records.
hi
(4) set up the business, which now sells to clothing 9
If I could, I’d hire someone to take (take) my
stores like Nordstrom as well as to the Association of Zoos science exam so I didn’t have to study for it.
ap
and Aquariums (AZA). Over the (5) last / past few years, 10 I just can’t see them
winning (win). They have too
they have also started producing shoes and T-shirts, and the many players injured.
gr
company has (6) made several million dollars in 6 Look at each first sentence. Add three words to complete
sales—not that Madison has been (7) living a life of
eo
each second sentence so that it has a similar meaning to

luxury with the profits; instead, she (8) has saved the first.
most of the money to pay for college. The company also gives
lG
to several charities, and a portion of the AZA sales goes to 1 My parents didn’t let me use social media until I was 16.
protect endangered animals. My parents never allowed me to use social media
na
when I was younger.

3 Explain the use of these verb forms from Activity 2. 2 That video really made me think. Online companies have
io
1 Madison Forbes has always loved drawing…

duration so much power over us!
2 She’s been turning her designs into a successful That video really got how much power
at
business…
duration online companies have! me thinking about
3 I warned her about sending her details, but she didn’t listen!
N
3 She came up with the name… tell a story

4 They have also started producing shoes…
emphasis I begged send her personal details, but she
5 The company has made several million dollars in sales… didn’t listen. her not to / to not
introduction
6 Not that Madison has been living a life of luxury… 4 Every time you enter the site, they make you change
duration your password.
4 Are the sentences correct (C) or incorrect (I)? Correct the Every time you enter the site, they force you to change
incorrect sentences. your password.
5 That video is amazing. How could anyone not like it?
1 I need to practice giving this presentation before class. C anyone not liking
I can’t imagine that video! It’s so amazing!
2 We’ve almost finished to raise the money we need. I: raising
6 Don’t let me forget how terrible that site is!
3 Have you considered to pay someone who can do it? I: paying
Remind me not to use that site again! It’s awful!
4 I’m going to keep to write to them until I get an answer! I: writing
5 He admitted sending thousands of spam emails. C
6 I’d recommend to report it. It doesn’t look right. I: reporting

DETERMINERS COMPARATIVES AND SUPERLATIVES

Determiners are words used before nouns. They have two main Comparatives and superlatives can be made with adjectives,
functions: adverbs, or nouns.
• to show which noun is being referred to. To emphasize that something is “less than,” the comparative
• to show how much / how many of something. form …not as X as… is often used.
Articles Their training was not as hard as it is now.
The indefinite article is used: Size differences can be shown by modifying the comparative
with a number or measurement, or a modifier.
• before nouns when they are one of several, when it is
not important which one is meant, or when something is On average, shot putters are now two and a half inches taller
ng
mentioned for the first time. and 130 pounds heavier than they were in the past.
• to say what people or things are / were. Over a thousand more people have run sub-four-minute miles
ni
The definite article is used: since Bannister did it.
• before nouns when it is thought to be clear which thing
ar
Big difference much / a lot / a great
or things is / are meant. deal / far better
Le
• before superlative adjectives. more efficient
Small difference a little / slightly
• as part of some fixed expressions.
No article is used:
c
We can also add modifiers to “not as” comparatives.
hi
• before uncountable nouns. not nearly as fast not nearly as many
• with plural nouns to talk about things in general. not quite as good not quite as much
ap
• after prepositions in many expressions with places. Remember, many and few go with countable nouns, and much
• before the names of most cities, countries, continents, and little go with uncountable nouns.
gr
street names, airports, or stations.

The pattern the more… , the more… can be used to show how
eo
Quantifiers two or more changes happen together or affect each other.

Comparative Clause Comparative Clause
lG
Quantifiers are determiners that show how much or how many of

something. Some can only be used with uncountable nouns or remainder remainder
plural countable nouns. The longer your legs are, the more they are to
na
and thinner energy- swing.

Both is used to talk about two people and / or things.
efficient
io
Either and neither are followed by singular countable nouns. They

at
are used before a noun to talk about two choices or possibilities. Look at the box to see how situations now are compared with
Neither is a negative, so it is not used with no or not. the past.
N
Every and each are used only with singular countable nouns. Athletes are training harder they used to do.
Sometimes it is not important which word is used, but generally: and more intelligently than before.
• each is used to focus on individual things in a group or to in the past.
list two or more things. they did before.
• every is used to talk about a group or to list three or more Elite shot-putters now they were in the past.
things. are two and a half inches taller they used to be.
• all is used to talk about the whole of something. All is than 40 years ago.
followed by uncountable or plural nouns.
• any is used in positive sentences when it is not important
to specify the exact person or thing, because what is
being said applies to everyone or everything.
• when quantifiers are used with pronouns, of is added after
the quantifier.

1 Choose the correct option. 3 Complete the sentences with these determiners.
1 Mia Hamm started playing soccer when she was living all any both each
in the Italy / Italy. Later, when she was in the junior high either every neither no
school / junior high school, she played on the boys’ team /
boys’ team. 1 I like the fact that you can play the game anywhere.
2 Hamm has done a lot to promote a women’s / the No special equipment is needed.
women’s / women’s soccer. 2 Mia Hamm was named FIFA’s World Player of the Year in
3 To tell you the truth / truth / a truth, I’m not really interested both 2001 and 2002.
in motorcycles / the motorcycles, but I admire Valentino 3
Neither his school nor his family had the money to
Rossi. He has charm / a charm / the charm and a lovely send Jesse Owens to the 1932 Olympics.
personality / lovely personality / the lovely personality. 4 My brother can name
every player who’s played
4 Jesse Owens was born in the Alabama / Alabama in 1913.
ng
for the team in the last ten years!
He was the youngest / youngest / a youngest of ten children, 5 I admire
any athlete who works hard and has a
and his father was farmer / the farmer / a farmer.
ni
good attitude.
5 As the teenager / teenager / a teenager, Owens helped 6 It’s a very close game.
Either team could win, but I
ar
his family by delivering the groceries / groceries and still think Brazil looks stronger.
working in a shoe repair shop / shoe repair shop / the shoe 7
All my friends are really into boxing, but I can’t
Le
repair shop. stand it!
6 Susi Susanti now runs company / the company / 8 There’s a website that shows you how much
a company selling the badminton rackets / badminton
rackets. She imports a material / the material for
c each player earns.
hi
rackets / the rackets from Japan, and they’re then produced 4 Complete each second sentence so that it has a similar
ap
in China. meaning to the first sentence, using the word in bold and
two or three extra words.
2 Choose the correct option. In some cases, both may be
gr
correct. 1 This season they have scored 65 goals, and we’ve only
scored 30.
eo
1 There’s not much / only a few difference between the

This season they’ve scored
far more goals than
we have. far
two teams. 2 Usain Bolt actually ran only slightly faster than Jesse Owens.
lG
2 I have almost no / hardly interest in sports, to be honest.

Jesse Owens
was not as fast / didn’t run as fast
as Usain Bolt. fast
3 Very few / Not many talented young athletes actually 3 I used to play basketball a lot, but I hardly ever play now.
become successful.
na
I don’t play basketball as much as I used to. much

4 I’ve never really had no / any talent for sports. 4 No one has ever won as many gold medals in swimming
5 I don’t have very much / very little respect for most
io
for her country as she has.

soccer players. most successful swimmer
She is our ever. successful
at
6 A lot of / Most medals we win at the Olympics are in 5 If you continue to play, your injury will only get worse.
long-distance running.
The
longer you play, the
worse your injury will get. longer
N
7 When the World Cup is on, I usually try to watch all / every 6 The number of professional athletes has increased
game. dramatically.
8 I couldn’t see much because there were a lot of / so many
There
were far fewer professional
athletes in the past. far
people in front of me.
5 Complete the comparatives using your own ideas.
Answers will vary.
1 I’m slightly than .
2 I’m nowhere near .
3 Young people these days are far more .
4 There as as there
in the past.
5 I than I used to.
6 , the more successful you will be.


Future forms 1 Be about to is sometimes used to talk about a plan, arrangement,

or prediction concerning what is going to happen in the
Be going to + verb is usually used to talk about what has already immediate future. Just is sometimes added to emphasize it is the
been planned. Unless an adverb like probably is used, it means it next thing planned.
is a definite plan.
We’re about to hold a community festival.
They’re going to build a new museum in our town.
He’s just about to leave, but if you rush you might catch him before
I’m going to stay in tonight and study. he does.
The present continuous is also often used, particularly with plans
and arrangements involving other people.
FUTURE FORMS 2
I’m meeting a friend of mine later.
The future in the past
ng
Sometimes will is used to talk about scheduled plans.
When the future is talked about as seen from a time in the past,
The coach will arrive at nine and will take everyone to the was / were going to, would as the past tense of will, and the past
ni
museum, where the tour will start at ten. continuous can all be used.
ar
Will + infinitive is usually used at the moment of making a decision. My son was struggling, and I was worried he was going to drop
out of school and maybe end up hanging out with the
Le
A: What’s your flight number?
wrong kids.
B: I don’t know. I’ll check later, and I’ll send you a text with it.
He went several steps further and promised those 11 students
Will is usually used to make promises, threats, refusals, etc.
c
that he would turn the orchestra into a world leader!
hi
(see Unit 6).
Abreu had managed to get 50 music stands for the 100 children he
ap
Will or be going to can be used to talk about predictions. Unless was expecting to come and rehearse.
an adverb like probably or possibly, or an introductory verb such
gr
as think or guess is used, they both mean the speaker is certain Future perfect
about their prediction. May / might can also be used to show
eo
less certainty. The future perfect is formed using will / won’t + have + past
participle.
lG
Certain Less certain

Soon, over 10 million people will have seen it.
It’s going to create jobs. It’s possibly going to create jobs.
The future perfect emphasizes actions completed by a
na
It’s going to be a disaster. It’s probably going to be a disaster.

certain time.
They’ll go over budget. They’ll probably go over budget. /
io
I’ll call you after six. I’ll have finished work by then. (= already
I think they’ll go over budget.
finished before six)
at
They won’t get many They might not get many visitors.
visitors. The future perfect continuous is formed using will / won’t + have
N
been + -ing.
The future continuous is used to emphasize that an action is It’ll soon have been running for 70 years.
ongoing / unfinished in relation to a particular point in time or a
second future action. The future continuous is will be + -ing. (Be The future perfect continuous emphasizes an ongoing action
going to be + -ing is also used.) that is taking place in the present and will continue up until a
point in the future.
It’s going to create jobs, and they’ll be employing local artists.
By the end of this course, I will have been studying English for
When a future time clause is used, the verb is in the simple ten whole years!
present or present perfect.
The future perfect is usually accompanied by a time reference
But what about once it’s been completed? such as before the weekend, by Thursday, etc.

1 Complete the sentences using the two future forms in 3 Complete the summary with these words.
bold and the verbs in parentheses. Decide which form is
the best for each space. expected going than wasn’t were would
present continuous / be going to In many ways, Sheffield and Bilbao are similar. By the
The festival (be) great because some of my 1990s, both were post-industrial cities wondering how they
favorite bands (play). were (1)
going to cope in the coming years. Like
The festival is going to be great because some of my the Guggenheim, the National Centre for Popular Music
favorite bands are playing. expected
was (2) to be a landmark building that
1 simple present / will (3)
would boost tourism in the city. Bosses at the
What do you think you will do (do) after you were
Centre (4) hoping for 400,000 visitors a year,
leave (leave) school? but numbers were far lower (5)
than expected,
ng
2 simple present / future continuous with only around 140,000 showing up in the first 12 months.
Let’s hope that when we
have (have) the concert People soon realized that the center on its own
outside, it won’t be raining (not / rain).
ni
(6)
wasn’t going to be enough to transform the city,
3 present perfect / going to and it closed down before even reaching its second birthday.
ar

They are going to start(start) the project once they
have raised (raise) enough money. 4 Complete the second sentences using the words in
Le
4 present continuous / present perfect parentheses and 1–3 additional words.
We are going (go) on a school trip to Hong Kong after
1 I had high hopes for it, but it was actually sort of
we have finished (finish) all our exams.
5 will / future continuous c a letdown. I thought it would
hi
It wasn’t as good as (thought) be.
I won’t be doing (not do) much this weekend, so I
2 I had high expectations, but it totally exceeded them.
ap
will show (show) you around the city, if you want. It was even better than I was expecting it (expecting) to be.
6 present perfect / be about to / will 3 They ended up with three million visitors—far more than
gr
I’m sorry, the movie is about to start (start). I will call

initially expected.
(call) you when it has finished (finish). They were hoping (hoping) to get around a million
eo
2 Complete the second sentences using 3–5 words— visitors, but ended up with three times that!
4 I’d planned to go out and meet some friends, but in the
lG
including the words in bold—so that they have the same

meaning as the first sentences. end I was too tired.
I was going (going) to go out and meet some friends,
na
I’ll come over to your house after I have finished my but in the end I was too tired.
homework. am 5 I hadn’t planned to return yet, but I ran out of money.
io
I’ll come over to your house, but I am going to finish my I was going to stay(stay) longer, but I ran out of money.
homework first.
at
5 Choose the correct option.

1 The tickets are going to sell out immediately. soon
as soon as they’ve
N
The tickets will sell out almost gone on sale. 1 Hurry up! The movie will start / have started by the time
2 First they’re going to repair the houses, and then they’ll we get there, if we don’t get moving!
paint them. before 2 I’m going / I will have gone to a concert tomorrow night,
before they paint
They’re going to repair the houses them. so can we meet on Friday instead?
3 They need to raise a lot of money so they can complete 3 I’m helping / I’ll have helped a friend with something
the project. to tomorrow, but I’ll have finished / I’m finishing by five, so I’ll
they are going to complete / they want to complete
If the project, they have to raise a lot of money. call you then.
4 I don’t think that the project will be a failure. should 4 I’ll have been living / I’m going to live here for the last five
The project shouldn’t / should . not be a failure years in July.
5 I could meet you when I go shopping in town on 5 I read somewhere that by the time you’re 60, you will
Saturday. be have been sleeping / slept for twenty years!
will be shopping / will be going shopping / am going to be shopping
I in town on Saturday, so I could meet
you then.

Passives 1 A passive sentence can be made in two ways when there are
two objects.
The passive is used to focus on who or what an action affects.
The passive is also used when it is unclear or unimportant who I was recently given this great new smartphone.
performs an action. The passive is formed using be + a past A new smartphone was given to me.
participle.
I have just been sent an email by Maxine.
Simple present An email has just been sent to me by Maxine.
The cup is then left far away from your bed.
The machines are exported all over the world. PASSIVEs 2
Present continuous Passive reporting verbs
ng
If your phone is being charged… A passive structure is often used to report general knowledge,
beliefs, and assumptions. There are two common patterns after
ni
The wrong questions are being asked.
the passive.
ar
Present perfect The brain is thought to have over 12,000 miles of
Le
I have just been sent an email by Maxine. blood vessels.
was believed to be controlled by four different
It has been designed to track your sleep patterns.
elements or “humors.”
c is estimated to weigh six and a half pounds.
hi
Simple past is known to recover from serious damage.
ap
I was recently given this lovely new smartphone. It is thought (that) the brain works like a watch.
We were only told about it at the last minute. is claimed (that) the brain is like a computer.
gr
is assumed (that) people know what they

Past continuous are doing.
eo
is well known (that) smoking causes cancer.

There was a power outage while the experiment was being
lG
carried out. In the second pattern, it is impersonal. It is there because in

They weren’t being produced in Mexico, so I saw an opportunity. English sentences with a verb need a subject.
na
Past perfect Causative have and get

io
I wanted to produce them, but a patent had already been Have / get + something + past participle is a passive
taken out. construction, similar in meaning to the sentences in b. However,
at
with this structure the person or thing that causes the action or
N
After modals is affected by the action can be brought in (I and My brother in

the sentences in c). This structure is used to show that someone
You’ll be forced to get up. else does something for or to the subject.
It would be thrown around all over the place.
a Someone stole my bag. The hairstylist dyed my brother’s hair.
After prepositions b My bag was stolen. My brother’s hair was dyed.
c I had my bag stolen. My brother got his hair dyed.
I’m scared of being asked questions I can’t answer.
Causative get is usually:
Some verbs have two objects: the direct object and an
indirect object. • less formal and uncommon in writing.
• used when the subject is the cause of the action. (My brother
My parents gave me a great new smartphone. paid the hairdresser to dye his hair.)
Maxine sent me an email.

136 Unit 5 Grammar Reference
were taught how to do it
1 Complete the sentences with the correct active or passive 4 I can type very fast because we in
form of the verbs in parentheses. elementary school.
5 I had my watch stolen, and I was really upset because it
1 Language (1) had obviously existed (exist) was given to me by my grandparents.
for many thousands of years before writing
(2) was invented (invent), but the existence of written 3 Complete each pair of sentences using the word in bold.
records really (3)
marked (mark) the beginning of One sentence should be in the active form, and the other
history as we know it. The earliest writing should be in the passive form.
(4) was found (find) in part of what (5) is
1 accept is (generally / widely) accepted
now
called (call) Iraq.
a It now that increases in global
2 The printing press (1) is called / has often been called
temperatures are due to human activity.
(call) one of the most important inventions of all time. b Most scientists
accept that we need to take

Of course, books (2)had been / were(produce)produced
before
ng
action to reduce global warming.
Johannes Gutenberg (3)
presented (present) his first 2 not know
creation to the world, but always by hand! Before too
a We
don’t / do not know
ni
were being printed / were printed exactly how many stars there are in
long, thousands of books (4) (print) and the solar system.
ar
(5)
distributed (distribute) all over Europe. b It is not known exactly how stars were first formed.
3 If you’re worried about your phone (1) being stolen
3 think
Le
(steal), here’s a helpful hack. A special app can a Some researchers
think that it could be
(2) be installed (install) so that you can (3) track
possible to live on Mars.
(track) the phone if it’s lost or stolen. You’ll also be able to
see if the phone (4) is being used (use). It can even
c b Mars is thought to have water under its surface.
hi
4 believe
(5) be wiped (wipe) clean remotely, to stop criminals a In the past, many diseases were believed to be caused
ap
from (6)
getting (get) hold of your data. by having too much blood in the body.
4 The first self-driving car only (1)
hit (hit) the b Doctors in the past
believed that they could cure
road very recently, but it’s quite possible that cars as we
gr
diseases by removing blood from the body.

know them will soon (2) be replaced (replace) by this
eo
new model. Over recent years, much of the research into 4 Complete the short report with one word in each space.
these cars (3) has been funded(fund) by Elon Musk, a TED
The government is (1)
having air quality tested
lG
speaker who (4) has started (start) lots of different

companies. Thousands of self-driving cars because high levels of pollution (2)
are thought to
being built / have been built (3)
be increasing. The government is also having
(5) are already (build)—and they
na

(6)
are getting / have gotten
(get) more sophisticated. research (4)
done in schools to try to find out whether
air pollution is having any effect on students’ performance.
io
2 Complete each sentence by making these verbs with two Air pollution is known (5)
to affect health and is
objects into the passive. estimated to (6)
cause thousands of deaths each year.
at
(7)
It is also claimed (8) that it affects the
award Ahmed Zewail the Nobel prize in Chemistry development of the brain and young people’s intelligence,
N
give me it but more research is needed to determine if there is a

give us some tricky questions clear link.
show the queen one of the first telephones
teach us how to do it
1 In January 1878, one of the first telephones was shown

to the queen by its inventor, Alexander Graham Bell.
was awarded to Ahmed Zewail
2 In 1999, the Nobel prize in Chemistry , who
was the first Egyptian to receive the prize.
3 The science test was sort of a nightmare because we
! were given some tricky questions

MODALS AND MEANING may/might/must
Modals never change their form. They go with normal verbs and Might is used if something is uncertain but possible.
are followed by the infinitive without to form of those verbs.
You might stop weak species from going extinct.
Modals add meaning to verbs. A phrase or normal verb can
sometimes be used instead of a modal. May is also used if something is uncertain but possible, and
for permission.
Will/would
These changes may bring benefits.
Will is used to express that something is certain or sure to
happen, and to express promises, offers, habits, and refusals. Must is used if something is necessary and if the speaker is sure
of something based on experience.
The first thing that will strike people…
These changes must bring benefits.
ng
Would is used to express that something is theoretically certain
to happen, to report as the past form of will, and to express a Have can sometimes behave as a modal.
ni
habit in the past. You have to go to school.
ar
If the habitat disappeared, they’d die out.
MODALS AND INFINITIVE FORMS
Le
Should/shall
Modals can be followed by different kinds of
Should is used to express a good or better idea, or if something
infinitive forms.
is expected to happen in the future.
c
hi
To talk about actions generally, use a modal + the infinitive
Should we be trying to conserve these species?
without to form.
ap
Shall is used to ask for and give suggestions, or to make offers As you can see, it does look quite professional.
about a current or future situation.
gr
To talk about actions in progress or extended over time, use a

What shall we do about it?
eo
modal + be + -ing (the continuous infinitive without to).

Can/could We should be doing more to protect them.
lG
Can expresses ability and permission. It is also used if something To talk about the past in general, use a modal + have + past
is only possible sometimes and factually possible (or not, in participle (the perfect infinitive without to).
na
the negative).
You could have (could’ve) told me how cruel it was, and I honestly
io
They can be difficult to see in the wild. wouldn’t have cared.

at
Could is used to express past ability / inability, if something To emphasize that an action was in progress when another
happened sometimes, or is theoretically possible. Could is also thing happened, use a modal + have been + -ing (the perfect
N
used in polite requests. continuous infinitive without to).

I couldn’t swim until I was in my twenties. I can’t have been paying attention when I read about it.
Modals can also be used with passive forms.

More should be done to reduce the suffering of animals.
(= generally)
I got really sick after eating that meat. It can’t have been cooked
properly. (= in the past)

1 Choose the correct option. 3 Choose the correct option.
Juliana Machado Ferreira is a conservation biologist who is 1 New research has shown that there can’t / might once
trying to stop illegal wildlife trade in Brazil. People in Brazil have been a creature similar to a unicorn.
(1) will / shall often keep wild birds as pets, but Machado 2 I can’t believe how little he ate. He can’t be feeling / can’t
says they (2) shouldn’t / couldn’t. Taking animals from nature have been feeling very hungry.
(3) can / should have a terrible impact on the habitat and 3 I can’t believe you thought that story was true. You should
other animals there. For example, if a large proportion of the / must have checked it on some other sites!
wild birds that are captured are female, this (4) might / will 4 I’m not surprised his parents were angry. He shouldn’t
inevitably reduce future populations. The birds (5) may / would have had / shouldn’t have been having snakes without
also be predators for other animals or consume particular telling them!
plants, so a reduction in the bird numbers (6) can / can’t 5 Surely there would / will have been more in the papers
have an impact on the rest of the ecosytem. She believes the about the tree octopus if it were true.
ng
public (7) must / might be educated about these effects. In 6 I’m guessing that you might / should have heard about
the past, she has worked with the police to help return birds the tree octopus, right?
ni
to their original habitat. The problem is that they (8) could 7 We promise that any cat you buy from us will have been
ar
/ shall be from any number of different places, so Machado being / will have been thoroughly checked by a vet.
used a genetic test to determine where the birds (9) might 8 You shouldn’t have scared / shouldn’t scare the dog.
Le
/ will be from. She developed her ideas at the US Fish and He wouldn’t / couldn’t have barked at you otherwise.
Wildlife Service Forensics Laboratory. She got an internship
4 Complete the rewrite for each sentence. Use the best
there because she (10) would / could write regularly to them
asking if she (11) would / could become a volunteer until
c modal and two or three other words in each space.
hi
eventually they said yes! And now Juliana shows the same 1 It’s just not possible for the Loch Ness monster to have
ap
determination in her work. She has a very varied work life survived that long without being found.
but, in the next few years, she (12) may / can spend more The Loch Ness monster that long without
time in her home office. She also says that if she (13) can
gr
being found. It’s impossible. can’t/couldn’t have survived

/ could talk to her younger self, she (14) would / should tell 2 It’s possible that Loch Ness was once connected to
eo
herself to learn something about finance and marketing. the ocean. may/might/could have (once) been

This is because she is now in a management position, Loch Ness connected to the ocean.
lG
and students aren’t taught how to deal with money in 3 I can’t believe I didn’t realize the movie was a fake.
biology classes. should have realized
I’m so stupid. I really the movie was a fake.
4 If there really was a monster, why aren’t there more
na
2 Choose the best self-follow-up comment to each question.

photos of it?

1 Would I ever do it? a Only if I had no other option.
a People would have (taken) more photos of the monster if it
io
b Of course I can. really existed!

at
2 Shall I do it for you? a I still haven’t decided.

b 5 It’s impossible to get near the loch now without being
b It’s no trouble. filmed by security cameras.
N
3 Must I do it?
b a It’ll be fun. By the time you get to the edge of the loch, you
will/would have been filmed/caught
b Can’t someone else? by security cameras.
4 Should I really do it? a There’s no other option.
b 6 There’s no way he was telling the truth about what
b I’m not sure it’ll improve things. he saw.
must have been lying
5 Will I do it at
a a I still haven’t decided. If you ask me, he about what he saw.
some point? b I don’t mind if you don’t 7 Loch Ness is only 10,000 years old. Plesiosaurs died out 60
want to. million years ago.
can’t/couldn’t have been
6
a Can I do it? a I’d really like to try. Loch Ness around when plesiosaurs
b I might not. still existed.
8 I swear I saw something. Honestly, if only I’d had my
camera with me!
should have had/taken could’ve/would’ve filmed
I my camera with me. I what I
saw if I’d had it.

First, second, third, and mixed WISH, IF ONLY, WOULD RATHER

conditionals Wish, if only, and would rather all introduce hypothetical ideas—
things that a speaker wants to be true, but sees as impossible. As
First conditional
with conditional sentences, past forms of verbs are used to talk
First conditionals describe possible results of real situations now about hypothetical events.
or in the future. The simple past, the past continuous, could, and would are used
If you’re in school today, you’ll probably start working sometime in to hypothesize about present situations.
the 2020s. The simple past is used when hypothesizing about general
I’m going to take the test again if I fail. situations or states.
I wish I was better with words.
Second conditional
ng
I wish I was as creative as her / him.
Second conditionals describe imaginary situations and results I wish I didn’t have to take art classes.
ni
now or in the future.
If only I had an extra eye in the back of my head!
If these drawings were painted more realistically, they would
ar
I’d rather the teacher didn’t give homework.
look amazing.
Le
I wouldn’t joke about it if I were you. The past continuous is used to hypothesize about an action or
specific situation happening now.
Third conditional If only I wasn’t sitting here now!
c
hi
Third conditionals describe imaginary situations and results in I wish I was doing something else. This is boring.
the past.
ap
Could is used to hypothesize about an ability we want.

If she’d wanted pictures, she’d have told us. I wish I could draw better.
gr
If he hadn’t spent that day with his niece, the Monster Engine I wish I could help you, but I just can’t.
would never have happened.
eo
Would is used to hypothesize about a habit or behavior we want

Mixed conditional to stop (or start).
lG
I sometimes wish my classmates wouldn’t make so much noise.

Mixed conditionals describe imaginary past situations and
imaginary present results. I wish she would speak slower. I can’t understand anything
na
she says.
If their schools had encouraged unusual ways of seeing the world,
io
lots of adults would be more creative. The past perfect is used to hypothesize about the past and
I wouldn’t be here now if she hadn’t helped me. express regrets.
at
I wish my parents hadn’t forced me to learn an instrument.

Other modals can also be used in the result clauses of
N
conditional sentences. I often say to myself, “If only I’d spent more time thinking about this
before I started.”
If I do OK on my exams, I might / may try to study fine art in college.
= Maybe I will study fine art. Note that, where the subject of would rather is the same as the
If I get really good grades, I can go and study abroad. verb that follows it, an infinitive without to is used.
= It will be possible for me to study abroad. I’d rather you did it.
If he had been a little taller, he could have become a really great I’d rather do it myself.
basketball player.
= It would have been possible for him to become a great player.

1 Choose the correct option. 5 She didn’t obey the rules when she started her business.
That’s why she’s successful today.
1 If you will want / want to study abroad, you’ll need to save 6 Creativity in children is like anything else: encourage it or
some money first. be prepared for it not to grow.
2 I wouldn’t play this instrument well if my dad hadn’t
helped / doesn’t help me when I first started. 4 Choose the correct options.
3 If I would have / had more time, I’d love to learn how to 1 A This is taking too long to do.
paint with watercolors. B Yeah, sorry. I thought it was a good idea at the time,
4 It’s your fault! If you hadn’t been late, everything would’ve but I wish I hadn’t suggested / didn’t suggest it now.
been / was fine. 2 A Shall I ask my mom or dad if they can take us there?
5 The test’s next week, and you don’t / are not going to do B I’d rather we go / went on our own.
well if you don’t work more! 3 A I’d like to study abroad somewhere.
6 If we hadn’t changed things when we did, the situation
ng
B Me too. If only I can / could speak Chinese! I’d love to go
would / will be worse now. to Shanghai.
7 It might not have worked if we tried / had tried it that way. 4 A I wish the teacher would / wouldn’t make us copy
ni
8 If I spoke to my mother like that, she really won’t / everything from the book.
ar
wouldn’t be happy! B I know. It’s a little boring, isn’t it?
5 A Did you go to the gig yesterday?
Le
2 Complete the sentences with the correct form of the
verbs in parentheses. B No, but I wish I had / did. I heard it was great.
6 A If only I didn’t have to / wouldn’t have to leave. I’d love to
1 If I hadn’t asked (not ask) lots of questions when I was at
school, I wouldn’t be a scientist now. c talk more.
B Don’t worry. I need to be home before 12 anyway.
hi
2 If you
create (create) a culture that encourages
5
ap
creativity, people will be happier. Complete each second sentence so that it has a similar
3 I don’t think I would’ve started (start) painting if my parents meaning to the first sentence, using the word given and
three extra words.
gr
hadn’t encouraged me.

4 If I
was (be) fluent in English, life would be so 1 I’m afraid we can’t do anything more to help. only
eo
much easier! If only we could domore to help.

5 Just think! Things would be (be) very different today if 2 My brother is so negative. It’s really annoying. would
lG

ways of writing hadn’t developed.
will never get / are never going to get I wish my brother about things. would be
more positive
6 If you don’t practice, you (never get) better 3 I wanted to walk here, but we took the car. rather
at it. the car at home. would rather
na
wouldn’t (would not) do I

have left
7 I (not do) that if I was you. 4 We should have done a better analysis of the problem. wish
8 If it hadn’t been (not be) so noisy in the exam room, I I the problem better.
io
would’ve done better. wish we’d analyzed

at
6 Complete each sentence with one word. Contractions

3 Make conditional sentences based on the information count as one word.
N
below.
1 A Is it OK if I put some music on?
1 They only realized how talented she was after giving all B I’d rather you
didn’t . I’m trying to study.
the children tests to assess creativity levels. 2 A Do you want to go to the mall?
They wouldn’t have realized how talented she was B I’d rather
go somewhere else. I don’t like the
if they hadn’t given all the children tests to assess stores there.
creativity levels. 3 A I wish we
had asked someone to help us.
B Really? I’d rather
try to do it myself first, even
2 Follow the rules or fail the course. It’s your choice!
if I make a mistake.
3 I can’t really play this. I haven’t practiced recently.
4 A I’d rather you
kept this a secret between us. It’s
4 Some colleges don’t value creativity. That’s why they
a bit embarrassing.
don’t really help students develop it.
Activity 3 B Don’t worry. I’d rather no one / nobody knew what
2 If you don’t follow the rules, you’ll fail the course. only happened! If I could forget it myself!
3 If I’d practiced recently, I could play it.
4 If colleges valued creativity, they’d help students develop it.
5 She wouldn’t be successful if she’d obeyed the rules.
6 If you don’t encourage creativity in children, it won’t grow.
Reported speech In indirect reporting of questions the normal word order of a

statement is used.
When an anecdote or story is told, what people said is often
reported. This can be done with: I said, “What are you doing here?”
I asked her what she was doing there.
• direct speech.
I thought, “Why did you ask that?”
She said, “I love you,” and then he said, “Will you marry me?” I wondered why she’d asked me that.
• indirect speech. She said, “Do you need any help?”
She asked if I needed any help.
She said she loved him, and he then asked (her) if she’d
marry him. Remember that when what was said is reported, different words
• a mixture of the two. must be used for times or places if what is being reported has
finished, is no longer true, and / or was in a different place.
ng
She said, “I love you,” and then he asked if she’d marry him.
They said, “Can we wait until tomorrow?”
When reporting with indirect speech, follow the normal rules of They asked if they could wait until the next day.
ni
tenses within a story. This often involves a tense backshift from He said, “I talked to her yesterday.”
ar
direct speech. Look at the direct and indirect speech used to He said he’d talked to you the day before.
report statements about:
Le
I told them, “I was here last Tuesday!”
• a situation or action at the time it was said / thought. I told them I’d been there the previous Tuesday.
I said, “I need to go back to school.” Other useful time phrases for reporting:
I said I needed to go back to school. c
hi
today that day
• an action in progress at the time it was said. now / immediately at that moment / right away
ap
tomorrow the next day

She said, “I’m going to the station.”
next week the next week / the following week
gr
She said she was going to the station.

last week the week before / the previous week
• an action further back in time before it was said.
eo
He said, “I’ve forgotten my money.” Patterns after reporting verbs

lG
He told me he’d forgotten his money.

Notice the patterns that often go with particular verbs.
• a plan or prediction for the future at the time it was said.
na
verb + infinitive (with to): agree; arrange; claim; decide; intend;

I asked, and they said, “We’ll try!” offer; pretend; promise; refuse; threaten
They said they would try.
io
verb + -ing: admit; avoid; consider; continue; deny; imagine;

When the statement being reported is still true, present and resent; recommend; suggest
at
other tenses can be used, as they apply to now.

verb + (that) clause: acknowledge; announce; argue; claim;
N
Miriam told me to tell you she’ll be late. confess; declare; deny; insist; recommend; state
= She’s not here yet, so she still will be late.
verb + someone + (that) clause: assure; convince; notify;
He told me he’s never had tea. persuade; promise; remind; tell; warn
= As far as I know, he still hasn’t had tea.
verb + someone + infinitive (with to): advise; ask; encourage;
When correcting a misunderstanding, the backshift is preferred force; invite; persuade; remind; tell; urge; warn
because the misunderstanding is no longer true, but it is not
verb + preposition + -ing: accuse somebody of; admit /
essential.
confess to; apologize for; blame somebody for; criticize
A: We are meeting at 10. somebody for; forgive somebody for; insist on; thank
B: I thought we were meeting at 11. somebody for

1 Choose the correct option. 3 Complete the second sentences so they have a similar
meaning to the first. Use two to five words, including the
A few years ago, a Chinese friend of my parents asked if I
correct form of the verb in bold.
(1) want / wanted to visit (2) the following summer / this summer
to spend time with their daughter, who was my age. It was 1 My mom said I should write to the TV company and
a great opportunity, so I agreed to go. I had to fill out a complain about it.
long visa application. My father and I took it to the Chinese My mom suggested writing to the TV company to tell
embassy, and they told us to come back (3) next week / the them how I felt. suggest
next week to pick up the visa. When we went back, there was 2 They said that they’d meet me to explain their decision.
a long line for some reason. My dad explained to the security After I complained, they agreed to meet me and explain
people that we had been (4) here / there (5) the previous week their decision. agree
/ last week and we were just picking up a visa, but he was 3 I felt terrible for what I said, so I wrote to say sorry.
told that we (6) have to / had to line up like everyone else. So I wrote them a letter
apologizing for such awful
ng
we stood there and started chatting with the man in front things. apologize
of us. He asked my dad where (7) I was / was I going, and 4 Of course, they reject all accusations and claim that
ni
it turned out it was the same place where he lived. “What they’re in the right.
Naturally, they deny doing anything wrong. deny
ar
(8) were / are you doing there?” he asked. My dad told him
I (9) was going to / will stay with a friend of his from college. 5 The goal of the rule was prevention of discrimination.
was intended to prevent
Le
Then the man asked, “What college?” When my dad told The rule discrimination. intend
him, the man said one of his best friends (10) had been / be 6 There has been a lot of pressure on the school to change
at the same college a few years before. He said his friend’s its dress code. has been urged to change
name, and it was actually my dad’s friend, too! It was an
c
The school its dress code. urge
hi
amazing coincidence! 7 He knew what the rules were, but he decided to ignore
ap
them!
2 Complete the story with the verbs in parentheses and the He basically just refused to obey the rules! refuse
correct modals, verb forms, or tenses. 8 They have an employment policy that prioritizes total
gr
Yesterday, I was trying to get to sleep when I heard my dog gender equality.
insists on employing
eo
barking. I got up and my dog was there with some paper The school an equal number of male and
in his mouth. I told him (1) to let (let) it go. I pulled, female teachers. insist
lG
and the piece of paper tore. I suddenly realized it was my 4 Which two options are possible in each sentence?
math homework and asked my mom (2) to come
(come) and take a look. When she saw what had happened, 1 My parents advised / recommended / urged my sister to
na
she just laughed. I said it (3)

wasn’t (be not) funny, complain to her boss about it.
and I (4) would have to (have to) do it all over again, but my 2 He’s been blamed / accused / criticized for not employing
io
mom said it (5)

was (be) too late. She promised she enough staff from minority backgrounds.
at
(6) would write (write) a note to the teacher in the morning 3 We’ve been trying to tell / warn / state them that there will
and said I (7) shouldn’t worry (not worry). However, the next be problems if things don’t change!
N
morning my mom got a call from work before I got up. They 4 I read online that she’d admitted / apologized / denied
told her someone (8) had called (call) in sick and asked sending racist emails.
her if she (9)could / would go(go) in early. She completely 5 They’ve avoided / promised / refused to tackle the problem.
forgot about the note. So of course, in my math class, when 6 He was arguing / telling / insisting that nothing will
the teacher asked why I (10) hadn’t done (not do) my change unless people take direct action.
homework and I explained, he didn’t believe me! His exact
5 Rewrite each sentence in Activity 4 using one of the verbs
words were, “Do you (11)
think (think) I was born
yesterday?” But I swear that (12)
was (be) exactly with a different verb pattern. Answers will vary.
what happened! 1 My parents recommended that my sister complain
to her boss about it.

RELATIVE CLAUSES Adding not to the participle can make a negative.

Relative clauses add information after nouns. Different relative Students not wearing the correct uniform will be punished.
pronouns are used depending on the nouns being qualified or
on the information that follows. Adverbial participle clauses
Participle clauses add information about the time or reason
Defining and non-defining clauses
/ method connected to the main clause. The subject of both
Some relative clauses explain exactly what the thing or person is clauses must be the same.
(defining), and some just add extra information that may be of
aving campaigned on behalf of young people, UNICEF also had
H
interest (non-defining).
a key part in the creation of the UN’s Convention on the Rights of
With defining relative clauses: the Child (CRC) in 1989.
• commas are not used. = After UNICEF had campaigned on behalf of young people,
ng
• the relative pronoun can be left out when it is the object UNICEF also had a key part in the creation of the UN’s Convention
of the relative clause. on the Rights of the Child (CRC) in 1989.
ni
Using online discussion boards as a “meeting place,” the initiative
The devastation (which) it caused was simply staggering!
provides a space for youngsters who care.
ar
With non-defining relative clauses: = The initiative uses online discussion boards as a “meeting place”
Le
through which the initiative provides a space for youngsters
• the clause is separated from the rest of the sentence
who care.
by commas.
• that isn’t used as a relative pronoun.
c Having seen the robbery, I had to go to court to give evidence.
hi
• the relative pronoun is never left out. = Because I had seen the robbery I had to go to court to give
evidence.
ap
The country, which has long been one of the poorest in the
world, descended into chaos. -ing participles are more common in this kind of clause, but
gr
-ed participles can also be used with passives.

A relative clause can start with a preposition + which / whom.
However, this is rather formal in English, and the preposition is Faced with a robber in the street, I would give them whatever they
eo
usually placed at the end of the clause. wanted.

= If I was faced with a robber in the street, I would give them
lG
Where or when can also replace a preposition + which.

whatever they wanted.
Crisis mapping brought about change in the place in which /
The present participle shows that an action happens or
na
where I was born.

happened more or less at the same time as the action in the
main clause.
io
PARTICIPLE CLAUSES Working as a policeman, my dad sees a lot of really scary things.
at
A relative clause is often reduced by using a participle construction. = My dad is a policeman, and while he’s at work, he sees a lot of
N
really scary things.

Past participle clauses reduce relative clauses which use a
passive verb, whichever tense is used. A perfect participle (having + -ed) shows that the action
The UN created a fund called UNICEF. happened before the action in the main clause.
= The UN created a fund which was called UNICEF. Having just closed the door, I realized I didn’t have
my keys.
Present participle clauses reduce relative clauses which use an = I had just closed the door when I realized I didn’t have
active verb, whichever tense is used. my keys.
The CRC declares different rights including things such as the
right to a safe home.
= The CRC declares different rights, which include things such as
the right to a safe home.

1 Complete the sentences with these relative pronouns. 3 Rewrite the following sentences using a participle clause.
none of whom most of which that where 1 The policeman who dealt with my case was very helpful.
which which is when who whose The policeman dealing with my case was very helpful.
2 The man who was arrested after the incident last night
has not been charged.
1 One of the first major events to utilize crisis mapping was
Police have not charged the man arrested after the
the 2010 Haiti earthquake,
which killed and injured
incident last night.
hundreds of thousands of people.
3 The number of young people who are not working or in
2 Technology is particularly relevant in places
where
school is rising.
official government is limited or no longer fully functions.
There has been a rise in the number of young people
3 More than 40 percent of the population now receives
not working or in school.
some form of international aid, most of which is food
4 The number of people who have personally experienced
ng
assistance.
a crime has actually gone down.
4 Many local people,
whose lands have been ruined
experiencing
The number of people a crime has actually
ni
by illegal mining, are now turning to technology to tackle
gone down.
the problem.
5 I think that children who are exposed to lots of violent
ar
5 The plane crashed in thick fog with 87 people on board,
none of whom is thought to have survived. movies often become violent themselves.
Le
I think that children exposed to lots of violent movies
6 The volunteers,
who come from all across the
often become violent themselves.
region, quite literally put roads, buildings, and highways
6 Anyone that the train strike tomorrow will seriously affect
onto the map.
c can stay home.
hi
7 The amount of data available via social media increased
affected
Anyone seriously by the train strike
dramatically in October, which is when the flooding
ap
tomorrow can stay at home.

reached the capital.
8 Online mapping
that relies on volunteers with 4 Reduce the underlined clauses.
gr
varying skills to interpret satellite images obviously has

Police are searching for a man (1) who has been accused of
its limitations.
eo
attempting to rob a bank in Vienna today. A man wearing

2 Rewrite the sentences in a more informal manner with a bright red scarf (2) which was wrapped around his face
approached a cashier and told her he wanted money.
lG
the prepositions at the end of the clauses. Leave out the

relative pronouns where appropriate. (3) Because she didn’t realize that the man was actually Not realizing
demanding money, the clerk simply said that she didn’t deal
na
1 The town in which we were staying narrowly missed with cash transactions, (4) and at the same time directed directing
being hit by the hurricane. him to the next counter. Apparently, (5) because he was
io
The town we were staying in narrowly missed being put off by the long line at the next counter and the clerk’s
hit by the hurricane. calm reply, the man dropped the box he was carrying and
at
ran off. (6) After she had seen the man run off, the cashier Having
2 It’s an achievement of which we are all very proud.
N
suddenly realized what had happened. (7) Because they

3 The following day, a second, smaller earthquake hit the were concerned that the box looked suspicious, the bank Concerned
town from which the aid was being distributed. called the police and evacuated the building. The package
4 As we fled the city, we encountered an elderly man with was found to be harmless and the robber pretty useless.
whom my son insisted we share our food. Activity 2
5 The roads out of the west of the city, from where many 2 It’s an achievement (which) we are all very proud of.
thousands fled, were largely blocked by debris. 3 The following day, a second, smaller earthquake hit the town (where) the aid
6 The experience varies wildly, depending on the charity was being distributed from.
with which we’re working. 4 As we fled the city, we encountered an elderly man who / that my son insisted
we share our food with.
7 On her arrival, Ms. Kuti, with whose approach I totally 5 The roads out of the west of the city, where many thousands fled from, were
agreed, took control of the situation. largely blocked.
8 The book to which you’re referring was the very first on 6 The experience varies wildly, depending on the charity (which) we’re working with.
the subject to be published. 7 On her arrival, Ms. Kuti, whose approach I totally agreed with, took control of
the situation.
8 The book (which) you’re referring to was the very first on the subject to be
published.
EXPRESSING PAST ABILITY EMPHATIC STRUCTURES

Could, be able to, and managed to describe ability or inability Stressing an auxiliary verb like is or have adds emphasis. When
to do something when talking about specific situations or there is no auxiliary verb available to stress, as with verbs in the
telling stories. simple present and simple past, emphasis can be added by
putting do / does / did before an infinitive.
Could expresses that something was possible in a specific
situation. Couldn’t shows it wasn’t possible to do something in a It did make a huge difference to my quality of life, having the implant.
specific situation.
Emphasis is often added in this way to contradict what someone
He couldn’t move his arm because it was trapped by a rock. has said, or to contrast two opposing ideas.
Could can also be used with other words related to negatives. While surgical options did exist before, none were nearly
as effective.
No one could send for help.
ng
All he could do was wait. Emphasis can also be added by starting a clause with a negative
I was so nervous I could hardly say a word. adverb or phrase (rarely, not only, etc.) and then using inversion
ni
(changing the order of the subject and verb, as in questions).
ar
To talk about a specific ability to do something at a particular
We’re all used to hearing news about terrible things, but rarely do
time in the past, use was / were able to rather than could.
we hear much about exciting new developments.
Le
She managed to deal with the pain, and in the end, was able to When Second Sight started experimenting, little did they know
turn it into great art. that they were on their way to revolutionizing the treatment of
Negatives can be made with not able to, unable to, or couldn’t. c blindness!
hi
Only after the Second World War were antibiotics more widely
I wasn’t able to / was unable to / couldn’t feel or say anything, I was
ap
available to the general public.

in such shock.
Note that inversion is far more common in academic, literary, or
gr
Be able to is also used with other tenses and modals, where journalistic writing, though it is also used in more formal speech
could is not possible. or to make stories more dramatic.
eo
At least we’ve could we’ve been able to agree on one movie.

lG
Could usually describes a general ability in the past while

manage to emphasizes an ability to do something that was
na
difficult. It isn’t usually used to talk about general ideas

or senses.
io
When it rained, he could catch managed to catch some water

to drink.
at
N
Manage to often goes with words and phrases such as

finally / in the end / eventually.
Manage to can be used in a negative sentence in a similar way
to couldn’t.
I looked for a long time, but I didn’t manage to / couldn’t find it.
Sometimes succeed in + -ing is used instead of manage to, but

manage to is far more common.
She succeeded in making it as a professional.
= She managed to make it as a professional.

1 Complete the article about Aron Ralston with one word in 3 After the accident, it was only because of the surgery that
each space. he didn’t lose his eyesight. save
He damaged his eye in the accident, but the surgeon
If the story of Aron Ralston’s escape from a canyon was was able to save his eyesight.
remarkable, what happened next is no less so. Immediately
4 She lost most of her hearing after the accident, but she
after freeing himself, he still had to return to safety. With
seems to be back to normal now. hear
only one arm and still bleeding, he (1)
managed to
She’s recovered really well, considering she couldn’t hear
get down a 65-foot cliff and then walk several miles in the
a thing after the accident.
burning sun. Luckily, he met a family walking in the valley
who (2)
were able to give him something to eat 4 Make complete sentences by matching the halves.
and drink and then look for help. Then, a helicopter which
was out searching for him was (3)
able to pick him 1 While they do remove the immediate pain,
f
up. This all happened within four hours and saved his life. 2 I do think that medical research is incredibly important,
c
ng
Following the accident, the park authorities (4)
could 3 Don’t get me wrong. The operation did help,
h
only remove the rock that had trapped Aron’s arm by using a 4 Only after several tests did they
d
ni
machine and several men. While medics were 5 At no time during my stay in the hospital did I
a
6 Nowhere else in the world do you
e
ar
(5)
unable to save Aron’s arm, he otherwise made a
full recovery and returned to full fitness. Amazingly, since 7 Let’s be clear about this. In no way does this development
g
8 We read a lot about medical developments, but rarely do we
Le
then he’s (6)
been able to do pretty much all the b
things he did before the accident. He has since rafted down a think I wouldn’t make a complete recovery.
the Grand Canyon, skied down a volcano in Ecuador and, b hear about the psychological advances in managing disease.
in 2011, (7)
succeeded in climbing all the mountains in
c c but I don’t see why it can’t all be privately funded.
hi
Colorado that are over 14 thousand feet. He also now works d diagnose the problem.
ap
as a motivational speaker. e find so many 100-year-olds as in Okinawa, Japan.

f drugs are not the only solution and can create problems
2 Correct the error underlined in each sentence. You may
gr
of their own.
need to change, add, and remove words. g mean the disease has been cured, but it’s a step in the
eo
1 I twisted my ankle very badly, but I still manage walk right direction.
home. It was really painful, though. h just not as much as I was hoping it would.
lG
I twisted my ankle very badly, but I still managed to walk 5 Complete the sentences with these words.
home. It was really painful, though.
na
2 Following physical therapy, Janine Shepherd were able at no time little not only
walk again with the help of a stick. was able to walk not until only rarely
3 Doctors have been looking for a cure for motor neuron
io
disease, but they couldn’t find one yet. haven’t been able to find 1 What made things even worse was the fact that
at
4 After years of research, scientists believe they have finally at no time did doctors ever admit they’d made a mistake.
succeeded the development a treatment for diabetes 2 In the days before antibiotics, only very did
N
rarely
which avoids the need to inject insulin. managed to develop children survive serious lung infections.
5 I wish I could meet my grandfather before he died. 3 Not until after the Second World War did penicillin
He sounded like an amazing person. had been able to meet become widely available.
4 When the doctor first suggested it,
little did I
3 Rewrite the second sentences using the word in bold
realize that the treatment was actually centuries old.
and the correct form of could, be able to, manage to, or 5 Not only do we need a massive increase in
succeed in.
investment, but we also need to rethink the way we
1 Bethany Hamilton became a world champion surfer educate the young about physical and mental well-being.
despite losing her arm in an accident. becoming 6
Only in this country do people go bankrupt from
Bethany Hamilton lost her arm in an accident but still trying to pay their medical bills!
succeeded in becoming
a world champion surfer.
2 Luckily, we stopped the bleeding, and he was fine. stop
We were able to stop the bleeding, and he was fine.

Irregular Verbs
INfinitive Simple Past Past participle INfinitive Simple Past Past participle
arise arose arisen misunderstand misunderstood misunderstood
beat beat beaten must had to had to
become became become overcome overcame overcome
bend bent bent rethink rethought rethought
bet bet bet ring rang rung
bite bit bitten rise rose risen
blow blew blown sell sold sold
break broke broken set set set
ng
breed bred bred shake shook shaken
bring brought brought shine shone/shined shone/shined
ni
broadcast broadcast broadcast shoot shot shot
ar
build built built shrink shrank shrunk
burn burned burned shut shut shut
Le
burst burst burst sink sank sunk
cost cost cost slide slid slid
cut cut cut
c
smell smelled smelled
hi
deal dealt dealt spell spelled spelled
dig dug dug spend spent spent
ap
dream dreamed dreamed spill spilled spilled

gr
fall fell fallen split split split

feed fed fed spoil spoiled spoiled
eo
fight fought fought spread spread spread

flee fled fled stand stood stood
lG
forget forgot forgotten steal stole stolen

forgive forgave forgiven stick stuck stuck
na
freeze froze frozen strike struck struck

grow grew grown swear swore sworn
io
hang hanged/hung hanged/hung tear tore torn

at
hide hid hidden throw threw thrown

hit hit hit upset upset upset
N
hold held held wake woke woken

hurt hurt hurt win won won
keep kept kept
kneel knelt knelt
lay laid laid
lead led led
lend lent lent
let let let
lie lay lain
light lit lit
lose lost lost
mean meant meant
148 Irregular Verbs SAMPLE COPY, NOT FOR DISTRIBUTION

writing bank
Writing
Unit 1 A review
When writing reviews, 1 Wu and Ting Ting were incredibly welcoming and did everything that they could to make me feel at
it is common to use home, although during the stay I was often left to my own devices because they were busy working.
relative clauses I had a lovely big room, my own TV, and a desk to study at. I was a little far from my school, though,
beginning with which
which wasn’t ideal.
in order to express
personal comments
or beliefs. 2 I can’t complain about the place as a whole. There were plenty of rides, which kept the kids satisfied,
but given that the price for a family of four for the day was $195, it’s just not worth it. Not when you
realize that Fantasyland is cheaper. What’s more, the lines are longer than at Fantasyland, as it is
packed with locals. If it hadn’t been as full, and we’d actually been able to go on more than three rides
ng
in seven hours—and it was less expensive—it might have been worth it. As it is, though, I’d skip it and
go to Fantasyland instead.
ni
3 After I’d checked in and been given my key, I found that my room wasn’t much bigger than a shoebox!
ar
Feeling that this wouldn’t work for a four-night stay, I went back down to the front desk and asked for
Le
a larger room. They then tried to charge me €40 per night to upgrade to a suitable room, which was
ridiculous. We finally agreed on €9 per night for the upgrade. On top of that, parking was €15 a day!
Terrible place with terrible service. They’re trying to make as much extra money as they can. I’m scared
c
to ask for another pillow, which is necessary since the bed only has one!
hi
4 If you like to see and be seen, then grab yourself one of the outdoor seats here, order a coffee,
ap
sit back, and enjoy! Looking out over the main square, and close to the museum and the market, this
is a great people-watching spot—and it does great breakfasts, lunches, and snacks as well, which is
gr
perfect if you’re feeling hungry. I can’t recommend it enough.

eo
lG
Unit 2 A persuasive article

na
Grab the reader's Young Entrepreneur Trying to Turn a Nightmare into a Dream Business
io
attention by asking a
have you ever… Have you ever spent hours working on a project and saved it to your flash drive
at
question to stimulate only to then lose your drive and all your work? You know you should have backed
it up, but it’s easy to forget, isn’t it? And then you have to explain it to your teacher
N
a shared experience.
or boss. Awful! Well, all that might soon be a thing of the past thanks to the bright Persuade the reader to
idea of a 16-year-old entrepreneur from Northern Ireland. continue reading by
saying that you will
Mason Robinson has invented a piece of software that automatically backs up your
present a solution.
Present factual work to the cloud when you save your work to a flash drive. As Mason says, “It has a
information related unique aspect in saving people's work twice!”
to the solution.
He developed the i-save USB idea as part of a summer project at a local science
park. Now he is trying to raise two thousand dollars through a Kickstarter campaign
to improve the product and distribute it.
Provide a reason why
So why don’t you support Mason to make his business dreams a reality and, at the the reader should take
same time, end the nightmare of lost homework and research? action in the final
paragraph.
SAMPLE COPY, NOT FOR DISTRIBUTION Writing Bank 149

writing bank
Unit 3 A survey
Start reporting This bar chart shows the results of a survey carried out on 50 people aged between
findings by referring 13 and 55. The aim of the survey was to find out levels of participation in exercise in
the reader to the
the four weeks before the interview.
source of results and
explaining the aim of During this time, 68 percent of those interviewed walked for health and recreation,
the investigation. about one in six biked, and over half did some kind of sport. As can be seen from
the chart, the most popular sports during this month were swimming and diving,
Explain the most with almost 15 percent of those asked trying it at least once. This was followed Account for the results
important statistics and explain how one
closely by various health and fitness activities.
related to your aim. might make the
Obviously, these results were determined to at least some degree by the weather. statistics more
ng
If the survey were to be repeated in the summer rather than the winter, we might, reliable.
for instance, expect the popularity of soccer and golf to increase.
ni
You may choose to
Among the people who did not take part in any exercise during the month in give a further
question, the main reasons given for not participating were lack of time, cost,
ar
description of
and general poor health. interesting findings.
Le
c
hi
Unit 4 A for and against essay
ap
In the opening Over recent years, tourism has become more important to the local economy. Introduce your
gr
paragraph of a for and As the area attracts more tourists, it is only natural that local officials should be opposing argument or
against essay, point of view by using
thinking about ways of promoting the region further. It has been claimed that the
the passive, and signal
eo
demonstrate why the

creation of a new museum would boost visitor numbers. However, I believe that you disagree by using
subject is relevant
now. such a plan would not have as positive an impact as other possible options. words or phrases like
lG
however. Then provide

One argument in favor of a big new museum is that it would put the region on
State the advantages your own opinion.
the map and draw in visitors, who would then spend money on accommodation,
of the topic first and
na
transportation, and food. In addition to this, it would create jobs—initially in

follow this with
the limitations.
construction, and then within the building. Finally, museums are often seen as
being good for the wider community as they help educate people.
io
However, a museum would be expensive. It might be better to spend that money

at
on other areas of the local community. Local schools and hospitals could be
improved greatly if a similar sum of money were made available, and this would
N
benefit a wider range of people. In addition, it is worth asking how many local
people would actually visit a new museum. There is already a small museum in
town and it is almost always empty.
In conclusion, while a new museum might bring limited benefits and lead to the Finally, take notice of
creation of some jobs, other choices are preferable. Investment in vital facilities both sides of the
may not bring more tourists, but would create a more skilled, healthier, and argument and state
happier society. your position.
150 Writing Bank SAMPLE COPY, NOT FOR DISTRIBUTION

writing bank
Unit 5 A scientific method

When writing a The Blackawton Bee Experiment
scientific method,
start by introducing The experiment aimed to discover if bees could think in the same ways as humans.
the process.
The experiment was carried out using a large transparent box called the Bee
Arena. The arena contained colored circles representing flowers which had small
holes in them that could be filled with sugar water to attract the bees. Before
the experiment was started, the bees were marked individually to identify them. Use phrases like in
In order to do this, forager bees (bees that fly around looking for and collecting order to to explain
Words linking pollen) were let into the bee arena. Once all the bees were inside the arena, the why certain steps
the steps of the were taken in the
lights were turned off in order to make them stop flying. The bees were then
process are used. process.
picked up using tweezers and put into a pot with a lid. The pot was then placed in
ng
a fridge so that the bees would fall asleep. Once they had fallen asleep, the bees
were removed from the pot one at a time and painted with different colored dots.
ni
Finally, the bees were returned to the pot and warmed up before being released
ar
back into the bee arena.
Le
Unit 6 A problem-solution essay c
hi
ap
Use topic sentences to

How can we help save tigers?
start each paragraph.
gr
These sentences (1) Tigers are hunted and sold for their fur and other parts. They are losing the habitats they live
introduce and express
the main idea of the
in and they are shot by local people because they kill farm animals. In this essay, I will suggest solutions to
eo
paragraph. these three problems.

(2) In the US, there may be over 9,000 tigers that are kept as pets, for example. They are sold
lG
easily, and Mills says that can encourage the trade of wild tigers because people want “the real thing.”
Refer to sources to (3) Tigers do not recognize borders, so the area they live in can be in more than one country.
na
strengthen your According to takepart.com, several countries met and agreed to take action together to save tigers.
argument. It has had some success, but they could do more.
io
(4) National Geographic Explorer Krithi Karanth says that sometimes farmers cannot earn enough
at
money to survive because of wildlife destroying their crops and animals. We need to compensate them so
they do not take revenge on endangered species like tigers.
N

writing bank
Unit 7 A report
Use the title to show Improving Learning in the Library
what the report is
about. Purpose
The purpose of this report is to find out why so much external noise can be heard in the school library.
The report will also make recommendations on how to reduce noise and create a better atmosphere to
Explain the purpose of study in.
the report in the
introduction. Background
Students frequently complain about the noise in the school library and many choose not to use the space
at all.
ng
Subheadings are Methods of Investigation
added to each In order to better understand the issues, we visited the library twice and read about how sound travels
paragraph. through different materials. We then explored a range of possible solutions before making our own
ni
models, which we used to test our ideas.
ar
Findings
The library windows face a public space and, even when closed, let too much noise through. This problem
Le
is made worse by the fact that the curtains in the room are made from a thin material that does not stop
sound in any way.
Recommendations
c
hi
Finish a report
by making To solve this problem, we would recommend installing two sheets of glass in each window. Perhaps we
could also consider filling the space between the glass with water. This would prevent up to 75 percent of
ap
recommendations,
if necessary. the outside noise from entering the room.
gr
eo
lG
Unit 8 A complaint
na
Say what the general Dear Sir or Madam,

io
problem is in the first

sentence and give I am writing to complain about the recent reporting on the issue of immigration in your paper. In your
at
details about the reports, you frequently suggest that migrants who come to this country are looking for benefits and
problem—including are involved in crime. While there are obviously unemployed people or criminals among the migrant
N
examples—in the first

population, official statistics show that there is a larger percentage among people who were born here.
paragraph.
You have also used language such as “swarm” and “flood,” which suggests migrants are not human and
are a dangerous problem.
Explain how the
problem has As the granddaughter of an immigrant, I find use of this language very upsetting and I think that if a paper
affected you.
uses it, it often makes other people feel they can say similar things. My grandfather worked hard to make a
home here. And for me it is my home, but your reporting makes me feel I am not a normal citizen.
Complete a complaint
by asking for some I am not saying you should stop campaigning for immigration controls. Everyone has a right to their point
kind of action. of view. However, I would like you to stop using these stereotypes and generalizations to make your point.
Migrants are all individuals like us—just born in a different place.
Sincerely,
Maria Asare
152 Writing Bank SAMPLE COPY, NOT FOR DISTRIBUTION

writing bank
Unit 9 A letter of application

Start a letter of Dear Sir or Madam,
application by
referring to the
advertisement or I am writing in response to your advertisement looking for volunteers to rebuild
posting that you saw. a school in Belize. I would be very grateful if you could send me more information Explain why you
about this opportunity and details of how to apply. are writing.
My name is Melanie Gleich and I am 17 years old. I am from Aachen in Germany. I

Explain who you are, am currently in my last year of high school and will be taking my final exams next
where you are from spring. I hope to then go on to study Spanish and Latin American Studies in college.
and your plans for
In terms of what I would bring to the project, I already have a good level of both
ng
the future.
Spanish and English, and having traveled widely, I am used to being around people
from other cultures. I am also prepared to get my hands dirty and help out in any
ni
way I can. I do a lot of sports and would say I have a good level of fitness, so I feel
confident that I would be able to cope with the manual labor.
ar
In addition, I have some experience in both gardening and farming because my
Le
Explain any skills grandparents live on a farm and I usually spend the summers helping out there.
and abilities you I am also an excellent team player and like to think I possess good social skills.
have which would
make you suitable
c
I hope you feel I am suitable for the post and look forward to hearing from you
hi
for the job. soon.
ap
Yours sincerely,
gr
Melanie Gleich
eo
lG
Unit 10 A success story

na
io
When writing success “Stop!” my teacher whispered loudly. “Look over there.” I had been dreading this
stories, it is customary moment—almost hoping we wouldn’t find one. But there it was—a python lying
at
to explain how you felt

in the grass. I hated snakes. I’d never even touched one. My usual reaction would
before you succeeded.
have been to run away screaming, but I had no choice this time. It was a field trip
N
for my biology class, and not only did we have to look for them, we had to catch
one too!
There was a group of us. I had to put a special stick at the back of its head while my
teacher and other students got hold of it. At least this way I wouldn’t have to touch
it. We had practiced lots of times with a plastic snake at school. We crept nearer.
My hands started to sweat; my heart started beating like a drum. The snake didn’t
move. And then it all happened in a flash! I put the stick behind its neck and the
others leapt over and grabbed it. Use descriptive verbs
to make the story
As the others held the snake down and measured it, I forced myself to touch it. more exciting.
Explain how
you felt after I finally managed to do it! Little did I know how nice they actually felt! That day
succeeding. changed my life. Rather than being disgusted by snakes, I became fascinated by
them, and now I plan to do lots of research on them.

W o r d Li s t s
Unit 1 resource (n)

restriction (n)
/ˈrisɔrs/
/rɪˈstrɪkʃən/
executive (adj)
expand (v)
/ɪɡˈzɛkjətɪv/
/ɪkˈspænd/
revolution (n) /ˌrɛvəˈluʃən/ export (v) /ˈɛkspɔrt/
accessible (adj) /ækˈsɛsəbəl/ ridiculous (adj) /rɪˈdɪkjələs/ failure (n) /ˈfeɪljər/
anxiety (n) /æŋˈzaɪəti/ robbery (n) /ˈrɒbəri/ filter (n) /ˈfɪltər/
B&B (n) /ˈbi ən ˈbi/ roots (n) /ruts/ fund (n) /fʌnd/
ban (v) /bæn/ rush (v) /rʌʃ/ fund (v) /fʌnd/
basically (adv) /ˈbeɪsɪkli/ servant (n) /ˈsɜrvənt/ gender (n) /ˈdʒɛndər/
be up for (phr v) /bi ˈʌp ˌfɔr/ sights (n) /saɪts/ go too far (idiom) /ˈgoʊ ˌtu ˈfɑr/
break down (phr v) /ˈbreɪk ˈdaʊn/ simply (adv) /ˈsɪmpli/ guarantee (n) /ˌɡærənˈti/
budget (n) /ˈbʌdʒɪt/ spread (v) /sprɛd/ handle (v) /ˈhændl/
cause (v) /kɔz/ standard (n) /ˈstændərd/ harvest (v) /ˈhɑrvɪst/
come across (phr v) /ˈkʌm əˈkrɔs/ stare (v) /stɛər/ illegal (adj) /ɪˈliɡəl/
come down to (phr v) /ˌkʌm ˈdaʊn tu/ step out (phr v) /ˈstɛp ˈaʊt/ impressive (adj) /ɪmˈprɛsɪv/
ng
community (n) /kəˈmjunɪti/ strongly (adv) /ˈstrɔŋli/ inbox (n) /ˈɪnˌbɒks/
culture shock (n) /ˈkʌltʃər ˌʃɒk/ trip up (phr v) /ˈtrɪp ˈʌp/ infect (v) /ɪnˈfɛkt/
ni
date back (phr v) /ˈdeɪt ˈbæk/ turn out (phr v) /ˈtɜrn ˈaʊt/ intrigue (v) /ɪnˈtriɡ/
deal (n) /dil/ tutor (n) /ˈtutər/ invent (v) /ɪnˈvɛnt/
ar
decline (n) /dɪˈklaɪn/ upgrade (n) /ˈʌpˌɡreɪd/ investor (n) /ɪnˈvɛstər/
established (adj) /ɪˈstæblɪʃt/ upgrade (v) /ʌpˈɡreɪd/ knock on the head /ˈnɒk ɒn ðə ˈhɛd/
Le
evaluate (v) /ɪˈvæljuˌeɪt/ vice versa (adv) /ˈvaɪsə ˈvɜrsə/ (idiom)
extensive (adj) /ɪkˈstɛnsɪv/ wealth (n) /wɛlθ/ leadership (n) /ˈlidərˌʃɪp/
fluent (adj ) /ˈfluənt/ welcoming (adj) /ˈwɛlkəmɪŋ/ market (v) /ˈmɑrkɪt/
food poisoning (n) /ˈfud ˌpɔɪzənɪŋ/ worry (n)
c /ˈwɜri/ network (v)
origin (n)
/ˈnɛtˌwɜrk/
/ˈɔrɪdʒɪn/
hi
genuinely (adv ) /ˈdʒɛnjuɪnli/
get a real feel for /ˌgɛt ə ˈrɪəl ˈfil fɔr/ out of hand (idiom) /ˈaʊt əv ˈhænd/
Unit 2
ap
(phr v) post (v) /poʊst/
get used to (the food) /ˌgɛt ˈjuzd tu/ potential (n) /pəˈtɛnʃəl/
(phr v) pressure (n) /ˈprɛʃər/
gr
grand (adj) /ɡrænd/ (a) matter (of) (idiom) /(ə)ˈmætər (əv)/ profile (n) /ˈproʊfaɪl/
hang out (phr v) /ˈhæŋ ˈaʊt/ adapt (v) /əˈdæpt/ profit (n) /ˈprɒfɪt/
eo
hiking (n) /ˈhaɪkɪŋ/ aspect (n) /ˈæspɛkt/ publisher (n) /ˈpʌblɪʃər/

honesty (n) /ˈɒnɪsti/ assume (v) /əˈsum/ put together (phr v) /ˈpʊt təˈgɛðər/
host family (n) /ˈhoʊst ˈfæməli/ attach (v) /əˈtætʃ/ raise money (phr v) /ˈreɪz ˈmʌni/
lG
ideal (adj) /aɪˈdɪəl/ automatically (adv) /ˌɔtəˈmætɪkli/ reality (n) /riˈælɪti/

incredibly (adv) /ɪnˈkrɛdəbli/ backup (n) /ˈbækˌʌp/ recover (v) /rɪˈkʌvər/
independence (n) /ˌɪndɪˈpɛndəns/ banking (n) /ˈbæŋkɪŋ/
na
risk (n) /rɪsk/

individual (n) /ˌɪndɪˈvɪdʒuəl/ bargain (n) /ˈbɑrɡɪn/ scam (n) /skæm/
influence (v) /ˈɪnfluəns/ barrier (n) /ˈbæriər/ social media (n) /ˈsoʊʃəl ˈmidiə/
io
investment (n) /ɪnˈvɛstmənt/ be based (phr v) /bi ˈbeɪst/ solar (adj) /ˈsoʊlər/
keep in touch (idiom) /ˈkip ɪn ˈtʌʧ/ beg (v) /bɛɡ/ source (n) /sɔrs/
at
left to (your) own /ˈlɛft tu (yər) ˈoʊn businessperson (n) /ˈbɪznɪsˌpɜrsən/ spam (n) /spæm/
devices (idiom) dɪˈvaɪsɪz/ campaign (n) /kæmˈpeɪn/ statement (n) /ˈsteɪtmənt/
N
legal (adj) /ˈliɡəl/ capable (adj) /ˈkeɪpəbəl/ store (v) /stɔr/

lie around (phr v) /ˈlaɪ əˈraʊnd/ climate change (n) /ˈklaɪmɪt ˌʧeɪnʤ/ strategy (n) /ˈstrætɪdʒi/
look after (phr v) /ˈlʊk ˈæftər/ code (n) /koʊd/ summarize (v) /ˈsʌməˌraɪz/
look back (phr v) /ˈlʊk ˈbæk/ confirm (v) /kənˈfɜrm/ supplier (n) /səˈplaɪər/
major (adj) /ˈmeɪdʒər/ corporate (adj) /ˈkɔrpərɪt/ tribe (n) /traɪb/
media (n) /ˈmidiə/ cut down (phr v) /ˈkʌt ˈdaʊn/ turn up (phr v) /ˈtɜrn ˈʌp/
move on (phr v) /ˈmuv ˈɒn/ data (n) /ˈdeɪtə/ victim (n) /ˈvɪktɪm/
necessarily (adv) /ˌnɛsəˈsɛrəli/ demonstrate (v) /ˈdɛmənˌstreɪt/ wealthy (adj) /ˈwɛlθi/
negotiate (v) /nɪˈɡoʊʃiˌeɪt/ detect (v) /dɪˈtɛkt/
opt (v) /ɒpt/ discourage (v) /dɪsˈkɜrɪdʒ/
overseas (adv)
participant (n)
/ˈoʊvərˈsiz/
/pɑrˈtɪsəpənt/
distant (adj)
distribute (v)
/ˈdɪstənt/
/dɪˈstrɪbjut/ Unit 3
perspective (n) /pərˈspɛktɪv/ distribution (n) /ˌdɪstrəˈbjuʃən/
pick up (phr v) /ˈpɪk ˈʌp/ diverse (adj) /dɪˈvɜrs/ accelerate (v) /ækˈsɛləˌreɪt/
reinforce (v) /ˌriɪnˈfɔrs/ edit (v) /ˈɛdɪt/ advance (n) /ædˈvæns/
reliability (n) /rɪˌlaɪəˈbɪlɪti/ email (n) /ˈiˌmeɪl/ agree with (phr v) /əˈgri ˌwɪð/
reputation (n) /ˌrɛpjəˈteɪʃən/ entrepreneur (n) /ˌɒntrəprəˈnʊər/ amount (n) /əˈmaʊnt/
154 Word Lists SAMPLE COPY, NOT FOR DISTRIBUTION

word lists
anticipate (v) /ænˈtɪsəˌpeɪt/ role model (n) /ˈroʊl ˌmɒdl/ expression (n) /ɪkˈsprɛʃən/
athletic (adj) /æθˈlɛtɪk/ roughly (adv) /ˈrʌfli/ factor (n) /ˈfæktər/
attitude (n) /ˈætɪˌtud/ schedule (n) /ˈskɛdjul/ fatal (adj) /ˈfeɪtəl/
awareness (n) /əˈwɛərnɪs/ season (n) /ˈsizən/ festival (n) /ˈfɛstɪvəl/
billion (n) /ˈbɪljən/ select (v) /sɪˈlɛkt/ figure out (phr v) /ˈfɪgjər ˈaʊt/
brand (n) /brænd/ set (a new record) (v) /sɛt/ found (v) /faʊnd/
bronze (adj) /brɒnz/ set up (v) /ˈsɛt ˈʌp/ foundation (n) /faʊnˈdeɪʃən/
captain (v) /ˈkæptən/ shrink (v) /ʃrɪŋk/ fulfill (v) /fʊlˈfɪl/
championship (n) /ˈtʃæmpiənˌʃɪp/ slightly (adv) /ˈslaɪtli/ gallery (n) /ˈɡæləri/
change the face of /ˈʧeɪnʤ ðə ˈfeɪs əv/ slow down (phr v) /ˈsloʊ ˈdaʊn/ gang (n) /ɡæŋ/
(idiom) smash (v) /smæʃ/ generate (v) /ˈdʒɛnəˌreɪt/
closely (adv) /ˈkloʊsli/ specialize (v) /ˈspɛʃəˌlaɪz/ hard work (col) /ˈhɑrd ˈwɜrk/
compete (v) /kəmˈpit/ specific (adj) /spəˈsɪfɪk/ impact (n) /ˈɪmpækt/
conquer (v) /ˈkɒŋkər/ spirit (n) /ˈspɪrɪt/ income (n) /ˈɪnkʌm/
debt (n) /dɛt/ stamina (n) /ˈstæmɪnə/ industrial (adj) /ɪnˈdʌstriəl/
ng
determine (v) /dɪˈtɜrmɪn/ status (n) /ˈsteɪtəs/ initially (adv) /ɪˈnɪʃəli/
elite (adj) /ɪˈlit/ subsequently (adv) /ˈsʌbsɪkwəntli/ innovative (adj) /ɪnəˌveɪtɪv/
ni
energetic (adj) /ˌɛnərˈdʒɛtɪk/ subway (n) /ˈsʌbˌweɪ/ inspiration (n) /ˌɪnspəˈreɪʃən/
entire (adj) /ɛnˈtaɪər/ suit (v) /sut/ lead to (phr v) /ˈlid tu/
ar
essentially (adv) /ɪˈsɛnʃəli/ sum (n) /sʌm/ leading orchestra (col) /ˈlidɪŋ ˈɔrkɪstrə/
establish (v) /ɪˈstæblɪʃ/ surface (n) /ˈsɜrfɪs/ literally (adv) /ˈlɪtərəli/
Le
evolution (n) /ˌɛvəˈluʃən/ tackle (v) /ˈtækəl/ low income (adj) /ˈloʊ ˈɪnkʌm/
evolve (v) /ɪˈvɒlv/ target (n) /ˈtɑrɡɪt/ mayor (n) /meɪər/
expense (n) /ɪkˈspɛns/ technique (n) /tɛkˈnik/ minister (n) /ˈmɪnɪstər/
fade away (v)
fame (n) /feɪm/
/ˈfeɪd əˈweɪ/
c
technological (adj) /ˌtɛknəˈlɒdʒɪkəl/ minority (n) /mɪˈnɔrɪti/
hi
tend to (phr v) /ˈtɛnd tu/ mixed results (phrase) /ˈmɪkst rɪˈzʌlts/
formal (adj) /ˈfɔrməl/ terminal (n) /ˈtɜrmɪnl/ museum (n) /mjuˈziəm/
ap
forward (n) /ˈfɔrwərd/ throughout (prep) /θruˈaʊt/ official (adj) /əˈfɪʃəl/
funding (n) /ˈfʌndɪŋ/ top (adj) /tɒp/ organizer (n) /ˈɔrɡəˌnaɪzər/
gardening (adj) /ˈɡɑrdnɪŋ/ vast (adj) /væst/ parade (n) /pəˈreɪd/
gr
glory (n) /ˈɡlɔri/ physical (adj) /ˈfɪzɪkəl/

goal (n) /ɡoʊl/ poverty (n) /ˈpɒvərti/
Unit 4
eo
greatly (adv) /ˈɡreɪtli/ pride (n) /praɪd/

hold (a record) (v) /hoʊld/ private company (col) /ˈpraɪvɪt ˈkʌmpəni/
host (v) /hoʊst/
lG
process (n) /ˈprɒsɛs/

injury (n) /ˈɪndʒəri/ actual (adj) /ˈæktʃuəl/
professional (n) /prəˈfɛʃənl/
instantly (adv) /ˈɪnstəntli/ authority (n) / əˈθɔrɪti/
public art (col) /ˈpʌblɪk ˈɑrt/
behind (prep) /bɪˈhaɪnd/
na
intensively (adv) /ɪnˈtɛnsɪvli/ redevelopment (n) /ˌridɪˈvɛləpmənt/

junk food (n) /ˈdʒʌŋk ˌfud/ boost (v) /bust/
rehearse (v) /rɪˈhɜrs/
largely (adv) /ˈlɑrdʒli/ carnival (n) /ˈkɑrnɪvəl/
reject (v) /rɪˈdʒɛkt/
io
long-term (adj) /ˈlɔŋˌtɜrm/ choir (n) /kwaɪər/

relic (n) /ˈrɛlɪk/
marathon (n) /ˈmærəˌθɒn/ claim (v) /kleɪm/
remarkable (adj) /rɪˈmɑrkəbəl/
at
medal (n) /ˈmɛdl/ comedy club (n) /ˈkɒmɪdi ˌklʌb/

rhythm (n) /ˈrɪðəm/
muscle (n) /ˈmʌsəl/ commitment (n) /kəˈmɪtmənt/
run over (phr v) /ˈrʌn ˈoʊvər/
N
nation (n) /ˈneɪʃən/ confidence (n) /ˈkɒnfɪdəns

sell out (phr v) /ˈsɛl ˈaʊt/
participate (v) /pɑrˈtɪsəˌpeɪt/ construction (n) /kənˈstrʌkʃən/
signal (v) /ˈsɪɡnl/
pay off (phr v) /ˈpeɪ ˈɔf/ costume (n) /ˈkɒstum/
skilled (adj) /skɪld/
percentage (n) /pərˈsɛntɪdʒ/ creation (n) /kriˈeɪʃən/
stand for (phr v) /ˈstænd fɔr/
personality (n) /ˌpɜrsəˈnælɪti/ creativity (n) /ˌkrieɪˈtɪvɪti/
straightforward /ˌstreɪtˈfɔrwərd
popularity (n) /ˌpɒpjəˈlærɪti/ demolish (v) /dɪˈmɒlɪʃ/
process (col) ˈprɒsɛs/
desperate (adj) /ˈdɛspərɪt/
positive role /ˈpɒzɪtɪv ˈroʊl strict set (col) /ˈstrɪkt ˈsɛt/
discipline (n) /ˈdɪsəplɪn/
model (phrase) ˌmɒdl/ struggling (adj) /ˈstrʌɡəlɪŋ/
diverse social /dɪˈvɜrs ˈsoʊʃəl
preferably (adv) /ˈprɛfərəbli/ supposedly (adv) /səˈpoʊzɪdli/
background (col) ˈbækˌgraʊnd/
principle (n) /ˈprɪnsəpəl/ take charge (phr v) /ˈteɪk ˈʧɑrʤ/
dramatic (adj) /drəˈmætɪk/
psychological (adj) /ˌsaɪkəˈlɒdʒɪkəl/ theater (n) /ˈθiətər/
duration (n) /dʊˈreɪʃən/
quote (n) /kwoʊt/ venue (n) /ˈvɛnju/
economist (n) /ɪˈkɒnəmɪst/
ranking (n) /ˈræŋkɪŋ/ violence (n) /ˈvaɪələns/
economy (n) /ɪˈkɒnəmi/
real passion (phrase) /ˈrɪəl ˈpæʃən/ vital (adj) /ˈvaɪtl/
emphasize (v) /ˈɛmfəˌsaɪz/
recreation (n) /ˌrɛkriˈeɪʃən/ volunteer (n) /ˌvɒlənˈtɪər/
engagement (n) /ɛnˈɡeɪdʒmənt/
represent (v) /ˌrɛprɪˈzɛnt/ widely (adv) /ˈwaɪdli/
SAMPLE COPY, NOT FOR DISTRIBUTION Word Lists 155

W o r d Li s t s
Unit 5 previously (adv)

ray (n)
/ˈpriviəsli/
/reɪ/
extinct (adj)
fake (adj)
/ɪkˈstɪŋkt/
/feɪk/
reaction (n) /riˈækʃən/ feature (n) /ˈfitʃər/
alter (v) /ˈɔltər/ reference (n) /ˈrɛfərəns/ fox (n) /fɒks/
arm (v) /ɑrm/ release (v) /rɪˈlis/ gene (n) /dʒin/
assignment (n) /əˈsaɪnmənt/ researcher (n) /rɪˈsɜrtʃər/ genetic (adj) /dʒəˈnɛtɪk/
beautiful (adj) /ˈbjutəfəl/ return (v) /rɪˈtɜrn/ growth (n) /ɡroʊθ/
belief (n) /bɪˈlif/ reward (n) /rɪˈwɔrd/ habitat (n) /ˈhæbɪˌtæt/
bother (v) /ˈbɒðər/ sample (n) /ˈsæmpəl/ historian (n) /hɪˈstɔriən/
browser (n) / /ˈbraʊzər/ scan (n) /skæn/ hit a wall (idiom) /ˈhɪt ə ˈwɔl/
bubble (n) /ˈbʌbəl/ social (adj) /ˈsoʊʃəl/ hunt (v) /hʌnt/
bulb (n) /bʌlb/ society (n) /səˈsaɪəti/ indicate (v) /ˈɪndɪˌkeɪt/
capacity (n) /kəˈpæsɪti/ sophisticated (adj) /səˈfɪstɪˌkeɪtɪd/ influential (adj) /ˌɪnfluˈɛnʃəl/
chemical (n) /ˈkɛmɪkəl/ submit (v) /səbˈmɪt/ inspire (v) /ɪnˈspaɪər/
circumstance (n) /ˈsɜrkəmˌstæns/ substance (n) /ˈsʌbstəns/ interfere (v) /ˌɪntərˈfɪər/
ng
conduct (v) /kənˈdʌkt/ surgeon (n) /ˈsɜrdʒən/ mammal (n) /ˈmæməl/
consume (v) /kənˈsum/ surgery (n) /ˈsɜrdʒəri/ mass (adj) /mæs/
ni
cooperation (n) /koʊˌɒpəˈreɪʃən/ surround (v) /səˈraʊnd/ misunderstanding (n) /ˌmɪsʌndərˈstændɪŋ/
cooperative (adj) /koʊˈɒpərətɪv/ survey (n) /ˈsɜrveɪ/ mysterious (adj) /mɪˈstɪəriəs/
ar
curiosity (n) /ˌkjʊəriˈɒsɪti/ theory (n) /ˈθɪəri/ overcome (v) /ˌoʊvərˈkʌm/
deadline (n) /ˈdɛdˌlaɪn/ threat (n) /θrɛt/ polar bear (n) /ˈpoʊlər ˌbɛər/
Le
determining (adv) /dɪˈtɜrmɪnɪŋ/ transform (v) /trænsˈfɔrm/ proof (n) /pruf/
discovery (n) /dɪˈskʌvəri/ transparent (adj) /trænsˈpærənt/ psychologist (n) /saɪˈkɒlədʒɪst/
dissolve (v) /dɪˈzɒlv/ tremendous (adj) /trəˈmɛndəs/ purely (adv) /ˈpjʊərli/
dominant (adj) /ˈdɒmɪnənt/ ultimate (adj)
c/ˈʌltəmɪt/ put forward (phr v) /ˌpʊt ˈfɔrwərd/
hi
downwards (adv) /ˈdaʊnwərdz/ uncertainty (n) /ʌnˈsɜrtənti/ rainfall (n) /ˈreɪnˌfɔl/
effective (adj) /ɪˈfɛktɪv/ use (n) /jus/ rate (n) /reɪt/
ap
electrical (adj) /iˈlɛktrɪkəl/ useful (adj) /ˈjusfəl/ rethink (v) /riˈθɪŋk/
embrace (v) /ɛmˈbreɪs/ voice (n) /vɔɪs/ reveal (v ) /rɪˈvil/
engage (v) /ɛnˈɡeɪdʒ/ revenge (n) /rɪˈvɛndʒ/
gr
evidence (n) /ˈɛvɪdəns/ save (v) /seɪv/

function (n) /ˈfʌŋkʃən/
Unit 6 science teacher (n) /ˈsaɪəns ˌtiʧər/
eo
genius (n) /ˈdʒiniəs/ sea creature (n) /ˈsi ˌkriʧər/

grasp (n) /ɡræsp/ short-term (adj) /ˈʃɔrtˈtɜrm/
/ˈhɛlpfəl/ administration (n) /ədˌmɪnəˈstreɪʃən/
lG
helpful (adj) shorten (v) /ˈʃɔrtn/

hopeful (adj) /ˈhoʊpfəl/ agriculture (n) /ˈæɡrɪˌkʌltʃər/
significantly (adv) /sɪgˈnɪfɪkəntli/
identify (v) /aɪˈdɛntəˌfaɪ/ alarming (adj) /əˈlɑrmɪŋ/
social media /ˈsoʊʃəl ˈmidiə
anger (n) /ˈæŋɡər/
na
imaginative (adj) /ɪˈmædʒənətɪv/ campaign (n) kæmˌpeɪn/

increasingly (adv) /ɪnˈkrisɪŋli/ animal product (n) /ˈænəməl ˌprɒdəkt/
species (n) /ˈspiʃiz/
innovation (n) /ˌɪnəˈveɪʃən/ arise (v) /əˈraɪz/
sponsor (v) /ˈspɒnsər/
io
innovative (adj) /ˈɪnəˌveɪtɪv/ assess (v) /əˈsɛs/

spot (n) /spɒt/
intelligence (n) /ɪnˈtɛlɪdʒəns/ breed (v) /brid/
strengthen (v) /ˈstrɛŋkθən/
at
journal (n) /ˈdʒɜrnl/ camp (n) /kæmp/

sudden (adj) /ˈsʌdn/
labor (n) /ˈleɪbər/ capture (v) /ˈkæptʃər/
surroundings (n) /səˈraʊndɪŋz/
N
lid (n) /lɪd/ catch on (phr v) /ˈkæʧ ˈɒn/

survival (n) /sərˈvaɪvəl/
link (n) /lɪŋk/ characteristic (n) /ˌkærɪktəˈrɪstɪk/
survive (v) /sərˈvaɪv/
listener (n) /ˈlɪsənər/ chase (v) /tʃeɪs/
suspect (v) /səˈspɛkt/
make matters /ˈmeɪk ˈmætərz clue (n) /klu/
suspicious (adj) /səˈspɪʃəs/
worse (phrase) ˈwɜrs/ compensate (v) /ˈkɒmpənˌseɪt/
take to (phr v) /ˈteɪk tu/
mark (v) /mɑrk/ concern (n) /kənˈsɜrn/
unique (adj) /juˈnik/
mature (v) /məˈtʃʊər/ consequence (n) /ˈkɒnsɪˌkwɛns/
unwilling (adj) /ʌnˈwɪlɪŋ/
mechanical (adj) /mɪˈkænɪkəl/ conservation (n) /ˌkɒnsərˈveɪʃən/
willingness (n) /ˈwɪlɪŋnɪs/
medical (adj) /ˈmɛdɪkəl/ constantly (adv) /ˈkɒnstəntli/
wipe out (phr v) /ˈwaɪp ˈaʊt/
mode (n) /moʊd/ cure (n) /kjʊər/
movement (n) /ˈmuvmənt/ die out (v) /ˈdaɪ ˈaʊt/
myth (n)
network (n)
/mɪθ/
/ˈnɛtˌwɜrk/
diversity (n)
domestic (adj)
/dɪˈvɜrsɪti/
/dəˈmɛstɪk/ Unit 7
place (v) /pleɪs/ emotion (n) /ɪˈmoʊʃən/
pleasurable (adj) /ˈplɛʒərəbəl/ endanger (adj) /ɛnˈdeɪndʒər/ additional (adj) /əˈdɪʃənl/
pleasure (n) /ˈplɛʒər/ ensure (v) /ɛnˈʃʊər/ alternative (adj) /ɔlˈtɜrnətɪv/
practical (adj) /ˈpræktɪkəl/ equivalent (adj) /ɪˈkwɪvələnt/ analysis (n) /əˈnæləsɪs/

word lists
analyze (v) /ˈænəˌlaɪz/ score (v) /skɔr/ humorous (adj) /ˈhjumərəs/

approach (n) /əˈproʊtʃ/ sketch (n) /skɛtʃ/ identity (n) /aɪˈdɛntɪti/
assessment (n) /əˈsɛsmənt/ solution (n) /səˈluʃən/ ignore (v) /ɪɡˈnɔr/
bacteria (n) /bækˈtɪəriə/ stimulate (v) /ˈstɪmjʊˌleɪt/ immigrant (n) /ˈɪmɪɡrənt/
break (v) /breɪk/ supervise (v) /ˈsupərˌvaɪz/ incident (n) /ˈɪnsɪdənt/
brick (n) /brɪk/ task (n) /tæsk/ insist on (v) /ɪnˈsɪst ˌɒn/
combination (n) /ˌkɒmbɪˈneɪʃən/ treatment (n) /ˈtritmənt/ intense (adj) /ɪnˈtɛns/
come up with (phr v) /ˈkʌm ˈʌp ˌwɪð/ truly (adv) /ˈtruli/ interpret (v) /ɪnˈtɜrprɪt/
commonly (adv) /ˈkɒmənli/ usage (n) /ˈjusɪdʒ invisible (n) /ɪnˈvɪzəbəl/
concerned (adj) /kənˈsɜrnd/ usefulness (n) /ˈjusfəlnɪs/ like-minded (adj) /ˈlaɪkˈmaɪndɪd/
conclude (v) /kənˈklud/ variety (n) /vəˈraɪəti/ long-lasting (adj) /ˈlɔŋˈlæstɪŋ/
conclusion (n) /kənˈkluʒən/ make fun (phr v) /ˈmeɪk ˈfʌn/
contribute (v) /kənˈtrɪbjut/ massive (adj) /ˈmæsɪv/
create (v)
creative (adj)
/kriˈeɪt/
/kriˈeɪtɪv/
Unit 8 misbehave (v)
misunderstand (v)
/ˌmɪsbɪˈheɪv/
/ˌmɪsʌndərˈstænd/
ng
creatively (adv) /kriˈeɪtɪvli/ modify (v) /ˈmɒdɪˌfaɪ/
abuse (n) /əˈbjus/
demonstration (n) /ˌdɛmənˈstreɪʃən/ norm (n) /nɔrm/
accuse (v) /əˈkjuz/
ni
desire (v) /dɪˈzaɪər/ notion (n) /ˈnoʊʃən/
acknowledge (v) /ækˈnɒlɪdʒ/
detailed (adj) /ˈditeɪld/ obsession (n) /əbˈsɛʃən/
apparently (adv) /əˈpærəntli/
ar
displace (v) /dɪsˈpleɪs/ offended (adj) /əˈfɛndɪd/
appropriate (adj) /əˈproʊpriɪt/
electrocute (v) /ɪˈlɛktrəˌkjut/ open-minded (adj) /ˈoʊpənˈmaɪndɪd/
associate with (phr v) /əˈsoʊʃiˌeɪt ˌwɪð/
Le
external (adj) /ɪkˈstɜrnəl/ phenomenon (n) /fəˈnɒmɪˌnɒn/
assumption (n) /əˈsʌmpʃən/
extreme (adj) /ɪkˈstrim/ policy (n) /ˈpɒləsi/
assure (v) /əˈʃʊər/
flexibility (n) /ˌflɛksəˈbɪlɪti/ praise (v) /preɪz/
awkward (adj) /ˈɔkwərd/
flexible (adj) /ˈflɛksəbəl/
awkwardness (n)
c /ˈɔkwərdnɪs/
presence (n) /ˈprɛzəns/
hi
fluency (n) /ˈfluənsi/ pretend (v) /prɪˈtɛnd/
belong (v) /bɪˈlɔŋ/
follow (v) /ˈfɒloʊ/ proportion (n) /prəˈpɔrʃən/
breakdown (n) /ˈbreɪkˌdaʊn/
ap
format (n) /ˈfɔrmæt/ protest (n) /ˈproʊtɛst/

bully (v) /ˈbʊli/
freedom (n) /ˈfridəm/ racism (n) /ˈreɪsɪzəm/
campaign (v) /kæmˈpeɪn/
functional (adj) /ˈfʌŋkʃənl/ react (v) /riˈækt/
gr
cardboard (n) /ˈkɑrdˌbɔrd/

genuine (adj) /ˈdʒɛnjuɪn/ refresh (v) /rɪˈfrɛʃ/
citizen (n) /ˈsɪtəzən/
get (your) meaning /ˈgɛt (jər) ˈminɪŋ regional (adj) /ˈridʒənl/
eo
classic (n) /ˈklæsɪk/

across (phrase) əˌkrɔs/ response (n) /rɪˈspɒns/
combine (v) /kəmˈbaɪn/
grab (v) /ɡræb/ self-conscious (adj) /ˈsɛlfˈkɒnʃəs/
compliment (v) /ˈkɒmpləˌmɛnt/
lG
heartbroken (adj) /ˈhɑrtˌbroʊkən/ shopkeeper (n) /ˈʃɒpˌkipər/

conscious (adj) /ˈkɒnʃəs/
imaginary (adj) /ɪˈmædʒəˌnɛri/ sort (it) out (phr v) /ˈsɔrt (ɪt) ˈaʊt/
conservative (adj) /kənˈsɜrvətɪv/
implication (n) /ˌɪmplɪˈkeɪʃən/ statistic (n) /stəˈtɪstɪk/
cost-effective (adj) /ˈkɔst ɪˌfɛktɪv/
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integrate (v) /ˈɪntɪˌɡreɪt/ stereotype (n) /ˈstɛriəˌtaɪp/

criticize (v) /ˈkrɪtɪˌsaɪz/
intelligent (adj) /ɪnˈtɛlɪdʒənt/ stock (n) /stɒk/
decoration (n) /ˌdɛkəˈreɪʃən/
know (v) /noʊ/ two-faced (adj) /ˈtuˌfeɪst/
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deep-rooted (adj) /ˈdipˈrutɪd/

knowledge (n) /ˈnɒlɪdʒ/ well-mannered (adj) /ˈwɛlˈmænərd/
define (v) /dɪˈfaɪn/
learner (n) /ˈlɜrnər/
at
deliberately (adv) /dɪˈlɪbərɪtli/

lifestyle (n) /ˈlaɪfˌstaɪl/
logic (n) /ˈlɒdʒɪk/
deny (v) /dɪˈnaɪ/
Unit 9
N
diplomat (n) /ˈdɪpləˌmæt/

logical (adj) /ˈlɒdʒɪkəl/
discriminate (v) /dɪˈskrɪməˌneɪt/
make up (phr v) /ˈmeɪk ˈʌp/
dishonest (adj) /dɪsˈɒnɪst/ absence (n) /ˈæbsəns/
manners (n) /ˈmænərz/
elect (v) /ɪˈlɛkt/ affect (v) /əˈfɛkt/
measure (v) /ˈmɛʒər/
element (n) /ˈɛləmənt/ aid (n) /eɪd/
needle (n) /ˈnidl/
elsewhere (adv) /ɛlsˈwɛər/ ally (n) /ˈælaɪ/
obey (v) /oʊˈbeɪ/
encounter (v) /ɛnˈkaʊntər/ appeal (v) /əˈpil/
original (n) /əˈrɪdʒənl/
enthusiasm (n) /ɪnˈθuziˌæzəm/ assistance (n) /əˈsɪstəns/
outcome (n) /ˈaʊtˌkʌm/
equality (n) /ɪˈkwɒlɪti/ block (v) /blɒk/
preference (n) /ˈprɛfərəns/
experiment (v) /ɛkˈspɛrəˌmɛnt/ care for (phr v) /ˈkɛər ˌfɔr/
publication (n) /ˌpʌblɪˈkeɪʃən/
fed up (phr v) /ˈfɛd ˈʌp/ coastal (adj) /ˈkoʊstl/
publish (v) /ˈpʌblɪʃ/
fingernail (n) /ˈfɪŋɡərˌneɪl/ convention (n) /kənˈvɛnʃən/
realistically (adv) /ˌrɪəˈlɪstɪkli/
firmly (adv) /ˈfɜrmli/ cope (v) /koʊp/
recommendation (n) /ˌrɛkəmɛnˈdeɪʃən/
forget (v) /fərˈɡɛt/ corrupt (adj) /kəˈrʌpt/
rely on (phr v) /rɪˈlaɪ ɒn/
generalization (n) /ˌdʒɛnərələˈzeɪʃən/ crisis (n) /ˈkraɪsɪs/
resolve (v) /rɪˈzɒlv/
global (adj) /ˈɡloʊbəl/ debris (n) /dəˈbri/
safety (n) /ˈseɪfti/
highly-respected (adj) /ˈhaɪli rɪsˈpɛktɪd/ delegate (n) /ˈdɛlɪɡɪt/
SAMPLE COPY, NOT FOR DISTRIBUTION Word Lists 157

word lists
devastation (n) /ˌdɛvəˈsteɪʃən/ the loud (n) /ðə ˈlaʊd/ expose (v) /ɪkˈspoʊz/
disaster (n) /dɪˈzæstər/ the old (n) /ði ˈoʊld/ express (v) /ɪkˈsprɛs/
donation (n) /doʊˈneɪʃən/ the outgoing (n) /ði ˈaʊtˌgoʊɪŋ/ extract (n) /ɪkˈstrækt/
earthquake (n) /ˈɜrθˌkweɪk/ the poor (n) /ðə ˈpʊər/ fascinated (adj) /ˈfæsəˌneɪtɪd/
edit (n) /ˈɛdɪt/ the rich (n) /ðə ˈrɪʧ/ flash (n) /flæʃ/
evacuate (v) /ɪˈvækjuˌeɪt/ the stupid (n) /ðə ˈstupɪd/ force (v) /fɔrs/
flee (v) /fli/ trap (v) /træp/ get out (phr v) /ˈgɛt ˈaʊt/
frustrate (v) /ˈfrʌstreɪt/ unfamiliar (adj) /ˌʌnfəˈmɪljər/ gripping (adj) /ˈɡrɪpɪŋ/
give (sth) a go (phr v) /ˈgɪv ə ˈgoʊ/ unfold (v) /ʌnˈfoʊld/ heath care (n) /ˈhɛlθ ˌkɛər/
global warming (n) /ˈgloʊbəl ˈwɔrmɪŋ/ helmet (n) /ˈhɛlmɪt/
globe (n) /ɡloʊb/ honor (n) /ˈɒnər/
graduate (n)
greed (n)
/ˈɡrædʒuɪt/
/ɡrid/
Unit 10 house (v)
inability (n)
/haʊz/
/ˌɪnəˈbɪlɪti/
headquarters (n) /ˈhɛdˌkwɔrtərz/ inevitable (adj) /ɪnˈɛvɪtəbəl/
actively (adj) /ˈæktɪvli/
homeless (adj) /ˈhoʊmlɪs/ infection (n) /ɪnˈfɛkʃən/
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address (v) /əˈdrɛs/
housing (n) /ˈhaʊzɪŋ/ insufficient (adj) /ˌɪnsəˈfɪʃənt/
aim (v) /eɪm/
humanity (n) /hjuˈmænɪti/ intensive (adj) /ɪnˈtɛnsɪv/
allergic (adj) /əˈlɜrdʒɪk/
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imprison (v) /ɪmˈprɪzən/ keep down (phr v) /ˈkip ˈdaʊn/
amazement (n) /əˈmeɪzmənt/
inclusive (adj) /ɪnˈklusɪv/ lead (v) /lid/
antibiotics (n) /ˌæntibaɪˈɒtɪks/
ar
infrastructure (n) /ˈɪnfrəˌstrʌktʃər/ lung (n) /lʌŋ/
apocalypse (n) /əˈpɒkəˌlɪps/
initiative (n) /ɪˈnɪʃətɪv/ make the most of /ˈmeɪk ðə ˈmoʊst əv/
award (v) /əˈwɔrd/
Le
interactive (adj) /ˌɪntərˈæktɪv/ (phrase)
bench (n) /bɛntʃ/ misery (n) /ˈmɪzəri/
joy (n) /dʒɔɪ/
bestseller (n) /ˈbɛstˈsɛlər/ nickname (n) /ˈnɪkˌneɪm/
launch (v) /lɔntʃ/
blindness (n) /ˈblaɪndnɪs/
limited (adj) /ˈlɪmɪtɪd/
blink (v)
c
/blɪŋk/
optimistic (adj)
partial (adj)
/ˌɒptəˈmɪstɪk/
/ˈpɑrʃəl/
hi
neutral (adj) /ˈnutrəl/
cast (n) /kæst/ peer (v) /pɪər/
on behalf of (phr v) /ˌɒn bɪˈhæf əv/
category (n) /ˈkætɪˌɡɔri/
ap
on the ground (phrase) /ˈɒn ðə ˈgraʊnd/ portion (n) /ˈpɔrʃən/

cell (n) /sɛl/ precisely (adv) /prɪˈsaɪsli/
overlook (v) /ˌoʊvərˈlʊk/
chance (n) /tʃæns/ prescribe (v) /prɪˈskraɪb/
panel (n) /ˈpænl/
gr
cheer (v) /tʃɪər/ prescription (n) /prɪˈskrɪpʃən/

portrait (n) /ˈpɔrtrɪt/
chest (n) /tʃɛst/ procedure (n) /prəˈsidʒər/
precious (adj) /ˈprɛʃəs/
eo
clarify (v) /ˈklærəˌfaɪ/ punishment (n) /ˈpʌnɪʃmənt/

programmer (n) /ˈproʊɡræmər/
clear up (phr v) /ˈklɪər ˈʌp/ rapid (adj) /ˈræpɪd/
psychological (adj) / /ˌsaɪkəˈlɒdʒɪkəl
close down (v) /ˈcloʊz ˈdaʊn/ resistant (adj) /rɪˈzɪstənt/
lG
realization (n) /ˌrɪələˈzeɪʃən/

combine (v) /kəmˈbaɪn/ respond (v) /rɪˈspɒnd/
reconstruction (n) /ˌrikənˈstrʌkʃən/
comfort zone (n) /ˈkʌmfərt ˌzoʊn / risk (n) /rɪsk/
recovery (n) /rɪˈkʌvəri/
concentration (n) /ˌkɒnsənˈtreɪʃən/
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relief (n) /rɪˈlif/ run away (v) /ˈrʌn əˈweɪ/

consciousness (n) /ˈkɒnʃəsnɪs/ slam (v) /slæm/
reminder (n) /rɪˈmaɪndər/
considerable (adj) /kənˈsɪdərəbəl/ slide (v) /slaɪd/
remote (adj) /rɪˈmoʊt/
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contribute (v) /kənˈtrɪbjut slow (v) /sloʊ/

representative (n) /ˌrɛprɪˈzɛntətɪv/
convert (v) /kənˈvɜrt/ stroke (n) /stroʊk/
restore (v) /rɪˈstɔr/
at
darkness (n) /ˈdɑrknɪs/ sweat (n) /swɛt/

right (n) /raɪt/
deadly (adj) /ˈdɛdli/ symptom (n) /ˈsɪmptəm/
rise (v) /raɪz/
N
dependent (adj) /dɪˈpɛndənt/ thankfully (adv) /ˈθæŋkfəli/

satellite (n) /ˈsætlˌaɪt/
design (v) /dɪˈzaɪn/ therapist (n) /ˈθɛrəpɪst/
scale (n) /skeɪl/
determined (adj) /dɪˈtɜrmɪnd/ therapy (n) /ˈθɛrəpi/
senior (adj) /ˈsinjər/
device (n) /dɪˈvaɪs/ think through (phr v) /ˈθɪŋk ˈθru/
shelter (n) /ˈʃɛltər/
devote (v) /dɪˈvoʊt/ threatening (adj) /ˈθrɛtnɪŋ/
shortage (n) /ˈʃɔrtɪdʒ/
diagnose (v) /ˈdaɪəɡˌnoʊs/ treat (v) /trit/
skip (v) /skɪp/
dictate (v) /ˈdɪkteɪt/ turn to (phr v) /ˈtɜrn tu/
staggering (adj) /ˈstæɡərɪŋ/
disgust (n) /dɪsˈɡʌst/ vision (n) /ˈvɪʒən/
strike a chord (phr v) /ˈstraɪk ə ˈkɔrd/
disturbing (adj) /dɪˈstɜrbɪŋ/ visual (adj) /ˈvɪʒuəl/
supply (n) /səˈplaɪ/
dose (n) /doʊs/ waist (n) /weɪst/
survivor (n) /sərˈvaɪvər/
drug (n) /drʌɡ/ ward (n) /wɔrd/
sustainable (n) /səˈsteɪnəbəl/
editor (n) /ˈɛdɪtər/ watch out (phr v) /ˈwɒʧ ˈaʊt/
the best (n) /ðə ˈbɛst/
efficiently (adv) /ɪˈfɪʃəntli/
the brave (n) /ðə ˈbreɪv/

Audio Script
Track 1: Hi there, and welcome back to another one of our weekly long distances, and traveling by train wasn’t necessarily much quicker than
podcasts. Today we’re talking about study-abroad programs, which, as you traveling by car. Now, however, we have budget airlines, making air travel
probably know, allow high school or college students to study abroad for more accessible.
anything from a week to a year. What you may not know, though, is that More wealth Along the same lines, people’s standard of living has
the roots of the present system date back to the end of World War II, when increased. Perhaps people opt for higher levels of comfort, privacy or
it was hoped that the experience of living overseas would increase partici- reliability when they travel.
pants’ understanding and tolerance of other cultures while also improving New needs and opportunities The trouble is that privacy comes at a
their language. So is this really what happens? Well, we decided to talk to cost. Levitt and Dubner state that in the United States, 80 percent of pas-
two students who have taken part in study-abroad programs to find out senger space in cars is unused, which makes them more costly to operate
what their experiences were. First we’ll hear from Kenji in Tokyo, Japan, and and creates unnecessary traffic and pollution. The solution could be more
then Catalina, who’s in Buenos Aires, Argentina. hitchhiking! They give the example of a city in Virginia, where commuters
have organized a spot where they meet to hitch a ride so drivers with no
Track 2: Kenji: My name’s Kenji. I spent six months in Germany last year. My passengers can use carpool lanes on the highway that are reserved for cars
ng
dad’s American, so I’d been to the US with family a few times, but I hadn’t that contain more than one person.
traveled on my own before. I was actually thinking about canceling my trip Fresh fears But what about general travel? I often argued with my parents
before I left. I remember as my departure day got nearer, I got really nervous, about the dangers of hitchhiking, and I would tell them about all the
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but I’m so happy I didn’t cancel because it completely changed my life. I amazing experiences I’d had and the generous, interesting people I’d met.
stayed with a host family in Munich and they were really welcoming. When I think it genuinely gave me a different perspective to other travelers and
ar
I wasn’t in school, they showed me all the sights, took me hiking and skiing, tourists. But now, I look at my daughter and I wonder about her going on a
and really helped me get a feel for the country. I have become far more fluent trip. Would I want her to go hitchhiking?
Le
in German and feel as though I have matured a lot. I miss my host family, but
we still talk a lot online and I’m actually planning to visit again in the summer. Track 4 1: I was a student going home to visit friends. 2 Hitchhiking used
Catalina: My name is Catalina. I went to Italy last year as part of the Sum- to be so common. 3 You’d have to line up behind several others.
mer Explorer program. I have an Italian grandmother, so I’d been wanting
c
hi
to go there for ages. I’d never left Argentina! I’ll never forget the feeling I Track 5 1 I make the mistake of asking him “So where are you staying
had as I was stepping off the plane and into Palermo airport! It all took a tonight?” 2 And I’m thinking “Oh man! What do you do?” 3 And the voice
ap
while to get used to and I got a bit of a culture shock to begin with, but I in my head goes, “Wait, what?” 4 I’m staring at the ceiling, I’m thinking, “Oh
soon started making new friends. After the first month, I could get by in my god, what have I done?”
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Italian and by the end of the second month, it had got way better. By the
third, I didn’t want to leave as my Italian was really improving, and I’d made Track 6 S1: I’m thinking of seeing some sights today. Can you recommend
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loads of new friends. All in all, it was a great experience and I’m keen to go anywhere? S2: Well, the Old Town is well worth a visit. There are some
back sometime in the future to live and work for a few years. amazing buildings there. S1: OK. Well, I’ll check that out this morning, then.
And do you know anywhere good to have lunch? S2: Well, there’s a great
lG
Track 3: Hitchhiking: Where did all the hitchhikers go? I was driving steak place down by the river. S1: Oh, right. Well, actually, I don’t eat meat,
along the other day, and I passed a man sticking his thumb out. He was so … S2: In that case, you’d be best off going to Madragora – a nice little
asking for a ride. When we had gone past, my daughter, who is 15, asked me, vegetarian place near the park. S1: Great. Thanks for the tip.
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“What was that man doing?” The question surprised me because hitchhiking
used to be so common. I used to do it all the time when I was a student Track 7 The number of entrepreneurs has been growing ever since the arrival
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going home to visit friends, and I also spent one summer hitchhiking around of new technology and online services. This new technology has reduced the
South America. Often when you went to some hitching spots, you’d have to barriers that previously discouraged people from setting up a business. Now,
at
line up behind several others already waiting for a ride—it was so popular. So a company does not have to be based in an impressive office or employ
what happened? Why is it so rare now? The authors of Freakonomics, Stephen lots of people. It could be just one person at home with a computer – like
N
Dubner and Steve Levitt, have also asked this question in one of their regular Nick D’Aloisio. He created an app in his bedroom to summarize news articles
podcasts. They suggest that it probably comes down to five main reasons. and then sold it to Yahoo for 30 million dollars – all before he reached his
Fear Several horror movies have shown psychotic drivers who kidnap and 18th birthday! Or it could be someone like the best-selling author Amanda
murder the hitchhiker they pick up (or vice versa). This has been reinforced Hocking. Rather than finding a publisher to market and distribute her work,
by certain stories in the media of people getting robbed and being left she self-published her fantasy-thrillers as e-books. She has since sold over
in the middle of nowhere. Unsurprisingly, this has caused trust to break a million copies of them on Amazon. This new style of business particularly
down. Some people believe that the chances of these things happening benefits people like Nick and Amanda: young people or people from other
are small. The website Wand’rly, for example, suggests people are far more groups who have been under-represented in corporate leadership.
likely to die by tripping and falling than hitchhiking. Technology has also changed how businesses are funded. Previously, peo-
Legal restrictions There are more major roads now than there used to ple trying to raise money to develop their ideas had to go to a bank or ne-
be, and hitching is either banned or drivers are not allowed to pull over on gotiate a deal with an investor. Bankers and investors often only supported
these roads. people like themselves – older, wealthy men in suits. In contrast, D’Aloisio’s
Greater access to cars Alan Piskarsi, a transportation expert, points to the first investor contacted him by email from Hong Kong and had no idea that
fact that cars last longer so there are more of them available at a cheaper price. the company was run by a 15-year-old boy out of his bedroom. Crowd-
What’s more, many more people have driver’s licenses than they used to. funding websites such as Kickstarter allow entrepreneurs to avoid banks or
Low-cost flights In the past, young people simply couldn’t afford to fly having to sell part of their business to an investor. They provide a place for
SAMPLE COPY, NOT FOR DISTRIBUTION Audio Script 159

anyone in the world to give small or large amounts of money to a project in greatest MotoGP racer of all time and, without him, fewer people would
return for the future product, a gift, or even a simple “thank you”. watch motorcycle road racing. And I’m not just saying that because we’re
While traditional banks focus on future profits, many Kickstarter entrepre- both Italian! He’s won the World Championship nine times, but I won’t
neurs and investors are more interested in having a positive impact on the bore you with the details because actually what I love most about him is
world. Kickstarter has been running for several years now and has raised both his passion for racing and the fact he seems so decent, so humble.
over two billion dollars to develop more than 300 thousand projects that He has no ego problems and a great personality. I love watching him ride
include everything from hi-tech smart watches to Oscar-winning films and and his celebrations when he wins are always really entertaining as well.
projects to save the rainforests of the world. 3, Carlos: I love diving! A great hero of mine is Joaquín Capilla because he
So the new entrepreneurs may be younger, more diverse and more socially was Mexico’s most successful diver. He competed in three Olympic Games
aware than in the past, but there are some things that don’t change. 50 and won many medals, including one gold. And, you know, that was at
percent of new businesses never make money. Over half of the campaigns a time when there were few competitors in the Olympics from Mexico
on Kickstarter don’t receive any funding because they fail to reach their set and very little support for them. My coach has shown me some videos of
target. Most successful entrepreneurs have failed at least once: Amanda Joaquín when he was at his best. Obviously, things have moved on and the
Hocking had 17 books rejected by publishers before she found success dives we do now are more difficult, but you can still appreciate his amazing
herself. Entrepreneurs have always needed the confidence to recover from technique. I also admire him for his later life when he managed to over-
failure and maintain a passion for what they do – and it’s still key. come a lot of personal problems. I think he serves as a great lesson about
what you can achieve in both sport and life. 4, Endang: Susi Susanti was a
Track 8 Online crime The world becomes better connected every day. It’s national hero when my father was at high school. Ask any Indonesian of his
now easier than ever to keep in touch with friends and family around the world. generation, and they’ll know her. Before the 1992 Olympics in Barcelona,
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Online banking allows people to access their accounts from anywhere that we’d never won any gold medals. I guess you could say we were lucky the
has an internet connection. People don’t even have to leave the house to go International Olympic Committee decided to introduce badminton as an
shopping! However, with greater connectivity comes greater risk. Every year, Olympic sport that year because Susi won the women’s singles – and her
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hundreds of thousands of people become victims of online crime. We asked our future husband, Alan Budikusuma, won the men’s. Susi is not very tall –
maybe one metre 60, something like that – but she was so energetic and
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readers to share some of their terrible tech tales while we examine where the
crimes originate. Laura One day last year, I got a call from what I thought was determined, always moving, almost floating! Another thing I love about her
my bank. They said someone was trying to take money from my account is her attitude. She always fought right to the end, even when it seemed
Le
without my permission and that they needed to confirm my personal there was no hope, and I admire that.
details to stop it. I’ll be honest – I didn’t really understand what was going
on and wanted to stop anything bad from happening, so I gave them my Track 12 Olympic gold When Baron Pierre de Coubertin set up the first
name and address and date of birth. I didn’t hear back, but a month later I
c modern Olympics in Athens in 1896, he declared that “The most important
hi
got my credit card statement and found someone had spent over $11,000 thing in the Olympic Games is not winning, but taking part; the essential
on flights and luxury hotels! Bruno I was surfing the web one day when I thing in life is not conquering but fighting well.” Sometimes, these days
ap
found a site selling Xboxes and PlayStations. I couldn’t believe how cheap it can seem that this core principle has been forgotten, overtaken by the
they were. They had stuff on there for half the normal price! I clicked on one other motto de Coubertin is known for: “faster, higher, stronger”.
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item and bought what was advertised as a “PlayStation 4 original box and The hosting countries spend huge amounts of money to hold the 16-day
receipt”. I assumed it was second-hand and, as it was only €150, I bought event. Many of the countries taking part invest huge sums in programs for
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it without checking the details. You can imagine how I felt a few days elite athletes. And that money is not spent to come fourth; the only thing that
later when the postman brought me just the box and the receipt! Janella matters is having “the best Games” and winning medals – preferably gold.
Looking back, it was my own fault, but when I got an email saying a distant The figures are enormous! Depending on who you ask, China spent
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relative had died and left me millions of dollars, common sense went out $40 billion on the Beijing Olympics, Russia invested $50 billion in Sochi;
of the window! It was from someone claiming to be a lawyer in West Africa. while Rio and London each cost between 14 and 18 billion dollars. In
I know my dad’s side of the family had connections there, so I thought it terms of money for athletes, the UK spent over $400 million on supporting
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must be true. They attached documents that looked official and kept writ- 1,300 top competitors. This funding is directly linked to success: those who
ing, so eventually I sent them $8,000 to pay the legal fees. Of course, it was fail to achieve their targets will have their funding cut and in some cases
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a scam and I never heard from them again … or got my money back! completely removed. So much for the value of just “taking part!”
Similarly, some years ago, China established a system known as Juguo Tizhi
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Track 9 A: We can start with 50 kilograms as a trial shipment. B: Fifty (“whole country support for the elite sport system”) for developing athletes.
kilograms? There’s no point doing this unless you’re shipping at least a Children are identified as potential sports stars at the ages of six to nine and
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metric ton. are sent to special sports schools run by local government, where they train
for up to 15 hours a week. Those who prove to have talent move on to a
Track 10 1: Wouldn’t it be good to have something like that? 2 Don’t you semi-professional schedule of four to six hours a day, five or six days a week.
think it’s a bad idea to give money to strangers online? 3 Isn’t there some- After some years, the top performers then move on to provincial training
thing similar to that already? 4 Haven’t you ever wished you could do that? centers. Students there live and breathe their sport and hope to be selected
5 Wouldn’t you be happy to pay a little more to help? for their provincial team and then to be full-time professional athletes repre-
senting their country. There are around 400,000 young people in this system
Track 11 1, Shelley: She’s retired now, but I’ve always really admired Mia whose main purpose is to “win glory for their nation” and, in the years before
Hamm. She used to be a forward in the US women’s football team, and Beijing, it accounted for a very large percentage of all sports funding.
she’s one of the most successful football players ever. I mean, she’s won In both sports and life, you tend to get what you pay for; the more
Olympic medals, World Cup medals … she played for her country 275 money you spend, the better the results. China came first in Beijing,
times – and scored over 150 international goals. No man has ever man- and Great Britain got its highest ranking for over 100 years in 2016. The
aged that! And they were some of the best goals I’ve ever seen as well. She question is whether this search for success at all costs comes at the
really had everything: awareness, technique, skill, stamina, everything. And expense of investing in something which is arguably more valuable: local
she was so consistent too – always an eight or nine out of ten performer. clubs and competitions; facilities for people to stay healthy and play for fun.
2, Luca: Not many people can claim to have made a sport popular more Seeing your team win can obviously lift your spirits. However, this feeling is
or less on their own, but Valentino Rossi is one of them. In my eyes, he’s the only temporary, while taking part in regular exercise and sports has been
160 Audio Script SAMPLE COPY, NOT FOR DISTRIBUTION
shown to have long-term psychological benefits, as well as having other example, we’re about to put on a community arts festival. We’re holding
advantages. Given this, surely spending more money on increasing sports various shows and events over a week with local people volunteering.
participation from the lowest levels up would be a better way of tackling Host: That sounds interesting, but I’m afraid we’ve run out of time. You can
some of the health and social challenges that many countries face. continue the discussion on the Arts Spot website and get information on
Mark’s festival which starts soon. M: Yup. Host: OK. So thanks to Mark and
Track 13 1: I’m better at it than I used to be. 2 It’s the best thing I’ve Holly. Until next time.
experienced in my life. 3 I don’t do it as much as I used to. 4 It’s a lot more
popular than it used to be. 5 It’s a bit more difficult than it was in the past. Track 17 A system that’s leading the way Jose Antonio Abreu trained
6 It’s far easier than it was in the past. 7 I’m not as good at it as I’d like to be. and worked as an economist for many years, but his dream was to have
8 They’re doing worse than they did last season. a life in music. He fulfilled that dream, first through individual perfor-
mance, but more importantly through founding El Sistema. El Sistema is
Track 14 The winner of the 2012 Olympic marathon ran two hours and an innovative program for teaching music to children from diverse social
eight minutes. Had he been racing against the winner of the 1904 Olympic backgrounds. It has been so successful that an orchestra that is part of the
marathon, he would have won by nearly an hour and a half. program – the Venezuelan National Youth Orchestra – has been named
among the five leading orchestras in the world. Yet, 40 years ago, such an
Track 15 The Rio Carnival, one of the world’s leading festivals, is held every idea seemed a long way off.
February in Rio de Janeiro, Brazil. During the festival, organizers put on a When he first started the orchestra, Abreu had managed to get 50 music
huge number of parades and parties all over the city, which attract almost stands for the 100 children he was expecting to come and rehearse. In the
a million tourists. The festival has a big impact on the city, and on people’s end, only 11 turned up. What was he going to do? Give up? Try to get more
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cultural lives. The carnival involves around 200 Samba schools which children involved? In fact, he went several steps further and promised
compete to have the best costumes, dance routines, and musical bands. those 11 students that he would turn the orchestra into a world leader! So
It generates over 750 million dollars in income locally in Rio, which comes apart from this fierce ambition, how did it happen?
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from tourists who attend the four-day event and the Samba schools, which Obviously, the resources that the Venezuelan government puts into El
can sometimes spend over three million dollars on costumes and prepa- Sistema are important. It pays for instruments and teaching for over 500,000
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rations. The festival also boosts Brazil’s broader economy. But it’s not just young musicians who are involved in the program and also provides
about money. There’s wide support for the festival because it brings people monthly grants to older pupils as a reward for their hard work. It also pays
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together and helps create a sense of pride in the country. Many of the for performances and teaching younger children in the program. Private
Samba schools are from the poorest neighborhoods in the city, and the companies often sponsor local groups and parents also raise funds for tours.
festival offers young people opportunities to take part in cultural activities However, money is not the only factor in its success. Central to El Sistema is a
and learn new skills. In many ways, the festival has put Rio on the map as a
c focus on discipline and commitment. New students can start from as young
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world city and cultural hotspot. as three, but students and their parents must agree to a strict set of rules
and attend classes and rehearsals for between one and four hours a day, up
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Track 16 Host: Today on Arts Spot, we’re looking at some art projects aim- to six days a week. Teachers may visit parents to help them understand the
ing to make a difference. I’m here with my usual guests, Holly and Mark. So hours required to improve and how to support their children.
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Holly, if we can start with you . . . I think you wanted to talk about the Favela While discipline is important, the musical training also emphasizes fun,
Painting Foundation, right? H: Yeah. You may have seen these guys Haas team spirit, physical expression and the value of performance. Students
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and Hahn give a TED Talk on their project in Rio. M: Yeah, they’re very cool start in a choir and work on rhythm and percussion before moving on
guys. They created an incredible work of art by painting a whole neighbor- to playing the recorder and then finally choosing their instrument at the
hood. H: Exactly. So their latest project is something similar, but in Port-au- age of seven. Lessons are mainly conducted as a group, with all the class
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Prince, the capital of Haiti, which, as you know, has suffered a lot over the working towards performing a piece in front of an audience.
last few years from an earthquake in 2010 and a hurricane in 2016. Host: El Sistema is seen by many people from low-income families as a way
OK. So these paintings have a big impact on the eye – I mean, they’re to stay in education and escape poverty. It can present opportunities to
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really colorful and beautiful, but what about their impact on the communi- travel via tours within Venezuela and abroad. It has also been credited
ty. H: That’s a difficult one. I mean, I think they have a positive impact. They with improving relations between different communities and saving many
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certainly get local people involved very early on so the community really children from getting involved in gangs and violence. No wonder many
supports the projects. And in Haiti, the project is certainly going to create other countries have looked to copy the program.
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jobs, and it’ll be employing local artists. I guess that work won’t last, but I Setting up a “sistema” is not a straightforward process and there have been
think the locals are hoping the project will attract interest in the area and mixed results. However, it seems there are always individuals whose lives
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bring in more investment long term. Host: That’s always the hope, isn’t are changed. As one parent from the Scottish Sistema put it: “My son was
it? Mark, you have another city which is hoping to put itself on the world struggling, and I was worried he was going to drop out of school and end
cultural map – Birmingham! M: Yeah, well that’s what they say. Host: up hanging out with the wrong kids. El Sistema has made a huge difference.
They’re looking for an artist to create a big innovative piece of public art, He’s gained confidence, learned discipline and he’s definitely back on track.”
aren’t they? M: That’s the plan. It’s part of the continuing redevelopment of
the city. The idea is it’ll be part of a space local people can enjoy; a place Track 18 a: but they just played loads of new stuff. They were absolutely
they can hold events to attract tourists and boost their economy. Host: terrible. b: but it literally sold out in seconds. I couldn’t believe it. c: loads
That’s very ambitious! So how much is it all going to cost? M: Well, the of people were actually against it. d: but it cost way more than that. e: but
budget for the selection process and the cost of installing the piece they we had to wait for hours. It must’ve been midnight before they came on. f:
choose is set at two million pounds. Host: Wow – and what about once it’s but it just poured all day.
been completed? M: Who knows? I mean, the idea is the piece should be
low maintenance, so they won’t be spending thousands of pounds every Track 19 1 Shelby: My parents took me to see The Mousetrap while we
year to keep it in good condition. Host: Yeah, that’s important. Part of me were on vacation. I don’t know if you know it or not, but apparently it’s
wonders about that with the Haiti painting. What’ll happen when the paint the world’s longest-running play. My dad said it’ll soon have been running
fades? H: I don’t know. Does it matter? I think in that case what matters is for 70 years, and over 10 million people will have seen it, which is pretty
it’s bringing people together and restoring pride in their community. amazing, really. Anyway, I wasn’t expecting much because I don’t usually
M: You’re probably right, but aren’t there cheaper ways to do that? For like murder mysteries, but it was way better than I thought it would be.

2 Hans: We were hoping to get tickets to see a show at the local comedy be me, then. S1: Yep, me too. S3: Well, I guess you’ll know that burning
club, but we left it too late, so on the spur of the moment we decided to sensation you get when eating spicy food? S1: Oh yeah!
go to a concert instead. We saw a French band called The Arrogants. I don’t S3: That’s caused by a chemical that’s found in chilies, and once it’s in your
know if you know them or not. I’d heard their record and quite liked it, but mouth, it attaches itself to the ends of the heat-detecting nerves, tricking
the show was a real letdown. They were nowhere near as good as I was them into thinking the temperature has increased. To get rid of the burn-
expecting. 3 Amanda: I was just going to stay at home and have a quiet ing feeling, you need to wash away the chemical, but it doesn’t dissolve in
night in, to be honest, but a friend called me and said she was going to see water, so instead you need fat from something like yogurt. The fat washes
this new Japanese horror movie, so I decided to go with her. I’m not usually off the chemical and stops the burning. S1: I’m sure there’ll be plenty of
a big fan of that kind of thing, and I honestly wasn’t expecting it to be very listeners out there glad to hear that one, Jamal.
scary, but it was actually totally terrifying. Honestly, it gave me nightmares.
Track 23 Back to the future? Curiosity allows us to embrace unfamiliar
Track 20 1 And by 1980, the last train rode. It was a train loaded with frozen circumstances, brings excitement into our lives and opens up new possi-
turkeys. 2 I first read about it in the New York Times, in an article that said it bilities. But how curious are we in the 21st century?
was going to be demolished. 3 And at the end of the meeting, we realized Perhaps you’ve heard the old saying that claims “curiosity killed the cat”.
we were the only two people that were sort of interested in the project. It’s a phrase that’s often used to warn people – especially children – not
4 And that’s really where we started … the idea coalesced around … let’s to ask too many questions. Yet it’s widely agreed that curiosity actually
make this a park, and let’s have it be sort of inspired by this wildscape. makes learning more enjoyable and effective. Indeed, research has shown
that curiosity is just as important as intelligence in determining how well
Track 21 S1: So, hey, listen, I was wondering … um … Do you fancy going students do in school.
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out somewhere with me tomorrow? S2: Yeah, OK. Why not? Where did you Curiosity also allows us to embrace unfamiliar circumstances, brings excite-
have in mind? Anywhere in particular? S1: Well, there’s this new exhibition ment into our lives and opens up new possibilities. Being curious requires
on in town that I’d quite like to go and see. S2: OK. What kind of thing is it? us to be both humble enough to know we don’t have all the answers, and
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I’m not really into art, so … S1: No, it’s all about technology and how it’s confident enough to admit it. Asking the questions that help us bridge the
changing the world. You know – 3-D printers and all that. gap between what we already know and what we’d like to know can lead
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S2: Ah, it doesn’t sound like my kind of thing, to be honest. S1: No worries. us to make unexpected discoveries.
It’ll be running for a while, so I can always go and see it on my own some In science, basic curiosity-driven research – carried out without pressure to
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time. S2: Cool. Hey. How about checking out this band that are playing in produce immediate practical results – can have unexpected and incredibly
the park tomorrow night? S1: Umm … maybe. Who are they? S2: They’re important benefits. For example, one day in 1831, Michael Faraday was
called Moral Panic. They’ve got this sort of alternative / hardcore / metal playing around with a coil and a magnet when he suddenly saw how he
sound. S1: OK. Doesn’t really sound like my kind of music, I’m afraid. Metal
c could generate an electrical current. At first, it wasn’t clear what use this
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just does nothing for me. S2: Hmmm. OK. Well, we’re a bit stuck then, really, would be, but it actually made electricity available for use in technology,
aren’t we? S1: I don’t know. What about just going to see a film? Would you and so changed the world.
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be up for that? S2: Yeah. Maybe. Do you know what’s on? Unsurprisingly, there are chemical and evolutionary theories to explain why
S1: Well, there’s The Gift, this new thriller that’s supposed to be really good. humans are such curious creatures. When we become curious, our brains
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S2: Oh yeah! I was going to go and see that last week but couldn’t get release a chemical called dopamine, which makes the process of learning
tickets in the end. It looks amazing, though. S1: So how about that, then? more pleasurable and improves memory. It is still not known why learning
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Let me just check (pause). Yeah. There’s a showing at 4:15. And another one gives us such pleasure, but one theory is that we may have developed a
at 6:45. S2: Let’s go for the later one but meet a little bit earlier. basic need to fight uncertainty – the more we understand about the world
S1: OK. Shall we say six in the café so we can get a coffee first? And I’ll book around us, the more likely we are to survive its many dangers!
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tickets right now, just to be safe. S2: Brilliant. I’ll see you there, then. Bye. However, curiosity is currently under threat like never before – and perhaps
the biggest threat comes from technology! On one level, this is because
Track 22 S1: Hi – and welcome to Life Hacks, the show where we help technology has become so sophisticated that many of us are unable to
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you deal with those annoying everyday problems. And with me today to think too deeply about how exactly things work anymore. While it may be
share the life hacks they’ve picked up this week are Marie and Jamal. So possible for a curious teenager to take a toaster apart and get some sense
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Marie, what have you got for us? S2: Well, I was recently given this lovely of how it works, how far do you understand what happens when you type
new smartphone for my 18th birthday and, if you’re one of those people – a website address into a browser? Where does your grasp of technology
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like me – who finds it really hard to get out of bed in the morning, there’s end and the magic begin for you?
a hack for that. S1: Interesting! Go on. S2: Well, basically, if you use your In addition to this, there’s the fact that we all now connect so deeply with
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phone as an alarm clock like me, you can create your own loudspeaker by technology, particularly our phones. The more we stare at our screens, the
simply putting the phone speaker downwards in a paper cup – a clean, dry less we talk to other people directly. To make matters worse, all too often we
one, obviously. And of course it works better as an alarm if the cup is then accept the images of people that social media provides us with, and then feel
left far away from your bed, as then you’ll be forced to get up to turn it off. we know enough about a person not to need to engage further with them.
S3: And how does it work, Marie? I mean, what’s the science behind it? S2: The final – and perhaps most worrying – way in which technology stops
Simple: the cup channels the sound in one direction, whereas normally it’d us from asking more has to do with algorithms, the processes followed by
be thrown around all over the place. S1: You’ve actually just reminded me, computers. As we increasingly get our news via social media, algorithms
Marie, of an app I came across recently. It’s been designed to track your find out what we like and push more of the same back to us, meaning we
sleep patterns and wake you up during light sleep rather than deep, which end up inside our own little bubbles and no longer meet ideas that chal-
is far less painful of course! S2: Neat. I like the sound of that. I might give it lenge our pre-existing beliefs. Perhaps the real key to developing curiosity
a try. By the way, one other phone hack I’ve learned recently … you know, in the 21st century, then, is to rely less on the tech tools of our age.
if your phone’s being charged and you need it done ASAP, then what you
need to do is put it in Airplane mode. That reduces the energy the phone Track 24 a Many people, like the Greek philosopher Aristotle, believed the
uses and so speeds things up a bit. S1: Great. Thanks, Marie. Jamal. What heart was the center of intelligence, but there were others who disagreed
have you got for us today? S3: Something completely different, actually. and the idea of thinking with your heart didn’t die out until the Middle
An email has just been sent to me by Maxine, who’s suggested a hack Ages. b The market for brain games has grown massively in recent years,
for anyone out there who likes a spicy curry from time to time. S2: That’d but the research into what impact these training products have is still hotly
debated. While it seems probable that they can have a positive effect, the new environment, because evolution’s not a choice, and the chance of
it hasn’t been proven yet. c There has been some research on Einstein’s getting the right genetic change is low. I: And that’s why we’ve had mass ex-
brain which suggests he had more neurons and that some parts were tinctions like the dinosaurs? P: Exactly. And the argument is that humans are
more developed, but the size of his brain was average or slightly smaller, now the equivalent of an ice age. We’re causing so many changes so quickly
and it can’t be proven that any of these differences were what caused his that animals and plants can’t adapt and are dying out at an incredible rate. I:
intelligence. d The brain contains 75 percent water, which is perhaps why But that still doesn’t explain why we should protect them, does it? P: Well, I
being thirsty can affect your ability to think. e We use all our brain at some suppose because we humans can choose to alter our behavior, I feel we have
point, and most of the brain is working most of the time. f Exercise – at a duty to. I: A lot of people won’t share that feeling – they will think of the
least light exercise like a short run or swim – produces chemicals that help cost of conservation. P: It’s not cheap, but they might want to look at it from
you think. g Brain scans of taxi drivers have shown that they have a larger a purely selfish point of view. Plants we’re killing could be cures for cancer.
hippocampus than average. h It has been disproven that creative people And losing biodiversity has negative consequences for us – some that could
have a dominant right brain. We use both sides of our brains in creative even lead more quickly to our own extinction! I: Yes – a point the exhibition
acts and everyone’s brains are pretty much equal on both sides. ends with. Our short-term survival isn’t guaranteed.
P: Absolutely not, but conservation of other species may help us last longer.
Track 25 What are you reading? There are no words there. I said, read what I: Paloma, shall we leave it there? P: Sure. Thank you. I: Thank you.
you’re seeing. Right? It literally says, “Wat ar ou rea in?” Right? That’s what you
should have said. Right? Why is this? It’s because perception is grounded in Track 28 Help save the Pacific Northwest Tree Octopus from extinction
our experience. Right? The brain takes meaningless information and makes About The Pacific Northwest tree octopus (Octopus Paxarbolis) is only
meaning out of it, which means we never see what’s there, we never see found in the forests of Washington State, on the eastern side of the Olympic
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information, we only ever see what was useful to see in the past. All right? Mountains, in the United States. These creatures reach an average size of
Which means, when it comes to perception, we’re all like this frog. Right? It’s between 30 and 35 centimeters and live for around four years. They are
getting information. It’s generating behavior that’s useful. unusual in that they live both in water and on land, a fact made possible by
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the very high amounts of rainfall in this part of the United States.
Track 26 The Scientific Method is basically an organized way of designing Possessing the largest brain of any octopus, the tree octopus explores its
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and setting up experiments that helps you answer questions or solve prob- surroundings by touch and sight. Some scientists believe that the way it
lems. It usually involves six specific steps. First, define the purpose of your has adapted to life in the forest mirrors the way early life forms adapted to
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experiment. What question are you trying to answer? Maybe you want to life away from the water. Although they are not social animals like humans,
find out if the color of a light bulb affects plant growth, for instance. Next, they can still show emotions by changing their skin color: red indicates
do your research: look for information in books, on the web, and so on. Get anger and white, fear. Normally, though, they are a green-brown color that
as much information as you can before you start your experiment. Maybe
c matches their surroundings.
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someone has already done a similar experiment that you could repeat or Every spring, tree octopuses leave their homes and travel to the coast to breed.
develop. After this, you form your hypothesis. In other words, you predict Males soon return to the forest, while females lay their eggs underwater. The
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an answer to your question. It’s best to state your hypothesis explicitly. An young then spend the first month or so floating near to the shore before
example might be, “If I grow plants under red light bulbs, they’ll grow faster moving out of the water and beginning their adult lives in the forest.
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than plants growing under white ones.” Then comes the fun part – the Why is it endangered? Although the tree octopus is not yet on the offi-
experiment itself. Design a test to find out if your hypothesis is correct. In cial list of endangered animals, it should be, as numbers are now seriously
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our example, you could set up some plant seeds under a red light bulb low. It faces many threats: trees in Pacific-Northwest forests are constantly
and some under a white one and observe each for a couple of weeks. being cut down; new roads have cut off access to water; the growth of
During the experiment, keep a record of what happens and then analyze local towns has introduced house cats into the region which hunt the
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this data before finally drawing your conclusions. Review your data to see if octopuses and pollution is getting worse. Immediate action needs to be
your original hypothesis was correct. If the plants under the red light bulb taken to stop the tree octopus from becoming extinct.
did actually grow faster, then you’ve proved your hypothesis. If not, your Become an activist Here are some things you can do to help protect the
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hypothesis was wrong. Either way, you’ve discovered something! last few tree octopuses:
• Write to the government to say you are worried and that you feel the
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Track 27 Interviewer: So today, inspired by the exhibition Extinction: Not the tree octopus should be given special protection and included on the
end of the world? we’re talking about conservation – and here to discuss it is Endangered Species List.
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biologist and conservationist Paloma Sánchez. Paloma, welcome. Paloma: • Write to celebrities, asking them to talk in interviews about the dangers
Pleasure to be here. I: So Paloma, I suppose the first thing that will strike facing the tree octopus.
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people is the statistic that 99 percent of species that have ever lived on Earth • Let the world know about the tree octopus: tell your family and friends.
are already extinct! P: Absolutely. Extinction is as natural a part of our planet • Tell people not to buy products made by companies that don’t protect
as death itself: we all die, and all species eventually die out! I: Indeed, but the tree octopus when cutting down trees.
doesn’t that raise a huge question for you as a conservationist? Should we • Start an online campaign! Encourage people to sign a petition.
even try to preserve endangered species? I mean, if evolution is the survival
of the fittest, then you might stop weak species going extinct, which could Track 29 A study sponsored by the US Department of Education and
be a bad thing. Maybe we shouldn’t interfere. P: Well, I think there’s a bit of a conducted by researchers at the University of Connecticut has revealed
misunderstanding there. That phrase, “the survival of the fittest” can suggest the alarming degree to which internet users believe anything they read
evolution is a kind of competition where only the strong survive, but that’s online. As part of the research, students were sent to a website containing
a myth. The initial genetic changes that lead to evolution occur purely by details about a made-up creature – the endangered Pacific Northwest tree
chance. Those changes have a positive effect on a species” ability to breed, octopus – in order to assess their ability to evaluate information found
defend itself or get food and, as a result, the genes get passed on. However, online. Researchers discovered that not only did students believe the site
while the changes must bring some benefit, the animal can be weaker in was genuine, but some also insisted the octopus must exist even after it
another area which might actually leave it more at risk of extinction. I: Really? was revealed to them that it was all a trick.
P: Absolutely. Say an animal adapts perfectly to one specific area. If that hab- This has led to concerns that students are now too reliant on the internet
itat disappeared for whatever reason, they’d easily die out. I: They couldn’t when doing research, as well as fears that students are not being taught
adapt to a new environment? P: Not unless their existing features matched how to check whether information found on the internet is genuine or not.

Track 30 1 I feel a bit stupid for ever believing it, to be honest. I can’t have then to try again! Because surely that’s the very essence of human creativi-
been paying attention when I read about it. I mean, as you can see, it does ty and will serve people well in the future!
look quite professional, but when you look a bit closer, you realize that all
the links about the different kinds of tree octopuses go to the same page. Track 34 Testing creative thinking It is now over 50 years since the first
I really should’ve noticed that. And also, as he keeps reminding me, even publication of E.P. Torrance’s Tests of Creative Thinking, and they continue
my little brother could’ve told me that the photos were fake. He’s really to be used worldwide as standard assessments of creativity.
good with Photoshop and notices things like that. Oh, well. You live and The tests typically consist of “divergent thinking” tasks – the ability to gen-
learn. 2 I used to really love eating meat. I mean, you could’ve told me how erate a wide variety of solutions that are then scored on fluency, flexibility,
cruel it was, and I honestly wouldn’t have cared. I just never really used to originality and how fully explained they are. For example: Ways to improve:
think about the connection between dead animals and the meat that I ate. What could you do to make a toy truck more fun to play with?
It’s weird – I can’t remember exactly when my feelings started to change. • Imagine consequences: How would the world be different if everyone
I think I might’ve read something about how much water is used to raise had an eye in the back of their head?
cattle, perhaps. I don’t know, but if it was that, it must’ve had an impact • Alternative uses: How many unusual uses for a brick can you think of?
because I’ve been vegan for quite some time now. I don’t eat or wear • Make drawings from a shape: Turn the Xs into pictures people might be
anything from animals: no eggs, no milk, no leather, nothing! surprised by. The X can be in any part of the picture. Add details to tell
3 I never really used to like snakes. I mean, I wasn’t afraid of them or any- complete stories and give each picture a title.
thing – I might’ve been able to touch one or pick one up if the chance had Some question if the tests fully assess creativity because they say creativity
arisen, but I would certainly never have thought about owning one, that’s is about originality and usefulness. Creativity not only requires divergent
for sure. Then my big brother got one for his 16th birthday and I started thinking but also “convergent thinking” where you find one single solution
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getting interested. Now I’m just as bad as he is! Our favorite is a python that you feel is the best for the problem you are trying to solve.
called Monty. We will have had him for three years this November. Torrance followed the lives of children who first took his tests to see if they
predicted creative achievements as adults. Analyses of these studies suggest
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Track 31 1 Male: They must not have been serious. Female: They must have they do. In fact, his tests are better at judging future creative success than
been joking. 2 M: I should have helped him. F: I would have helped him. intelligence tests. This is why they are frequently used to identify top man-
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3 M: It must have been really interesting. F: It was really interesting. agers in business and children for special educational programs. It is also
4 M: I guess that might have been the reason. F: I guess that could have been why there was concern in the United States when the magazine Newsweek
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the reason. 5 M: You shouldn’t have texted me. F: You shouldn’t have been reported that children’s scores on the tests were falling.
texting me. 6 M: It should have arrived by now. F: It will have arrived by now. Some have argued that this drop is because of children’s lifestyles: too
many video games, too much TV and too little freedom to make choices.
Track 32 1 … she thought it was just a splinter of wood, because that’s the
c Others have suggested that education in the United States has become
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sort of thing people had found at the Fyles Leaf Bed before – prehistoric too focused on exam results, so teachers use fewer creative activities and
plant parts. 2 How certain were you that you had it right, like ... that you favor more traditional learning by heart. This is in contrast to countries with
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had put it together in the right way, like? 3 … something like a cow or a a history of more traditional activities like memorization and practice drills
sheep. But it couldn’t have been either of those. It was just too big. such as China, which are doing the opposite and encouraging creativity
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4 … you’re going to have different body sizes. You’re going to have some through techniques such as problem-based learning.
with really long necks, so they’re actually functionally like giraffes. 5 And, as Problem-based learning involves setting a genuine problem such as re-
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a historian, you start with an idea in your mind of how the story goes. ducing noise in a school library or deciding on a week’s menu of meals for
an athlete. In reaching a conclusion, students have to do research across
Track 33 The Monster Engine is one of the most wonderful things several subjects and be creative in the fullest sense. No doubt Torrance
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I’ve come across in quite some time. It’s a book, a lecture and a gallery would have approved if he was still alive.
exhibition, featuring wonderfully detailed colored paintings of all kinds of
crazy creatures. And none of it would ever have happened if comic artist Track 35 1 A: Don’t you ever wish you didn’t have to sleep? 2 A: I wish
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Dave Devries hadn’t spent a day with his young niece Jessica back in 1998. I hadn’t heard that song. 3 B: If only I didn’t hate the sight of blood or
Jessica was busy filling the pages of a sketch pad with pictures of monsters needles. 4 B: I’d rather we finished it today. 5 B: Yeah, if only we had the
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when Devries suddenly thought, “What would these drawings look like money to buy proper equipment – and the ideas! A: I wish I was as crea-
if they were painted more realistically?” Using his experience of drawing tive as you. 6 A: I wish you’d been there. B: I wish my parents would relax a
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superheroes and comic book characters for DC and Marvel, he then set bit and let me go out more.
about applying color and shading to children’s artwork in an attempt to
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bring their pictures to life. For Devries, it was also a link back to his own Track 36 I’m a lexicographer. I make dictionaries. And my job as a lexicog-
childhood and proof, if he needed it, that he could still see with the eyes of rapher is to try to put all the words possible into the dictionary. My job
a child – still create like a child creates. is not to decide what a word is; that is your job. Everybody who speaks
At the heart of The Monster Engine, though, lies a much bigger idea: English decides together what’s a word and what’s not a word. Every lan-
that most adults would be more creative if their schools had embraced guage is just a group of people who agree to understand each other. Now,
difference and encouraged unusual ways of seeing the world. Now, of sometimes when people are trying to decide whether a word is good
course, this isn’t a new idea. But it is an important one. As Sir Ken Robinson or bad, they don’t really have a good reason. So they say something like,
famously points out in one of his TED Talks, if you’re at school now you’ll “Because grammar!” I don’t actually really care about grammar too much –
probably be entering the world of work in the 2020s or early 2030s and, if don’t tell anybody.
we’re honest, we have no idea what skills will be needed in the workplace
by then. Skills will be more important than knowledge and being able to Track 37 A: Welcome to Travel Chat. I’m here with Stacey, who’s lived in
think outside the box will benefit you greatly. several countries because of her parents” work. How many places is it,
Now, you might be thinking that this all sounds a bit extreme. You might Stacey? B: Five now – if you include the USA. A: Quite a variety. So today
be asking, “If schools are so bad, how come we’ve got the Dave Devries we’re talking about intercultural communication … or should I say mis-
and Ken Robinsons of this world?” But surely it’s worth asking how things communication. B: Yep. A: And I think your first example’s from Germany.
could be even better and what else schools could do to stimulate creativity B: Yeah, so when I was first there, I was leaving school one day and I asked
and keep alive in us the childlike desire to experiment, to play, to fail – and a German girl from my class if she was going to the train station, and she
replied, “Of course”. And I thought, “That’s rude” because to me “of course” Over recent years, a far more localized subculture has been developing in
means, like, obviously and so she made me feel like I was stupid for asking! Mexico, where a style of music known as Trival Guarachero has evolved,
A: Absolutely! B: Anyway, we walked on a bit in silence and then I made complete with its own remarkable fashions! More commonly known just
an excuse: I said I’d forgotten something and had to go back to school. A: as Trival, the hugely popular sound mixes traditional regional folk music
Awkward. B: Yeah, definitely. Anyway, that evening I told my Dad what had with electronic dance. Young fans often identify themselves by combining
happened and he said that I shouldn’t be so sensitive because in German futuristic elements with a basic farm worker look … and wearing extreme-
the word for of course is also used for yes or absolutely. A: In other words, ly long, pointy boots when dancing, often competitively against groups
the girl was actually really pleased to go with you! from other local towns! Believe it or not, some items of footwear have
B: Yeah, exactly! Silly of me to think otherwise, I guess. A: But it does make apparently reached five feet in length!
you realize how easily misunderstandings come about when you make Of course, subcultures that develop in a particular area can spread like wildfire
certain assumptions. B: Yeah. So, I know Americans who were in Russia, in a matter of moments these days, thanks to the internet. This is what’s hap-
and they thought Russian shop assistants were a bit rude because they pened with the Scraper Biker subculture. Originally the obsession of a small
didn’t smile or ask how you were. However, a Russian friend told me their group of young people in the San Francisco Bay area, scraper bikes are simply
parents kind of discouraged them from smiling at strangers because it ordinary bicycles that have been modified by their owners, typically with
is seen as a sign of dishonesty. There’s also a Russian proverb that says decorated wheels and bright body colors. Much of the decoration is done
“Laughter for no reason is a sign of stupidity.” A: Not a good message if very cheaply, using tin foil, reused cardboard, candy wrappers and paint! The
you’re trying to sell something! B: Exactly! But Russians do smile at people craze went global after a hip-hop video featuring these creations went viral
they know – in fact, I’d say they’re really warm and friendly. I also have a and scraper bikes can now be seen in cities all over the world.
Korean friend who went to the USA and she wondered why people asked, If the internet helps some subcultures grow, for others it’s their main home.
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“How’re you doing?”, but then when she replied – you know, actually told Otherkin – people who identify to some degree as non-human – have a
them how she was – people gave her strange looks. But, of course, to them massive online presence that’s growing all the time. While some otherkin
they’d only said “hi” so all they expected was “hello” in return! A: Yeah – and believe themselves to actually be, say, dragons or lions or foxes, others
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I guess you could take offense when that happens and say people are simply feel special connections to certain creatures – and have found a
insincere. B: Exactly! But it’s like in Chinese, sometimes people from China space within which to explore these feelings.
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ask – I mean literally – “Have you eaten?” instead of saying “hello”, but it It seems that, whatever you’re going through and whatever your own per-
doesn’t mean they’re offering you food at that moment. A: Although they sonal enthusiasms, there’s a worldwide community out there just waiting
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certainly will at other times. I’ve heard international companies often give for you to find them – and to assure you that you belong!
lessons to avoid these breakdowns in communication. Have you ever seen
anything like that? B: No, not really. I just talked to people, and as you go Track 40 1 I just had to grunt a lot for that one. 2 I just sat there on the
on, you learn not to assume what you do or say is normal. There’s always
c computer, hitting “refresh,” 3 This was just the first of a two-part video.
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an alternative interpretation. A: That’s a great lesson, because miscom- 4 I just could not do it. 5 If I stutter along the way, I just go back in and fix it.
munication happens in all walks of life. Have you found your intercultural 6 And just the year before, that number was about eight percent. 7 Just
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experience has helped with other relationships? B: For sure – like the color blue for Ancient Greeks, minorities are not a part of what we
although I do still argue with my mum sometimes! consider “normal”.
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Track 38 1 A: We’re meeting on Tuesday. B: Really? I thought you said we Track 41 1 A: As a shopkeeper, I’m in favor. These kids don’t actually spend
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were meeting on Thursday! 2 A: I got a B on the science essay. B: Oh, that’s any real money with us and in fact we’ve lost a bit of stock recently, which
quite good! I thought you said you got a D! 3 A: I’m interested in seeing the I think might be their fault. As a parent of a teenager, I know they’re not all
new Star Wars film. B: Really? I’m sure you told me you weren’t interested! like that, but you know there are better places for them to go.
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4 A: I’ll bring you all the stuff you need next week. B: You don’t have it? I 2 B: This is crazy. Just because you’re hanging out in a group, it doesn’t
thought you were bringing it today. 5 A: I’m going to my dance class later. mean you’re looking to cause trouble. The mall is relatively safe, you know,
B: I didn’t know you went dancing. How long have you been doing that? 6 there are security guards around and it’s out of the rain. I mean, where else
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A: We have to leave at 11 o’clock. B: I thought we had to leave at 12 o’clock. are we supposed to go? Or are we just not supposed to hang out at all?
3 C: As someone who goes there quite a lot, I totally support the idea.
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Track 39 A place to be During adolescence, teenagers start to form inde- They’re often loud and take up the whole place so you can’t walk around
pendent adult identities of their own, and for many young people around very easily. They don’t show respect. For an older person like me, I feel a bit
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the world, this means experimenting with different social groups. Deciding scared. I don’t want to go there. 4 D: Speaking as a teacher, I just don’t get
to join a particular group or subculture offers young people the oppor- it. We see kids who aren’t independent. They spend all day at home – they
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tunity to explore who they are and what they stand for. It allows them to rely on their parents for everything. This is sending the wrong message.
start defining themselves outside their immediate family circle, and can Just because one or two misbehave doesn’t mean they all do. I mean,
provide both a sense of identity and of belonging, too. In our increasingly adults shoplift and cause problems too, but we don’t ask adults to be ac-
interconnected world, membership of particular groups can mean contact companied by their parents - or their children! 5 E: OK . . . if I look at it from
not only with other like-minded people locally but also globally. However, my grandpa’s point of view, I can kind of understand it. He often complains
while being part of a group can be an extremely positive thing, it can also about kids in the mall. But I think it’s more about the media and all the
attract abuse and bullying, especially of those who insist on challenging negative stereotypes of teenagers. I’m not loud or disrespectful or causing
social norms. Here we look at four of the more remarkable youth cultures trouble. Banning us from the mall? Come on, give us a break!
out there.
Some claim that the roots of Goth can be found in such 19th century Track 42 The earthquake that struck the small Caribbean country of Haiti
literary classics as Dracula and Frankenstein, but the dyed black hair and on the evening of January 12th, 2010 measured a massive seven on the
black clothes, dark eyeliner and fingernails and intense dramatic post-punk Richter scale. The devastation which it caused was simply staggering,
music originated in England in the late 1970s. The style and sound have had hitting the capital city, Port-au-Prince, particularly hard. Over the next few
a long-lasting appeal and nowadays there are large communities of goths days, the country, which has long been one of the poorest in the world,
everywhere from Chile to China. Many goths resent being stereotyped as struggled to cope in the absence of any organized relief effort. Many of
sad or angry, and instead see themselves as romantic, creative, open-mind- those who had survived were left to fend for themselves. The city’s hospi-
ed and able to find beauty in what others may see as dark or ugly. tals had all been destroyed, roads in and out of the city remained blocked

and the seaport, which supplies would normally have been delivered to, for youth and the youngest ever senior official in the UN.
was also unusable. A humanitarian crisis was unfolding. Of course, the Youth Assembly and its delegates are only a tiny number of
those three and a half billion young people, but they are important role
Track 43 Watching all of this thousands of miles away in his Boston home models. It can be easy to find reasons not to act, but as Nicol Perez, a youth
was Patrick Maier, who decided that he had to do something – anything observer to the UN general assembly says, “I have a voice, and I’m going to
– to help. Maier, whose girlfriend, Christine Martin, was doing research use it. I’m going to shout it out till somebody hears me.”
in Haiti at the time, came up with the idea of using technology to create
an interactive online map that crowd-sourced information about what Track 45 The number of young people skipping school is falling. The num-
was happening on the ground. Using free mapping technology called ber of people going to college is rising. There are more children hanging
Ushahidi, which had been developed a couple of years earlier in Kenya, he out in the streets these days. There are fewer young people playing sports
started updating a map of the country using social media reports, many of than before.
which he soon realized he’d need to get translated. Within a few days, he
was having to reach out for volunteers, many of whom had Haitian roots Track 46 A photo is a reminder of someone or something, a place, a rela-
and were only too happy to help, and before long, over one million edits tionship, a loved one. They’re our memory-keepers and our histories, the
had been made to the map! last thing we would grab and the first thing you’d go back to look for.
This incredible resource quickly became the main map used by all those
involved in helping to provide aid and assistance to the people of Haiti. Track 47 Now I realize that my choice may not be the most popular. In
Using the incredibly specific information it provided, helicopters were fact, over recent years, increasing public outrage has been directed at
able to drop tents and food to desperate people whose homes had been many of the top professionals in this line of work. There’s a perception that
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completely destroyed and evacuate people who were trapped or injured. salaries in this field are out of control and that greed and self-interest are
The map was quite literally a life-saver! And it set a new standard for how king and they offer little for society let alone a crisis. But think about it for
technology can be utilized in times of crisis. a moment. First, people who’ve made their millions on the pitch will have
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Since 2010, Ushahidi has been used to focus world attention on humani- plenty to donate to people in a crisis. Second, imagine if they actually went
tarian crises and to help tackle forest fires in Russia and floods in Colombia. out and helped – what a great message that would send. These people are
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And most remarkable of all is the fact that anyone with access to a smart- role models and would be a real force for good in showing young people
phone, tablet or laptop can now play their part in all of this as well. We are values such as hard work, getting your hands dirty, showing respect and
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all connected and all able to help. that there is more to life than sports. And of course most of them are really
strong and fit – just the kind of people you might need to clear debris
Track 44 Shouting out for the young Almost half of the world’s seven and piles of litter. Finally, think about how they might also lift the spirits of
billion citizens are under the age of 25, and they have huge potential to
c people who have suffered a lot. They bring joy to millions, and I’m sure fans
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shape the countries they live in. A few countries, such as Argentina, have would be amazed to meet them or even actually watch them play. They
tried to empower their youth by giving them the right to vote at the age of would be great in a crisis!
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16, but it still seems that in many places young people’s opinions are often
overlooked or simply not heard. However, one organization that has a long Track 48 Clara: So, Jaime, last week we had an email from a listener, Hugo,
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history of giving a voice to young people is the United Nations (UN). who is recovering at home from an injury and wanted suggestions for
In 1946, the UN created a fund called UNICEF to support the millions of chil- inspiring films to watch. Jaime: And we got quite a few. C: Absolutely.
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dren affected by World War II thanks to the leadership of the Polish medical J: So, Clara, first up is 127 Hours. C: You don’t think that’s too much? J: You
scientist Ludwik Rajchman. The fund distributed aid without discrimination think? For those who don’t know it, this is the true story of Aron Ralston
because, as its director Maurice Pate said, “There are no enemy children.” who was climbing in Utah when he cardped, fell down a small canyon and
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One of those helped by the fund was seven-year-old Dzitka Samkova from got his arm trapped between a rock and the wall. He couldn’t move it. He
Czechoslovakia, as it was known then. She painted a picture of five dancing was in the middle of nowhere and no-one could help because he hadn’t
girls as a thank you and it was turned into a greeting card, the first of many told anyone where he was going. C: Not the best situation to be in. J: No.
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such cards sold to raise money for millions more children. So basically, after trying everything to free his arm, the only thing he could
Having campaigned on behalf of young people, UNICEF also had a key part in do was cut it off. C: I know! It’s horrible. J: It IS horrible, but they managed
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the creation of the UN’s Convention on the Rights of the Child (CRC) in 1989, to film it in a way which isn’t over the top and you do learn his life went
now signed by more countries than any other convention. The 54 articles of back to normal after the accident. Considering it’s 90 minutes watching
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the CRC declare different rights connected to housing, health, the economy, someone who can’t move, it’s very gripping. C: That’s true. It’s the same
culture and politics, including such things as the right to a safe home, the with that film about the guy who had a stroke and was left completely
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right to play and rest and a child’s right to choose their own friends. paralyzed and unable to speak. J: The Diving Bell and the Butterfly? C: Yeah –
In recent years, the UN has opened up new ways to address Article 12 an amazing story. It’s based on his book which he actually managed to
of the CRC, which states that children have the right to give their views, dictate by only moving his eye. Incredible! J: Yeah, it IS incredible but, sorry
and for adults to listen and take them seriously. UNICEF’s Voices of Youth the movie didn’t do it for me. C: No? J: Bit dull. C: Whatever. I liked it.
website brings together young bloggers and activists working on devel- J: What about Frida? This is about Frida Kahlo, the Mexican artist who suffered
opment issues to share their ideas and successful projects for change in a intense pain all her life after a terrible bus accident and … C: … Jaime,
huge range of countries from Sierra Leone to the Philippines. Using online we’re looking for inspiration, not pain and misery. J: No, no, it IS inspiring. I
discussion boards as a “meeting place”, the initiative provides a space for mean, she managed to deal with that pain in the end and was able to turn
youngsters who care. it into incredible art. C: I suppose, but ... J: … You know, she succeeded in
The UN also established the Youth Assembly in 2002 and a network of Youth becoming a world-renowned artist. That’s pretty amazing. C: I know, I know.
Observers. Since starting, the assembly has brought around 20,000 people It’s just that the film … J: What? C: I guess it depends if you’re into art. J: It’s
between the ages of 16 and 28 from over 100 countries to its headquarters in not your thing then. C: Not exactly. I prefer something like The Fundamen-
New York. Through workshops, panel discussions and networking events, these tals of Caring. J: Oh, yeah! Now that’s a great choice. C: So, basically, the film
young people discuss UN policies from a youth perspective. The assembly also is about this guy who becomes a care assistant and his first job is with a
helps to build friendships across different cultures and give political experience teenage boy who has a disease that weakens his muscles and has left him
to those who can bring change for children. One of its graduates, Ahmad Al- in a wheelchair. Put like that it doesn’t sound great, and it’s not even about
hendawi of Jordan, became the UN Secretary General’s first ever representative him recovering … J: … No, but it kind of is, because he learns to make the
most of his life. In fact, they both do. C: Which is what I love about it. J: And options did exist before the invention of the Argus II, none were nearly as
it’s really funny. C: Exactly! At least we’ve been able to agree on one movie. effective as the device, which uses a chip that’s implanted into the back of
the eye and that receives its visual information from a tiny camera fixed on
Track 49 1 It IS horrible, but they managed to film it in a way which isn’t a pair of glasses. The images from the camera are converted into electrical
over the top. 2 Yeah it IS incredible, but sorry, the movie didn’t do it for me. signals and sent to the chip, where they stimulate cells that then send the
3 No, no, it IS inspiring. information to the brain.
While each bionic eye does cost a lot of money to set up – well over a
Track 50 Avoiding the antibiotic apocalypse This may sound like the hundred thousand dollars once treatment costs are included – reports
stuff of nightmares or of terrifying science-fiction movies but, according from people who’ve been fitted with them have been incredibly positive,
to the World Health Organization (WHO), the threat of an “antibiotic with recipients often speaking of the life-changing effects that surgery has
apocalypse” is very real and many experts fear that it’s only a matter of had on them.
time before we see the emergence of a superbug – a very powerful type
of bacteria that normal drugs cannot kill – capable of wiping out huge Track 52 1 Some doctors do read research about new medicine, but too
numbers of people. many just accept what big drug companies tell them. 2 While caffeine
Perhaps most disturbing of all is the fact that this potential disaster has does increase energy levels, in large doses it can actually prove fatal.
been predicted for many decades. In fact, the earliest warnings came from 3 In the old days, doctors did sometimes remove arms or legs without us-
Sir Alexander Fleming, the Scottish doctor and bacteriologist who in 1928 ing any painkillers! 4 When the patient started having terrible headaches,
discovered the world’s first antibiotic substance – penicillin. little did she know it was because a spider was living in her ear. 5 In no
Like many ground-breaking scientific finds, the discovery of penicillin was way does research suggest there is anything unhealthy about a vegetarian
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largely accidental. Its importance wasn’t realized for at least another ten diet. 6 Rarely did doctors cut people open in the days before penicillin.
years and mass production didn’t start until the 1940s. However, there’s no 7 Only after the age of 24 do you fully become an adult.
doubting the fact that it changed medical practices beyond all recogni- 8 At no time in the Middle Ages were doctors in doubt that releasing
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tion. Infections that had previously been fatal were now treatable. blood from the body kept people healthy. 9 Not until the 1980s did plastic
In the speech he made when accepting the Nobel Prize for his work, surgery become very popular, despite having been around for over 200
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Fleming warned that bacteria could easily become resistant to antibiotics years before then. 10 Nowhere in the world do people do less exercise
if regularly exposed to concentrations insufficient to kill them. He went on than in the United States.
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to express his fears that penicillin would end up being so widely used that
such changes were inevitable. Worryingly, this is precisely what happened! Track 53 Life was good. We’d been on our bikes for around five and a half
Antibiotics are now regularly prescribed for such non-life-threatening hours when we got to the part of the ride that I loved, and that was the
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illnesses as sore throats, colds and ear infections and, if doctors refuse their hills, because I loved the hills. And I got up off the seat of my bike, and I
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requests, many patients turn to the internet for their desired medication. started pumping my legs, and as I sucked in the cold mountain air, I could
On top of this, a large percentage of all antibiotics sold are now being used feel it burning my lungs, and I looked up to see the sun shining in my face.
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in farming. They are, for instance, often given to healthy animals to ensure And then everything went black. Where was I? What was happening? My
rapid weight gain. Given all of this, it’s no surprise that more and more body was consumed by pain. I’d been hit by a speeding utility truck with
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bacteria are evolving a resistance. only ten minutes to go on the bike ride. I was airlifted from the scene of
One man determined to overcome this challenge is the Saudi microbiol- the accident by a rescue helicopter to a large spinal unit in Sydney.
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ogist Hosam Zowawi, who has devoted a considerable portion of his time
to developing a test that’s able to identify bacteria in hours rather than Track 54 1 A: Hi! Sorry I’m a bit late. B: That’s OK. A: Is Chen not here?
days, allowing doctors to act more quickly and efficiently, and slowing B: He’s not coming. He’s broken his leg! A: You’re kidding! When did he
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the potential spread of any deadly infections. Zowawi is also very actively do that? I only spoke to him yesterday! B: This morning. Apparently, he
involved in campaigns designed to raise public awareness of the risks of tripped when he was running for the bus and fell against a bench or some-
antibiotic overuse. thing. This girl in my class, Olga, was there. She said the bus actually waited
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In addition to reducing the use of antibiotics, there are many other ways for him and he managed to get to school, but when he got there he was in
that the situation is now being addressed. For instance, in the Nether- such pain he could hardly walk. A: I’m not surprised! B: Yeah, anyway, they
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lands, the government has started putting pressure on farmers to reduce took him to the hospital and they said he’d broken it. A: Poor guy. So is he
the amount of antibiotics given to animals. Elsewhere, there’s a growing OK? B: Yeah, our teacher said he’s fine. He has some kind of cast and they
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understanding of the need to address the underlying conditions that allow told him to take it easy for a couple of days. And I guess he won’t be able
new diseases to spread, which, in turn, leads to better trash collection, to play football for a while. A: He must be fed up! We’ll have to give him a
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better drainage and better housing. Finally, we’re starting to see increased call or go round and see him. B: Yeah, let’s call him after the game. Anyway,
investment in research aimed at finding the new antibiotics that could be shall we go? We don’t want to miss the start.
the penicillin of tomorrow. 2 C: Shall we go then? D: Isn’t your friend Ewa coming? C: Sorry, no. I
should’ve said. She’s ill. D: Oh, no! What’s up with her? C: Apparently, she’s
Track 51 We’re all used to hearing news about the terrible things going just got this really bad virus. She wasn’t even answering her phone. I had to
on around the world, but rarely do we hear much about the exciting new ring her mom and she said she’d been up all night and had been really sick
developments that are actually helping to make our world a healthier, and she had a really high fever and everything. D: Sounds horrible. I hope
happier place to live in. The past decade has seen remarkable progress in it’s not too serious. C: I don’t think so. Her mum said she was a bit better,
the field of medicine. Only after scientists have been awarded a Nobel Prize but that she’d probably be off for a few days. D: What a drag! Well, if you do
or some other similar kind of honor does their work usually start to enter manage to speak to her say “hi” from me and I hope she gets better soon.
the public consciousness. C: Will do. Anyway, where do you actually want to go? I want to get some
Take, for instance, what’s being called the bionic eye. In the early 1990s, new shoes. D: OK, whatever. I don’t have anything special in mind, I’ll see
when a company called Second Sight started experimenting with ways what’s in the sales. Why don’t we get something nice for Ewa? Cheer her
in which electricity could be used to encourage patients to see spots of up! C: Yeah, great idea!
light, little did they know that they were on their way to revolutionizing
what’s possible in the treatment of partial or total blindness! While surgical

TED Script
Unit 1 Joe Gebbia: How Airbnb designs for trust your left. That tiny sense of panic you’re feeling right now … is exactly
Part 1 how hosts feel the first time they open their home. Because the only
thing more personal than your phone is your home. People don’t just
I want to tell you the story about the time I almost got kidnapped in
see your messages, they see your bedroom, your kitchen, your toilet.
the trunk of a red Mazda Miata. It’s the day after graduating from design
Now, how does it feel holding someone’s unlocked phone? Most of
school and I’m having a yard sale. And this guy pulls up in this red Mazda
us feel really responsible. That’s how most guests feel when they stay
and he starts looking through my stuff. And he buys a piece of art that
in a home. And it’s because of this that our company can even exist.
I made. And it turns out he’s alone in town for the night, driving cross-
Now what if we changed one small thing about the design of that
country on a road trip before he goes into the Peace Corps. I make the
experiment? What if your neighbor had introduced themselves first,
mistake of asking him, “So where are you staying tonight?” And he makes
with their name, where they’re from, the name of their kids or their
it worse by saying, “Actually, I don’t have a place.” And I’m thinking, “Oh,
dog? Imagine that they had 150 reviews of people saying, “They’re great
man! What do you do?” We’ve all been there, right? Do I offer to host this
at holding unlocked phones!” It turns out, a well-designed reputation
guy? But, I just met him – I mean, he says he’s going to the Peace Corps,
system is key for building trust. And we didn’t actually get it right the
but I don’t really know if he’s going to the Peace Corps and I don’t want
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first time. It’s hard for people to leave bad reviews. Eventually, we learnt
to end up kidnapped in the trunk of a Miata. That’s a small trunk! So then
to wait until both guests and hosts left the review before we revealed
I hear myself saying, “Hey, I’ve got an airbed you can stay on in my living
them. The more different somebody is, the less we trust them. Now,
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room.” And the voice in my head goes, “Wait, what?” That night, I’m laying
that’s a natural social bias. But what’s interesting is what happens
in bed, I’m staring at the ceiling, I’m thinking, “Oh my God! What have
when you add reputation into the mix – in this case, with reviews.
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I done? There’s a complete stranger sleeping in my living room. What
Now, if you’ve got less than three reviews, nothing changes. But if
if he’s psychotic?” My anxiety grows so much, I leap out of bed, I sneak
you’ve got more than ten, everything changes. High reputation beats
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on my tiptoes to the door, and I lock the bedroom door. It turns out he
high similarity. The right design can actually help us overcome one of
was not psychotic. We’ve kept in touch ever since. And the piece of art
our most deeply-rooted biases. Now we also learnt that building the
he bought at the yard sale is hanging in his classroom; he’s a teacher
right amount of trust takes the right amount of disclosure. This is what
now. This was my first hosting experience and it completely changed my
c happens when a guest first messages a host. If you share too little,
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perspective. Maybe the people that my childhood taught me to label
like, “Yo” acceptance rates go down. And if you share too much, like,
as strangers were actually friends waiting to be discovered. The idea of
“I’m having issues with my mother, acceptance rates also go down.
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hosting people on airbeds gradually became natural to me and when I

But there’s a zone that’s just right, like, “Love the artwork in your place.
moved to San Francisco, I brought the airbed with me. So now it’s two
Coming for vacation with my family.” So how do we design for just the
years later. I’m unemployed, I’m almost broke, my roommate moves out,
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right amount of disclosure? We use the size of the box to suggest the
and then the rent goes up. And then I learn there’s a design conference
right length and we guide them with prompts to encourage sharing.
coming to town and all the hotels are sold out. And I’ve always believed
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Obviously, there are times when things don’t work out. Guests have
that turning fear into fun is the gift of creativity. So here’s what I pitch
thrown unauthorized parties and trashed homes. Hosts have left guests
my best friend and my new roommate Brian Chesky: “Brian, thought
stranded in the rain. In the early days, I was customer service and
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of a way to make a few bucks – turning our place into “designers” bed
those calls came right to my cell phone. I was at the front lines of trust
and breakfast” – offering young designers who come to town a place to
breaking. And there’s nothing worse than those calls – it hurts to even
crash, complete with wireless internet, a small desk space, sleeping mat
think about them. And the disappointment in the sound of someone’s
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and breakfast each morning. Ha!” We built a basic website and Airbed
voice was and, I would say, still is our single greatest motivator to keep
and Breakfast was born. Here’s what we pitched investors: “We want
improving. Thankfully, out of the 123 million nights we’ve ever hosted,
to build a website where people publicly post pictures of their most
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less than a fraction of a percent have been problematic. Turns out

intimate spaces – their bedrooms, the bathrooms – the kinds of rooms
people are justified in their trust. And when trust works out right, it can
you usually keep closed when people come over. And then, over the
at
be absolutely magical. We had a guest stay with a host in Uruguay and

internet, they’re going to invite complete strangers to come sleep in their
he suffered a heart attack. The host rushed him to the hospital. They
homes. It’s going to be huge!” We sat back and we waited for the rocket
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donated their own blood for his operation. Let me read you his review.
ship to blast off. It did not. No one in their right minds would invest in a
“Excellent house for sedentary travelers prone to myocardial infarctions.
service that allows strangers to sleep in people’s homes. Why? Because
The area is beautiful and has direct access to the best hospitals. Javier
we’ve all been taught as kids: strangers equal danger. Now, when you’re
and Alejandra instantly become guardian angels who will save your
faced with a problem, you fall back on what you know and all we really
life without even knowing you. They will rush you to the hospital in
knew was design. In art school, you learn that design is much more than
their own car while you’re dying and stay in the waiting room while
the look and feel of something – it’s the whole experience. We learnt
the doctors give you a bypass. They don’t want you to feel lonely, they
to do that for objects, but here, we were aiming to build Olympic trust
bring you books to read and they let you stay at their house extra nights
between people who had never met. Could design make that happen? Is
without charging you. Highly recommended!” Of course, not every
it possible to design for trust?
stay is like that. But this connection beyond the transaction is exactly
Part 2 what the sharing economy is aiming for. Now, when I heard that term,
I have to admit, it tripped me up. How do sharing and transactions go
I want to give you a sense of the flavor of trust that we were aiming to
together? So let’s be clear; it is about commerce. But, if you just called
achieve. I’ve got a 30-second experiment that will push you past your
it the rental economy, it would be incomplete. The sharing economy
comfort zone. If you’re up for it, give me a thumbs-up. OK, I need you to
is commerce with the promise of human connection. People share a
take out your phones. Now that you have your phone out, I’d like you to
part of themselves and that changes everything. I see a future of shared
unlock your phone. Now hand your unlocked phone to the person on
168 TED Script SAMPLE COPY, NOT FOR DISTRIBUTION

cities that bring us community and connection instead of isolation and each other, we need to use a code.” And he agreed. And I said, “Solomon,
separation. In South Korea, in the city of Seoul, they’ve actually even I spent all night coming up with this code we need to use in all further
started this. They’ve repurposed hundreds of government parking spots correspondence: Lawyer: Gummy Bear; Bank: Cream Egg; Legal: Fizzy
to be shared by residents. They’re connecting students who need a place Cola Bottle; Claim: Peanut M&Ms; Documents: Jelly Beans; Western
to live with empty-nesters who have extra rooms. And they’ve started Union: [guys] A Giant Gummy Lizard.” I knew these were all words they
an incubator to help fund the next generation of sharing economy start- use, right? I said, “Please call me Kitkat in all further correspondence.” I
ups. Tonight, just on our service, 785 thousand people in 191 countries didn’t hear back. I thought, I’ve gone too far. I’ve gone too far. So I had
will either stay in a stranger’s home or welcome one into theirs. Design to … I had to backpedal a little. I said, [look] “Solomon, is the deal still
can overcome our most deeply-rooted stranger-danger bias. And that’s on? KitKat.” Because you have to be consistent. Then I did get an email
amazing to me. It blows my mind. I think about this every time I see back from him. He said, “The business is on and I am trying to blah blah
a red Miata go by. Now, we know design won’t solve all the world’s blah ...” I said, “Dude, you have to use the code!” What followed is the
problems. But if it can help out with this one, if it can make a dent in greatest email I’ve ever received. I’m not joking: this is what turned up
this, it makes me wonder, what else can we design for next? Thank you. in my inbox. This was a good day. “The business is on, and I am trying
to raise the balance for the Gummy Bear … so he can submit all the
Unit 2 James Veitch: This is what happens when you reply to spam email needed Fizzy Cola Bottle Jelly Beans to the Cream Egg, for the Peanut
Part 1 M&Ms process to start. Send $1,500 via a Giant Gummy Lizard.”
A few years ago, I got one of those spam emails. And it managed to
PART 2
get through my spam filter. I’m not quite sure how, but it turned up in
my inbox, and it was from a guy called Solomon Odonkoh. I know. It And that was so much fun, right, that it got me thinking: like, what
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went like this: it said, “Hello James Veitch, I have an interesting business would happen if I just spent as much time as I could replying to as many
proposal I want to share with you, Solomon.” Now, my hand was kind scam emails as I could? And that’s what I’ve been doing for three years
on your behalf. Yeah! Let me tell you. Crazy stuff happens when you
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of hovering on the delete button, right? I was looking at my phone.
I thought, I could just delete this. Or I could do what I think we’ve start replying to scam emails. It’s really difficult, and I highly recommend
we do it. I don’t think what I’m doing is mean. Right? I … You know,
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all always wanted to do. And I said, “Solomon, your email intrigues
me.” And the game was afoot. He said, “Dear James Veitch, we shall there are a lot of people who do mean things to scammers. I don’t think
what I’m doing … All I’m doing is wasting their time. And I think any
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be shipping gold to you. You will earn ten percent of any gold you
distribute[s].” So I knew I was dealing with a professional. I said, “How time they’re spending with me is time they’re not spending scamming
much is it worth?” He said, “We will start with smaller quantity”, – I vulnerable adults out of their savings, right? And if you’re going to do
this – and I highly recommend you do – get yourself a pseudonymous
was like, aww – and then he said, “of 25 kilograms. The worth should
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be about 2.5 million.” I said, “Solomon, if we’re going to do it, let’s go email address. Don’t use your own email address because that’s exactly
hi
big. I can handle it. How much gold do you have?” He said, “It is not what I was doing at the start and it was a nightmare.
ap
a matter of how much gold I have, what matters is your capability of

PART 3
handling. We can start with 50 kilograms as a trial shipment.” I said,
“50 kilograms? There’s no point doing this at all unless you’re shipping I tell you what: any day is a good day, any day is a good day if you
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at least a metric tonne.”He said, “What do you do for a living?”I said, receive an email that begins like this: “I AM WINNIE MANDELA, THE
“I’m a hedge fund executive bank manager.” This isn’t the first time I’ve SECOND WIFE OF NELSON MANDELA THE FORMER SOUTH AFRICAN
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shipped bullion, my friend, no no no. Then I started to panic. I was like, PRESIDENT.” I was like, oh! – that Winnie Mandela. I know so many. “I
“Now look, where are you based? I don’t know about you, but I think if NEED TO TRANSFER $45 MILLION OUT OF THE COUNTRY BECAUSE OF MY
we’re going via the postal service, it ought to be signed for.” Right? That’s HUSBAND NELSON’S HEALTH CONDITION.” Let that sink in. She sent me
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a lot of gold. He said, “It will not be easy to convince my company to this, which is hysterical. And this. And this looks fairly legitimate –
do [a] larger quantity shipment.” I said, “Solomon, I’m completely with this is a letter of authorization. But, to be honest, if there’s nothing
written on it, it’s just a shape! I said, “Winnie, I’m really sorry to hear of
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you on this one. I’m putting together a visual for you to take into the
board meeting. Hold tight.” This is what I sent Solomon. I don’t know if this. Given that Nelson died three months ago, I’d describe his health
we have any statisticians in the house, but there’s definitely something condition as [fairly serious].” That’s the worst health condition you can
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going on. I said, “Solomon, attached to this email you’ll find a helpful have – not being alive. She said, “KINDLY COMPLY WITH MY BANKERS
chart. I’ve had one of my assistants run the numbers. We’re ready for INSTRUCTIONS. ONE LOVE.” I said, “Of course. NO WOMAN, NO CRY.” She
at
shipping as much gold as possible.” There’s always a moment where said, “MY BANKER WILL NEED TRANSFER OF $3,000. ONE LOVE.” I said, “no
they try to tug your heartstrings and this was it for Solomon. He said, problemo. I SHOT THE SHERIFF” [(BUT I DID NOT SHOOT THE DEPUTY)]
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“I will be so [much] happy if the deal goes [well] because I’m going to Thank you.
get a very good commission as well.” And I said, “That’s amazing! What
are you going to spend your cut on?” And he said, “On real estate, what Unit 3 David Epstein: Are athletes really getting better, faster,
about you?” I thought about it for a long time. And I said, “One word: stronger?
Hummus. It’s going places. I was in Sainsbury’s the other day and there PART 1
were, like, 30 different varieties. Also you can cut up carrots and you can The Olympic motto is “Citius, Altius, Fortius.” Faster, Higher, Stronger.
dip them. Have you ever done that, Solomon?” He said, “I have to go bed And athletes have fulfilled that motto rapidly. The winner of the 2012
now. Till morrow. Have sweet dream.” I didn’t know what to say! I said, Olympic marathon ran two hours and eight minutes. Had he been
“Bonsoir, my golden nugget, bonsoir.” Guys, you have to understand, racing against the winner of the 1904 Olympic marathon, he would have
this had been going for, like, weeks, albeit hitherto the greatest weeks won by nearly an hour and a half. Now, we all have this feeling that we’re
of my life, but I had to knock it on the head. It was getting a bit out somehow just getting better as a human race, inexorably progressing,
of hand. So I figured I had to knock it on the head. I had to take it to a but it’s not like we’ve evolved into a new species in a century. So what’s
ridiculous conclusion. So I thought … I concocted a plan. I said, look, going on here? I want to take a look at what’s really behind this march of
“Solomon … Solomon, I’m concerned about security. When we email athletic progress.
SAMPLE COPY, NOT FOR DISTRIBUTION TED Script 169

PART 2 of people a ticket to consume elite sports performance. The financial
In 1936, Jesse Owens held the world record in the 100 meters. Had incentives and fame and glory afforded elite athletes skyrocketed and
Jesse Owens been racing last year in the World Championships of the it tipped toward the tiny upper echelon of performance. It accelerated
100 meters, when Jamaican sprinter Usain Bolt finished, Owens would the artificial selection for specialized bodies. And if you plot a data
have still had 14 feet to go. That’s a lot in sprinter land. To give you point for these same two dozen sports today, it looks like this. The
a sense of how much it is, I want to share with you a demonstration athletes’ bodies have gotten much more different from one another.
conceived by sports scientist Ross Tucker. Now, picture the stadium last And because this chart looks like the charts that show the expanding
year at the World Championships of the 100 meters: thousands of fans universe, with the galaxies flying away from one another, the scientists
waiting with bated breath to see Usain Bolt, the fastest man in history; who discovered it call it ‘The Big Bang of Body Types’. So, in sports where
flashbulbs popping as the nine fastest men in the world coil themselves large size is prized, the large athletes have gotten larger. Conversely, in
into their blocks. And I want you to pretend that Jesse Owens is in that sports where diminutive stature is an advantage, the small athletes got
race. Now close your eyes for a second and picture the race. Bang! The smaller. The average elite female gymnast shrunk from 5'3'' to 4'9'' on
gun goes off. An American sprinter jumps out to the front. Usain Bolt average over the last 30 years, all the better for their power-to-weight
starts to catch him. Usain Bolt passes him and, as the runners come to ratio and for spinning in the air. And while the large got larger and
the finish, you’ll hear a beep as each man crosses the line. That’s the the small got smaller, the weird got weirder. The average length of the
entire finish of the race. You can open your eyes now. That first beep was forearm of a water polo player in relation to their total arm got longer,
Usain Bolt. That last beep was Jesse Owens. Listen to it again. When you all the better for a forceful throwing whip. As the large got larger, small
think of it like that, it’s not that big a difference, is it? And then consider got smaller, and the weird weirder. In swimming, the ideal body type
that Usain Bolt started by propelling himself out of blocks down a is a long torso and short legs. It’s like the long hull of a canoe for speed
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specially fabricated carpet designed to allow him to travel as fast as over the water. And the opposite is advantageous in running–you want
humanly possible. Jesse Owens, on the other hand, ran on cinders–the long legs and a short torso. And this shows in athletes’ bodies today.
Here you see Michael Phelps, the greatest swimmer in history, standing
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ash from burnt wood–and that soft surface stole far more energy from
his legs as he ran. Rather than blocks, Jesse Owens had a gardening next to Hicham El Guerrouj, the world record holder in the mile. These
men are seven inches different in height, but because of the body
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trowel that he had to use to dig holes in the cinders to start from.
Biomechanical analysis of the speed of Owens’s joints shows that had types advantaged in their sports, they wear the same length pants.
Seven inches difference in height, these men have the same length
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he been running on the same surface as Bolt, he wouldn’t have been
14 feet behind, he would have been within one stride. Rather than the legs. Now, in some cases, the search for bodies that could push athletic
last beep, Owens would have been the second beep. Listen to it again. performance forward ended up introducing into the competitive
world populations of people that weren’t previously competing at
That’s the difference track surface technology has made, and it’s done
it throughout the running world. Throughout sports, technology has c all, like Kenyan distance runners. But we think of Kenyans as being
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changed the face of performance. In 1972, Eddy Merckx set the record great marathoners. Kenyans think of the Kalenjin tribe as being great
for the longest distance cycled in one hour at 30 miles, 3,774 feet. Now marathoners. The Kalenjin make up just 12 percent of the Kenyan
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that record improved and improved as bicycles improved and became population but the vast majority of elite runners. And they happen, on
more aerodynamic all the way until 1996, when it was set at 35 miles, average, to have a certain unique physiology: legs that are very long and
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1,531 feet, nearly five miles farther than Eddy Merckx cycled in 1972. very thin at their extremity, and this is because they have their ancestry
But then, in 2000, the International Cycling Union decreed that anyone at very low latitude in a very hot and dry climate, and an evolutionary
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who wanted to hold that record had to do so with essentially the same adaptation to that is limbs that are very long and very thin at the
equipment that Eddy Merckx used in 1972. Where does the record extremity for cooling purposes. It’s the same reason that a radiator has
stand today? 30 miles, 4,657 feet, a grand total of 883 feet farther than long coils, to increase surface area compared to volume to let heat out,
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Eddy Merckx cycled more than four decades ago. Essentially, the entire and because the leg is like a pendulum, the longer and thinner it is at
improvement in this record was due to technology. the extremity, the more energy-efficient it is to swing. To put Kalenjin
running success in perspective, consider that 17 American men in
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PART 3 history have run faster than two hours and ten minutes in the marathon.
Still, technology isn’t the only thing pushing athletes forward. While That’s a four-minute-and-58-second-per-mile pace. Thirty-two Kalenjin
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indeed we haven’t evolved into a new species in a century, the gene men did that last October. That’s from a source population the size of
pool within competitive sports most certainly has changed. In the early metropolitan Atlanta.
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half of the 20th century, physical education instructors and coaches

had the idea that the average body type was the best for all athletic PART 4
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endeavors: medium height, medium weight, no matter the sport. And Still, even changing technology and the changing gene pool in sports
this showed in athletes’ bodies. In the 1920s, the average elite high- don’t account for all of the changes in performance. Athletes have a
jumper and average elite shot-putter were the same exact size. But, as different mindset than they once did. Have you ever seen in a movie
that idea started to fade away, as sports scientists and coaches realized when someone gets an electrical shock and they’re thrown across a
that, rather than the average body type, you want highly specialized room? There’s no explosion there. What’s happening when that happens
bodies that fit into certain athletic niches, a form of artificial selection is that the electrical impulse is causing all their muscle fibers to twitch at
took place, a self-sorting for bodies that fit certain sports, and athletes’ once, and they’re throwing themself across the room. They’re essentially
bodies became more different from one another. Today, rather than jumping. That’s the power that’s contained in the human body. But
the same size as the average elite high jumper, the average elite shot- normally we can’t access nearly all of it. Our brain acts as a limiter,
putter is two and a half inches taller and 130 pounds heavier. And this preventing us from accessing all of our physical resources, because we
happened throughout the sports world. In fact, if you plot on a height might hurt ourselves, tearing tendons or ligaments. But the more we
versus mass graph one data point for each of two dozen sports in the learn about how that limiter functions, the more we learn how we can
first half of the 20th century, it looks like this. There’s some dispersal, push it back just a bit, in some cases, by convincing the brain that the
but it’s kind of grouped around that average body type. Then that idea body won’t be in mortal danger by pushing harder. Endurance and
started to go away and, at the same time, digital technology–first radio, ultra-endurance sports serve as a great example. Ultra-endurance was
then television and the internet–gave millions, or in some cases billions, once thought to be harmful to human health, but now we realize that

we have all these traits that are perfect for ultra-endurance: no body office; he was very supportive, but we still had to make the economic
fur and a glut of sweat glands that keep us cool while running; narrow case. You know, this was after 9/11; the city was in tough times. So we
waists and long legs compared to our frames; large surface area of commissioned an economic feasibility study to try to make the case.
joints for shock absorption. We have an arch in our foot that acts like a And it turns out, we got those numbers wrong. We thought it would
spring, short toes that are better for pushing off than for grasping tree cost 100 million dollars to build. So far it’s cost about 150 million. And
limbs, and when we run, we can turn our torso and our shoulders like the main case was: this is going to make good economic sense for
this while keeping our heads straight. Our primate cousins can’t do the city. So we said over a 20-year time period, the value to the city
that. They have to run like this. And we have big old butt muscles that in increased property values and increased taxes would be about 250
keep us upright while running. Have you ever looked at an ape’s butt? million. That was enough. It really got the city behind it. It turns out we
They have no buns because they don’t run upright. And as athletes were wrong on that. Now people estimate it’s created about a half a
have realized that we’re perfectly suited for ultra-endurance, they’ve billion dollars, or will create about a half a billion dollars, in tax revenues
taken on feats that would have been unthinkable before – athletes for the city. We did a design competition, selected a design team. We
like Spanish endurance racer Kílian Jornet. Here’s Kílian running up the worked with them to really create a design that was inspired by that sort
Matterhorn. With a sweatshirt there tied around his waist. It’s so steep of wildscape.
he can’t even run here. He’s pulling up on a rope. This is a vertical ascent
of more than 8,000 feet, and Kílian went up and down in under three PART 3
hours. Amazing. And, talented though he is, Kílian is not a physiological We opened the first section in 2009. It’s been sort of successful beyond
freak. Now that he has done this, other athletes will follow, just as other our dreams. Last year we had about two million people, which is about
athletes followed after Sir Roger Bannister ran under four minutes ten times what we ever estimated. This is one of my favorite features in
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in the mile. Changing technology, changing genes and a changing section one. It’s this amphitheater right over 10th Avenue. And the first
mindset. Innovation in sports, whether that’s new track surfaces or new section ends at 20th Street right now. The other thing, it’s generated,
swimming techniques, the democratization of sport, the spread to new obviously, a lot of economic value; it’s also inspired, I think, a lot of
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bodies and to new populations around the world, and imagination in great architecture. There’s a point where you can stand–here–and see
sport, an understanding of what the human body is truly capable of, buildings by Frank Gehry, Jean Nouvel, Shigeru Ban, Neil Denari. And
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have conspired to make athletes stronger, faster, bolder, and better than the Whitney is moving downtown and is building their new museum
ever. Thank you very much. right at the base of the High Line. And this has been designed by Renzo
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Piano. And they’re going to break ground in May. And we’ve already
Unit 4 Robert Hammond: Building a park in the sky started construction on Section Two. This is one of my favorite features,
this flyover where you’re eight feet off the surface of the High Line,
PART 1
c running through a canopy of trees. The High Line used to be covered
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The High Line is an old, elevated rail line that runs for a mile and a half
in billboards, and so we’ve sort of taken a playful take where, instead
right through Manhattan. And it was originally a freight line that ran
of framing advertisements, it’s going to frame people and views of the
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down 10th Avenue. And it became known as “Death Avenue” because

city. This was just installed last month. And then the last section was
so many people were run over by the trains that the railroad hired a
going to go around the rail yards, which is the largest undeveloped
guy on horseback to run in front, and he became known as the “West
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site in Manhattan. And the city has planned–for better or for worse–12
Side Cowboy.” But even with a cowboy, about one person a month
million square feet of development that the High Line is going to ring
was killed and run over. So they elevated it. They built it 30 feet in the
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around. But you know, what really, I think, makes the High Line special is
air, right through the middle of the city. But with the rise of interstate
the people. And honestly, even though I love the designs that we were
trucking, it was used less and less. And by 1980, the last train rode. It
building, I was always frightened that I wouldn’t really love it, because I
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was a train loaded with frozen turkeys–they say, at Thanksgiving–from

fell in love with that wildscape–and how could you recreate that magic?
the meatpacking district. And then it was abandoned. And I live in
But what I found is it’s in the people and how they use it that, to me,
the neighborhood and I first read about it in the New York Times, in
makes it so special. Just one quick example is I realized right after we
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an article that said it was going to be demolished. And I assumed

opened that there were all these people holding hands on the High
someone was working to preserve it or save it and I could volunteer
Line. And I realized New Yorkers don’t hold hands; we just don’t do that
but realized no one was doing anything. I went to my first community
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outside. But you see that happening on the High Line, and I think that’s,
board meeting–which I’d never been to one before–and sat next to
you know, the power that public space can have to transform how
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another guy named Joshua David, who’s a travel writer. And at the end
people experience their city and interact with each other. Thanks.
of the meeting, we realized we were the only two people that were sort
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of interested in the project; most people wanted to tear it down. So we

Unit 5 Beau Lotto and Amy O’Toole: Science is for everyone, kids
exchanged business cards and we kept calling each other and decided
included
to start this organization, Friends of the High Line. And the goal at first
was just saving it from demolition, but then we also wanted to figure PART 1
out what we could do with it. And what first attracted me, or interested Beau Lotto: So, this game is very simple. All you have to do is read what
me, was this…this view from the street–which is this, you know, steel you see. Right? So, I’m going to count to you, so we all do it together.
structure, sort of rusty, this industrial relic. But when I went up on top, it
Okay, one, two, three. Audience: Can you read this? Amazing. BL: What
was a mile and a half of wildflowers running right through the middle
about this one? One, two, three. A: You are not reading this. BL: All right.
of Manhattan, you know, with views of the Empire State Building and
One, two, three. If you were Portuguese, right? How about this one? One,
the Statue of Liberty and the Hudson River. And that’s really where we
two, three. Audience: What are you reading? BL: What are you reading?
started…the idea coalesced around…let’s make this a park, and let’s
There are no words there. I said, read what you’re seeing. Right? It literally
have it be sort of inspired by this wildscape.
says, “Wat ar ou rea in?” Right? That’s what you should have said. Right?
PART 2 Why is this? It’s because perception is grounded in our experience. Right?
The brain takes meaningless information and makes meaning out of it,
At the time, there was a lot of opposition. Mayor Giuliani wanted to
which means we never see what’s there, we never see information, we
tear it down. I’m going to fast-forward through a lot of lawsuits and
only ever see what was useful to see in the past. All right? Which means,
a lot of sort of community engagement. Mayor Bloomberg came in

when it comes to perception, we’re all like this frog. Right? It’s getting actually makes a lot of sense they should, because bees, like us, can
information. It’s generating behavior that’s useful. Man: Ow! Ow! BL: And recognize a good flower regardless of the time of day, the light, the
sometimes, when things don’t go our way, we get a little bit annoyed, weather, or from any angle it approach it from. BL: So the next step was
right? But we’re talking about perception here, right? And perception to design an experiment, which is a game. So the kids went off and they
underpins everything we think, we know, we believe, our hopes, our designed this experiment, and so—well, game—and so, Amy, can you
dreams, the clothes we wear, falling in love, everything begins with tell us what the game was, and the puzzle that you set the bees? AO:
perception. Now if perception is grounded in our history, it means we’re The puzzle we came up with was an if-then rule. We asked the bees to
only ever responding according to what we’ve done before. But actually, learn not just to go to a certain color, but to a certain color flower only
it’s a tremendous problem, because how can we ever see differently? Now, when it’s in a certain pattern. They were only rewarded if they went to
I want to tell you a story about seeing differently, and all new perceptions the yellow flowers if the yellow flowers were surrounded by the blue, or
begin in the same way. They begin with a question. The problem with if the blue flowers were surrounded by the yellow. Now there’s a number
questions is they create uncertainty. Now, uncertainty is a very bad thing. of different rules the bees can learn to solve this puzzle. The interesting
It’s evolutionarily a bad thing. If you’re not sure that’s a predator, it’s too question is, which? What was really exciting about this project was we,
late. Okay? Even seasickness is a consequence of uncertainty. Right? If you and Beau, had no idea whether it would work. It was completely new,
go down below on a boat, your inner ears are telling you you’re moving. and no one had done it before, including adults. BL: The next step is
Your eyes, because it’s moving in register with the boat, say I’m standing observation. So here are some of the students doing the observations.
still. Your brain cannot deal with the uncertainty of that information, and They’re recording the data of where the bees fly. Dave Strudwick: So
it gets ill. The question ‘why?’ is one of the most dangerous things you can what we’re going to do… Student: 5C. DS: Is she still going up here?
do, because it takes you into uncertainty. And yet, the irony is, the only way S: Yeah. DS: So you keep track of each. S: Henry, can you help me here?
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we can ever do anything new is to step into that space. So how can we BL: “Can you help me, Henry?’” What good scientist says that, right? S:
ever do anything new? Well fortunately, evolution has given us an answer, There’s two up there. And three in here. BL: Right? So we’ve got our
right? And it enables us to address even the most difficult of questions. observations. We’ve got our data. They do the simple mathematics,
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The best questions are the ones that create the most uncertainty. They’re averaging, etc., etc. And now we want to share. That’s the next step.
the ones that question the things we think to be true already. Right? It’s So we’re going to write this up and try to submit this for publication.
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easy to ask questions about how did life begin, or what extends beyond Right? So we have to write it up. So we go, of course, to the pub. All
the universe, but to question what you think to be true already is really right? The one on the left is mine, okay? Now, I tell them, a paper has
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stepping into that space. So what is evolution’s answer to the problem four different sections: an introduction, a method, a results, a discussion.
of uncertainty? It’s play. Now play is not simply a process. Experts in play The introduction says, what’s the question and why? Methods, what
will tell you that actually it’s a way of being. Play is one of the only human did you do? Results, what was the observation? And the discussion is,
endeavors where uncertainty is actually celebrated. Uncertainty is what
c who cares? Right? That’s a science paper, basically. So the kids give me
hi
makes play fun. Right? It’s adaptable to change. Right? It opens possibility, the words, right? I put it into a narrative, which means that this paper is
and it’s cooperative. It’s actually how we do our social bonding, and it’s written in kid speak. It’s not written by me. It’s written by Amy and the
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intrinsically motivated. What that means is that we play to play. Play is its other students in the class. As a consequence, this science paper begins,
own reward. Now if you look at these five ways of being, these are the “Once upon a time…” The results section, it says: “Training phase, the
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exact same ways of being you need in order to be a good scientist. Science puzzle… duh duh duuuuuhhh.” Right? And the methods, it says, “Then
is not defined by the method section of a paper. It’s actually a way of we put the bees into the fridge (and made bee pie),” smiley face. Right?
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being, which is here, and this is true for anything that is creative. So if you This is a science paper. We’re going to try to get it published. So here’s
add rules to play, you have a game. That’s actually what an experiment the title page. We have a number of authors there. All the ones in bold
is. So armed with these two ideas, that science is a way of being and are eight to ten years old. The first author is Blackawton Primary School,
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experiments are play, we asked, can anyone become a scientist? And because if it were ever referenced, it would be “Blackawton et al” and not
who better to ask than 25 eight to ten-year-old children? Because they’re one individual. So we submit it to a public access journal, and it says this.
experts in play. So I took my bee arena down to a small school in Devon, It said many things, but it said this. “I’m afraid the paper fails our initial
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and the aim of this was to not just get the kids to see science differently, quality control checks in several different ways.” In other words, it starts
but, through the process of science, to see themselves differently. Right? off “once upon a time,” the figures are in crayon, etc.
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PART 2 PART 3
at
The first step was to ask a question. So, here are some of the questions. So we said, we’ll get it reviewed. So I sent it to Dale Purves, who is at
I put them in small print so you wouldn’t bother reading it. Point is that the National Academy of Science, one of the leading neuroscientists
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five of the questions that the kids came up with were actually the basis in the world, and he says, “This is the most original science paper I
of science publication in the last five to 15 years. Right? So they were have ever read and it certainly deserves wide exposure.” Larry Maloney,
asking questions that were significant to expert scientists. Now here, I expert in vision, says, “The paper is magnificent. The work would be
want to share the stage with someone quite special. Right? She was one publishable if done by adults.” So what did we do? We send it back
of the young people who was involved in this study, and she’s now one to the editor. They say no. So we asked Larry and Natalie Hempel to
of the youngest published scientists in the world. Right? First she’s going write a commentary situating the findings for scientists, right, putting
to tell you the question that they came up with. So go ahead, Amy. Amy in the references, and we submit it to Biology Letters. And there, it was
O’Toole: Thank you, Beau. We thought that it was easy to see the link reviewed by five independent referees, and it was published. Okay? It
between humans and apes in the way that we think, because we look took four months to do the science, two years to get it published. Typical
alike. But we wondered if there’s a possible link with other animals. It’d science, actually, right? So this makes Amy and her friends the youngest
be amazing if humans and bees thought similar, since they seem so published scientists in the world. What was the feedback like? Well, it
different from us. So we asked if humans and bees might solve complex was published two days before Christmas, downloaded 30,000 times in
problems in the same way. Really, we wanted to know if bees can also the first day, right? It was the Editors’ Choice in Science, which is a top
adapt themselves to new situations using previously learned rules and science magazine. It’s forever freely accessible by Biology Letters. It’s the
conditions. So what if bees can think like us? Well, it’d be amazing, since only paper that will ever be freely accessible by this journal. Last year,
we’re talking about an insect with only one million brain cells. But it it was the second-most downloaded paper by Biology Letters, and the

feedback from not just scientists and teachers but the public as well. up skulls in her gross anatomy lab: collagen. Collagen is what gives
And I’ll just read one. “I have read ‘Blackawton Bees’ recently. I don’t have structure to our bones. And usually, after so many years, it breaks down.
words to explain exactly how I am feeling right now. What you guys But in this case, the Arctic had acted like a natural freezer and preserved
have done is real, true and amazing. Curiosity, interest, innocence and it. Then a year or two later, Natalia was at a conference in Bristol and
zeal are the most basic and most important things to do science. Who she saw that a colleague of hers named Mike Buckley was demoing
else can have these qualities more than children? Please congratulate this new process that he called ‘collagen fingerprinting’. It turns out that
your children’s team from my side.” Now, true science education I think different species have slightly different structures of collagen, so if you
should be about giving people a voice and enabling them to express get a collagen profile of an unknown bone, you can compare it to those
that voice, so I’ve asked Amy to be the last voice in this short story. So, of known species and, who knows, maybe you get a match. So she
Amy? AO: This project was really exciting for me, because it brought shipped him one of the fragments, FedEx. NR: Yeah, you want to track
the process of discovery to life, and it showed me that anyone, and I it. It’s kind of important. LN: And he processed it, and compared it to
mean anyone, has the potential to discover something new, and that a 37 known and modern-day mammal species. And he found a match. It
small question can lead into a big discovery. Changing the way a person turns out that the 3.5 million-year-old bone that Natalia had dug out of
thinks about something can be easy or hard. It all depends on the way the High Arctic belonged to...a camel. NR: And I’m thinking, what? That’s
the person feels about change. But changing the way I thought about amazing, right? – If it’s true. LN: So they tested a bunch of the fragments
science was surprisingly easy. Once we played the games and then and they got the same result for each one. However, based on the size
started to think about the puzzle, I then realized that science isn’t just a of the bone that they found…was such that it meant that this camel
boring subject, and that anyone can discover something new. You just was 30 per cent larger than modern-day camels. So this camel would
need an opportunity. My opportunity came in the form of Beau, and the have been about nine feet tall, weighed around a ton. Yeah. Natalia had
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Blackawton Bee Project. Thank you. BL: Thank you very much. found a giant Arctic camel.
Unit 6 Latif Nasser: You have no idea where camels come from PART 2
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PART 1 Now, when you hear the word ‘camel’, what may come to mind is one
of these–the Bactrian camel of East and Central Asia. But chances
ar
Latif Nasser: So, this is a story about how we know what we know. It’s
are the postcard image you have in your brain is of one of these–the
a story about this woman, Natalia Rybczynski. She’s a paleobiologist,
dromedary–quintessential desert creature; hangs out in sandy, hot
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which means she specializes in digging up really old dead stuff. Natalia
places like the Middle East and the Sahara; has a big old hump on its
Rybczynski: Yeah, I had someone call me ‘Dr. Dead Things’. LN: And I
back for storing water for those long desert treks; has big, broad feet
think she’s particularly interesting because of where she digs that stuff
to help it tromp over sand dunes. So how on earth would one of these
up, way above the Arctic Circle in the remote Canadian tundra. Now,
c guys end up in the High Arctic? Well, scientists have known for a long
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one summer day in 2006, she was at a dig site called the Fyles Leaf Bed,
time, turns out, even before Natalia’s discovery, that camels are actually
which is less than 10 degrees’ latitude away from the magnetic north
originally American. They started here. For nearly 40 of the 45 million
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pole. NR: Really, it’s not going to sound very exciting, because it was
years that camels have been around, you could only find them in North
a day of walking with your backpack and your GPS and notebook and
America, around 20 different species, maybe more. If I, like, put them all
just picking up anything that might be a fossil. LN: And at some point,
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in a lineup, would they look different? NR: Yeah, so you’re going to have
she noticed something. NR: Rusty, kind of rust-colored, about the size
different body sizes. You’re going to have some with really long necks,
of the palm of my hand. It was just lying on the surface. LN: And at
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so they’re actually functionally like giraffes. LN: Some had snouts, like
first she thought it was just a splinter of wood, because that’s the sort
crocodiles. NR: The really primitive, early ones would have been really
of thing people had found at the Fyles Leaf Bed before–prehistoric
small, like, almost like rabbits. LN: What? Rabbit-sized camels? NR: The
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plant parts. But that night, back at camp... NR: Then I get out the hand
earliest ones. So those ones you probably would not recognize. LN: Oh,
lens, maybe I’m looking a little bit more closely and realizing it doesn’t
my God, I want a pet rabbit-camel. NR: I know! Wouldn’t that be great?
quite look like this has tree rings. Maybe it’s a preservation thing, but it
LN: And then about three to seven million years ago, one branch of
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looks really like... bone. LN: Huh. So, over the next four years, she went
camels went down to South America, where they became llamas and
to that spot over and over, and eventually collected 30 fragments of
alpacas and another branch crossed over the Bering Land Bridge into
that exact same bone, most of them really tiny. NR: It’s not a whole
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Asia and Africa. And then, around the end of the last Ice Age, North
lot. It, you know, fits in a…fits in a small Ziploc bag. LN: And she tried
American camels went extinct. So, scientists knew all of that already, but
at
to piece them together like a jigsaw puzzle. But it was challenging.

it still doesn’t fully explain how Natalia found one so far north. Like, this
NR: It’s broken up into so many little tiny pieces, I’m trying to use sand
is, temperature-wise, the polar opposite of the Sahara. Now, to be fair,
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and putty, and it’s like…it’s not looking good. So finally, we have…we
three and a half million years ago, it was on average 22 degrees Celsius
had a 3D surface scanner. LN: Ooh! NR: Yeah, right? LN: It turns out it
warmer than it is now. So it would have been boreal forest, so more like
was way easier to do it virtually. NR: It’s kind of magical when it all fits
the Yukon or Siberia today. But still, like, they would have six-month-
together. LN: How certain were you that you had it right, like, that you
long winters where the ponds would freeze over. You’d have blizzards.
had put it together in the right way, like? Was there a potential that
You’d have 24 hours a day of straight darkness. Like, how... How? How is
you’d put it together a different way and you’d have, like, a, you know,
it that one of these Saharan superstars ever have survived those arctic
a parakeet or something? NR: Um, no. No, we got this. LN: What she
conditions? Natalia and her colleagues think they have an answer. And
had, she discovered, was a tibia–a leg bone, and specifically, one that
it’s kind of brilliant. What if the very features that we imagine make the
belonged to a cloven-hoofed mammal, so something like a cow or a
camel so well-suited to places like the Sahara actually evolved to help it
sheep. But it couldn’t have been either of those. It was just too big. NR:
get through the winter? What if those broad feet were meant to tromp
The size of this thing, it was huge. It’s a really big animal. LN: So what
not over sand but over snow, like a pair of snowshoes? What if that
animal could it be? Having hit a wall, she showed one of the fragments
hump–which, huge news to me, does not contain water–it contains
to some colleagues of hers in Colorado, and they had an idea. NR: We
fat–was there to help the camel get through that six-month-long winter
took a saw, and we nicked just the edge of it, and there was this really
when food was scarce? And then, only later, long after it crossed over
interesting…um, there’s a smell that comes from it. LN: It smelled kind
the land bridge, did it retrofit those winter features for a hot desert
of like singed flesh. It was a smell that Natalia recognized from cutting
environment? Like, for instance, the hump may be helpful to camels in

hotter climes because having all your fat in one place, like a, you know, know how hats work, nobody has to tell you, “Don’t wear hats on your
fat backpack, means that you don’t have to have that insulation all over feet.” What they have to tell you is, “Can you wear hats inside? Who
the rest of your body. So it helps heat dissipate easier. It’s this crazy idea, gets to wear a hat? What are the kinds of hats you get to wear, right?”
that what seems like proof of the camel’s quintessential desert nature Those are more of the second kind of grammar, which linguists often
could actually be proof of its High Arctic past. call usage, as opposed to grammar. Now, sometimes people use this
kind of rules-based grammar to discourage people from making up
PART 3 words. And I think that is, well, stupid. So, for example, people are always
LN: Now, I’m not the first person to tell this story. Others have told it as telling you, “Be creative, make new music, do art, invent things, science
a way to marvel at evolutionary biology or as a keyhole into the future and technology.” And then, when it comes to words, they’re like, “No!
of climate change. But I love it for a totally different reason. For me, No. Creativity stops right here, whippersnappers. Give it a rest.” But that
it’s a story about us, about how we see the world and about how that makes no sense to me. Words are great. We should have more of them. I
changes. So I was trained as a historian. And I’ve learnt that, actually, a want you to make as many new words as possible. And I’m going to tell
lot of scientists are historians, too. They make sense of the past. They tell you six ways that you can use to make new words in English.
the history of our universe, of our planet, of life on this planet. And, as
a historian, you start with an idea in your mind of how the story goes. PART 2
NR: We make up stories and we stick with it, like the camel in the desert, The first way is the simplest way. Basically, steal them from other
right? I mean, that’s a great story! It’s totally adapted for that. Clearly, it languages. Linguists call this borrowing, but we never give the words
always lived there, you know. LN: But at any moment, you could uncover back, so I’m just going to be honest and call it stealing. We usually take
some tiny bit of evidence. You could learn some tiny thing that forces you words for things that we like, like delicious food. We took ‘kumquat’
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to reframe everything you thought you knew. Like, in this case, this one from Chinese; we took ‘caramel’ from French. We also take words for
scientist finds this one shard of what she thought was wood and, because cool things like ‘ninja,’ right? We took that from Japanese, which is kind
of that, science has a totally new and totally counterintuitive theory of a cool trick because ninjas are hard to steal from. So another way
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about why this absurd Dr. Seuss-looking creature looks the way it does. that you can make words in English is by squishing two other English
And, for me, it completely upended the way I think of the camel. It went words together. This is called ‘compounding.’ Words in English are like
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from being this ridiculously niche creature suited only to this one specific LEGO: if you use enough force, you can put any two of them together.
environment to being this, this world traveler that just happens to be in We do this all the time in English: words like ‘heartbroken,’ ‘bookworm,’
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the Sahara and could end up virtually anywhere. This is Azuri. Azuri, hi, ‘sandcastle’ all are compounds. So go ahead and make words like ‘duck
how are you doing? OK, here, I’ve got one of these for you here. Yeah. So face,’ just don’t make duck face. Another way that you can make words
Azuri is on a break from her regular gig at the Radio City Music Hall. That’s in English is kind of like compounding, but instead you use so much
not even a joke. It’s…anyway– but really, Azuri is here as a living reminder
c force when you squish the words together that some parts fall off. So
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that the story of our world is a dynamic one. It requires our willingness these are blend words, like ‘brunch’ is a blend of ‘breakfast’ and ‘lunch.’
to readjust, to reimagine. Right, Azuri? And, really, that we’re all just one ‘Motel’ is a blend of ‘motor’ and ‘hotel.’ Who here knew that ‘motel’ was a
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shard of bone away from seeing the world anew. Thank you very much. blend word? Yeah, that word is so old in English that lots of people don’t
know that there are parts missing. ‘Edutainment’ is a blend of ‘education’
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Unit 7 Erin McKean: Go ahead, make up new words! and ‘entertainment.’ And of course, electrocute is a blend of ‘electric’ and
PART 1 ‘execute.’ You can also make words by changing how they operate. This
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is called ‘functional shift.’ You take a word that acts as one part of speech,
I’m a lexicographer. I make dictionaries. And my job as a lexicographer
and you change it into another part of speech. Okay, who here knew
is to try to put all the words possible into the dictionary. My job is not to
that ‘friend’ hasn’t always been a verb? ‘Friend’ used to be a noun and
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decide what a word is; that is your job. Everybody who speaks English
then we verbed it. Almost any word in English can be verbed. You can
decides together what’s a word and what’s not a word. Every language
also take adjectives and make them into nouns. ‘Commercial’ used to be
is just a group of people who agree to understand each other. Now,
an adjective and now it’s a noun. And, of course, you can ‘green’ things.
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sometimes when people are trying to decide whether a word is good

Another way to make words in English is ‘back-formation.’ You can take
or bad, they don’t really have a good reason. So they say something like,
a word and you can kind of squish it down a little bit. So, for example, in
‘Because grammar!’ And, uh, I don’t actually really care about grammar
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English we had the word ‘editor’ before we had the word ‘edit.’ ‘Edit’ was
too much – don’t tell anybody. But the word ‘grammar’, actually, there
formed from ‘editor.’ Another way to make words in English is to take
at
are two kinds of grammar. There’s the kind of grammar that kind of
the first letters of something and squish them together. So the National
lives inside your brain, and if you’re a native speaker of a language or a
Aeronautics and Space Administration becomes NASA. And of course
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good speaker of a language, it’s the unconscious rules that you follow
you can do this with anything, OMG!
when you speak that language. And this is what you learn when you
learn a language as a child. And here’s an example: This is a wug, right? PART 3
It’s a wug. Now there is another one. There are two of these. There are
So it doesn’t matter how silly the words are. They can be really good
two... Audience: Wugs. Erin McKean: Exactly! You know how to make
words of English. ‘Absquatulate’ is a perfectly good word of English.
the plural of wug. That rule lives in your brain. You never had to be
‘Mugwump’ is a perfectly good word of English. So the words don’t
taught this rule, you just understand it. This is an experiment that was
have to sound normal–they can sound really silly. Why should you
invented by a professor at Boston College named Jean Berko Gleason
make words? You should make words because every word is a chance
back in 1958. So we’ve been talking about this for a long time. Now,
to express your idea and get your meaning across. And new words grab
these kinds of natural rules that exist in your brain, they’re not like traffic
people’s attention. They get people to focus on what you’re saying and
laws–they’re more like laws of nature. And nobody has to remind you to
that gives you a better chance to get your meaning across. And a lot of
obey a law of nature, right? When you leave the house in the morning,
people on this stage today have said, “In the future, you can do this, you
your mom doesn’t say, “Hey, honey, I think it’s going to be cold, take a
can help with this, you can help us explore, you can help us invent.” You
hoodie, don’t forget to obey the law of gravity, right?” Nobody says this.
can make a new word right now. English has no age limit. Go ahead,
Now, there are other rules that are more about manners than they are
start making words today, send them to me, and I will put them in my
about nature. So you can think of, like, a word is like a hat. Once you
online dictionary, Wordnik. Thank you so much.

Unit 8 Safwat Saleem: Why I keep speaking up, even when people look at all of the ancient literature–Ancient Chinese, Icelandic, Greek,
mock my accent Indian and even the original Hebrew Bible–they all mention very few
PART 1 colors. And the most popular theory for why that might be the case is
that cultures begin to recognize a color only once they have the ability
I used to have this recurring dream where I’d walk into a roomful of
to make that color. So basically, if you can make a color, only then can
people, and I’d try not to make eye contact with anyone. Until someone
you see it. A color like red, which was fairly easy for many cultures to
notices me, and I just panic. And the person walks up to me, and says,
make–they began to see that color fairly early on. But a color like blue,
“Hi, my name is so-and-so. And what is your name?” And I’m just quiet,
which was much harder to make–many cultures didn’t begin to learn
unable to respond. After some awkward silence, he goes, “Have you
how to make that color until much later. They didn’t begin to see it
forgotten your name?” And I’m still quiet. And then, slowly, all the other
until much later as well. So, until then, even though a color might be
people in the room begin to turn toward me and ask, almost in unison,
all around them, they simply did not have the ability to see it. It was
“Have you forgotten your name?” As the chant gets louder, I want to
invisible. It was not a part of their ‘normal’. And that story has helped
respond, but I don’t. I’m a visual artist. Some of my work is humorous,
put my own experience into context. So when I first read the comments
and some is a bit funny but in a sad way. And one thing that I really
on the video, my initial reaction was to take it all very personally. But
enjoy doing is making these little animations where I get to do the
the people commenting did not know how…how self-conscious I am
voice-over for all kinds of characters. I’ve been a bear. Hi. I’ve been a
about my voice. They were mostly reacting to my accent, that it is not
whale. Hi. I’ve been a greeting card. Hi. And my personal favorite is
normal for a narrator to have an accent. But what is ‘normal’, anyway? We
Frankenstein’s monster. I just had to grunt a lot for that one. A few years
know that reviewers will find more spelling errors in your writing if they
ago, I made this educational video about the history of video games.
think you’re black. We know that professors are less likely to help female
And for that one, I got to do the voice of Space Invader. Hi. A dream
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or minority students. And we know that résumés with white-sounding
come true, really. And when that video was posted online, I just sat
names get more callbacks than résumés with black-sounding names.
there on the computer, hitting ‘refresh’, excited to see the response. The
Why is that? Because of our expectations of what is ‘normal.’ We think it
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first comment comes in. “Great job.” Yes! I hit ‘refresh’. “Excellent video. I
is normal when a black student has spelling errors. We think it is normal
look forward to the next one.” This was just the first of a two-part video.
when a female or minority student does not succeed. And we think it
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I was going to work on the second one next. I hit ‘refresh’. “Where is part
is normal that a white employee is a better hire than a black employee.
TWO? WHEREEEEE? I need it NOWWWWW!” People other than my mom
But studies also show that discrimination of this kind, in most cases, is
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were saying nice things about me, on the internet! It felt like I had finally
simply favoritism, and it results more from wanting to help people that
arrived. I hit ‘refresh’. “His voice is annoying. No offense.” OK, no offense
you can relate to than the desire to harm people that you can’t relate to.
taken. ‘Refresh’. “Could you remake this without peanut butter in your
And not relating to people starts at a very early age. Let me give you an
mouth?” OK, at least the feedback is somewhat constructive. Hit ‘refresh’.
c example. One library that keeps track of characters in the children’s book
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“Please don’t use this narrator again u can barely understand him.”
collection every year, found that in 2014, only about 11 percent of the
Refresh. I don’t have an Indian accent, I have a Pakistani accent, OK? But
books had a character of color. And just the year before, that number
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comments like that kept coming in, so I figured I should just ignore them
was about eight percent, even though half of American children today
and start working on the second part of the video. I recorded my audio,
come from a minority background. Half. So there are two big issues here.
but every time I sat down to edit, I just could not do it. Every single time,
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Number one, children are told that they can be anything, that they can
it would take me back to my childhood, where I had a much harder time
do anything, and yet most stories that children of color consume are
speaking. I’ve stuttered for as long as I can remember. I was the kid in
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about people who are not like them. And number two is that majority
class who would never raise his hand when he had a question—or knew
groups don’t get to realize the great extent to which they are similar to
the answer. Every time the phone rang, I would run to the bathroom so
minorities–our everyday experiences, our hopes, our dreams, our fears
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that I would not have to answer it. If it was for me, my parents would
and our mutual love for hummus. It’s delicious! Just like the color blue
say that I’m not around. I spent a lot of time in the bathroom. And I
for Ancient Greeks, minorities are not a part of what we consider normal,
hated introducing myself, especially in groups. I’d always stutter on my
because ‘normal’ is simply a construction of what we’ve been exposed
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name, and there was usually someone who’d go, “Have you forgotten
to, and how visible it is around us. And this is where things get a bit
your name?” And then everybody would laugh. That joke never got old. I
difficult. I can accept the preexisting notion of normal—that ‘normal’
spent my childhood feeling that if I spoke, it would become obvious that
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is good, and that anything outside of that very narrow definition of

there was something wrong with me, that I was not normal. So I mostly
normal is bad. Or I can challenge that preexisting notion of normal with
stayed quiet. And so, you see, eventually for me to even be able to use
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my work and with my voice and with my accent. And so I’m now slowly
my voice in my work was a huge step for me. Every time I record audio,
starting to use my voice in my work again. And it feels good. It does not
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I fumble my way through saying each sentence many, many times, and
mean I won’t have a breakdown the next time a couple dozen people
then I go back in and pick the ones where I think I suck the least. Audio
say that I talk like I have peanut butter in my mouth. It just means I now
editing is like Photoshop for your voice. I can slow it down, speed it up,
have a much better understanding of what’s at stake, and how giving
make it deeper, add an echo. And if I stutter along the way, and if I stutter
up is not an option. The Ancient Greeks didn’t just wake up one day
along the way, I just go back in and fix it. It’s magic. And so using my
and realize that the sky was blue. It took centuries, even, for humans to
highly edited voice in my work was a way for me to finally sound normal
realize what we had been ignoring for so long. And so…and so we must
to myself. But after the comments on the video, it no longer made me
continuously challenge our notion of normal, because doing so is going
feel normal. And so I stopped using my voice in my work.
to allow us as a society to finally see the sky for what it is. Thank you.
PART 2 Thank you. Thank you. Thank you. Thank you. Thank you.
Since then, I’ve thought a lot about what it means to be normal. And
I’ve come to understand that ‘normal’ has a lot to do with expectations. Unit 9 Becci Manson: (Re)touching lives through photos
Let me give you an example. I came across this story about the Ancient PART 1
Greek writer, Homer. Now, Homer mentions very few colors in his Before March, 2011, I was a photographic retoucher based in New York
writing. And even when he does, he seems to get them quite a bit City. We’re pale, gray creatures. We hide in dark, windowless rooms, and
wrong. For example, the sea is described as wine-red, people’s faces are generally avoid sunlight. We make skinny models skinnier, perfect skin
sometimes green and sheep are purple. But it’s just not Homer. If you more perfect, and the impossible possible, and we get criticized in the

press all the time, but some of us are actually talented artists with years covered in bacteria, in sewage, sometimes even oil, all of which over
of experience and a real appreciation for images and photography. On time is going to continue to damage them, so hand-cleaning them was
March 11th, 2011, I watched from home, as the rest of the world did, a huge part of the project. We couldn’t retouch the photo unless it was
as the tragic events unfolded in Japan. Soon after, an organization I cleaned, dry and reclaimed. Now, we were lucky with our hand-cleaning.
volunteer with, All Hands Volunteers, were on the ground, within days, We had an amazing local woman who guided us. It’s very easy to do
working as part of the response efforts. I, along with hundreds of other more damage to those damaged photos. As my team leader Wynne
volunteers, knew we couldn’t just sit at home, so I decided to join them once said, it’s like doing a tattoo on someone. You don’t get a chance to
for three weeks. On May 13th, I made my way to the town of Ōfunato. It’s mess it up. The lady who brought us these photos was lucky, as far as
a small fishing town in Iwate Prefecture, about 50 thousand people, one the photos go. She had started hand-cleaning them herself and stopped
of the first that was hit by the wave. The waters here have been recorded when she realized she was doing more damage. She also had duplicates.
at reaching over 24 meters in height, and traveled over two miles inland. Areas like her husband and her face, which otherwise would have been
As you can imagine, the town had been devastated. We pulled debris completely impossible to fix, we could just put them together in one
from canals and ditches. We cleaned schools. We de-mudded and good photo, and remake the whole photo. When she collected the
gutted homes ready for renovation and rehabilitation. We cleared tons photos from us, she shared a bit of her story with us. Her photos were
and tons of stinking, rotting fish carcasses from the local fish-processing found by her husband’s colleagues at a local fire department in the
plant. We got dirty, and we loved it. For weeks, all the volunteers and debris a long way from where the home had once stood, and they’d
locals alike had been finding similar things. They’d been finding photos recognized him. The day of the tsunami, he’d actually been in charge of
and photo albums and cameras and SD cards. And everyone was doing making sure the tsunami gates were closed. He had to go towards the
the same. They were collecting them up and handing them in to various water as the sirens sounded. Her two little boys, not so little anymore,
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places around the different towns for safekeeping. Now, it wasn’t until but her two boys were both at school, separate schools. One of them
this point that I realized that these photos were such a huge part of got caught up in the water. It took her a week to find them all again and
the personal loss these people had felt. As they had run from the wave, find out that they had all survived. The day I gave her the photos also
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and for their lives, absolutely everything they had, everything had to happened to be her youngest son’s 14th birthday. For her, despite all
be left behind. At the end of my first week there, I found myself helping of this, those photos were the perfect gift back to him, something he
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out in an evacuation center in the town. I was helping clean the onsen, could look at again, something he remembered from before that wasn’t
the communal onsen, the huge giant bathtubs. This happened to also still scarred from that day in March when absolutely everything else
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be a place in the town where the evacuation center was collecting the in his life had changed or been destroyed. After six months in Japan,
photos. This is where people were handing them in, and I was honored 1,100 volunteers had passed through All Hands, hundreds of whom had
that day that they actually trusted me to help them start hand-cleaning helped us hand-clean over 135,000 photographs, the large majority–a
them. Now, it was emotional and it was inspiring, and I’ve always heard
c large majority of which did actually find their home again, importantly.
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about thinking outside the box, but it wasn’t until I had actually gotten Over 500 volunteers around the globe helped us get 90 families
outside of my box that something happened. As I looked through the hundreds of photographs back, fully restored and retouched. During
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photos, some were over a hundred years old, some still in the envelope this time, we hadn’t really spent more than about a thousand dollars in
from the processing lab, I couldn’t help but think as a retoucher that equipment and materials, most of which was printer inks.
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I could fix that tear and mend that scratch, and I knew hundreds of
people who could do the same. So that evening, I just reached out on PART 3
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Facebook and asked a few of them, and by morning the response had We take photos constantly. A photo is a reminder of someone or
been so overwhelming and so positive, I knew we had to give it a go. So something, a place, a relationship, a loved one. They’re our memory-
we started retouching photos. keepers and our histories, the last thing we would grab and the first
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thing you’d go back to look for. That’s all this project was about, about
PART 2 restoring those little bits of humanity, giving someone that connection
This was the very first. Not terribly damaged, but where those…the back. When a photo like this can be returned to someone like this, it
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water had caused that discoloration on the girl’s face had to be repaired makes a huge difference in the lives of the person receiving it. The
with such accuracy and delicacy. Otherwise, that little girl isn’t going project’s also made a big difference in the lives of the retouchers. For
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to look like that little girl anymore, and surely that’s as tragic as having some of them, it’s given them a connection to something bigger, giving
the photo damaged. Over time, more photos came in, thankfully, and something back, using their talents on something other than skinny
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more retouchers were needed, and so I reached out again on Facebook models and perfect skin. I would like to conclude by reading an email I
and LinkedIn, and within five days, 80 people wanted to help from 12 got from one of them, Cindy, the day I finally got back from Japan after
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different countries. Within two weeks, I had 150 people wanting to six months. ‘As I worked, I couldn’t help but think about the individuals
join in. Within Japan, by July, we’d branched out to the neighboring and the stories represented in the images. One in particular, a photo
town of Rikuzentakata, further north to a town called Yamada. Once of women of all ages, from grandmother to little girl, gathered around
a week, we would set up our scanning equipment in the temporary a baby, struck a chord, because a similar photo from my family, my
photo libraries that had been set up, where people were reclaiming grandmother, mother, myself, and newborn daughter, hangs on our
their photos. The older ladies sometimes hadn’t seen a scanner before, wall. Across the globe, throughout the ages, our basic needs are just the
but within ten minutes of them finding their lost photo, they could same, aren’t they?’ Thank you.
give it to us, have it scanned, uploaded to a cloud server, it would be
downloaded by a gaijin, a stranger, somewhere on the other side of Unit 10 Janine Shepherd: A broken body isn’t a broken person
the globe, and it’d start being fixed. The time it took, however, to get it PART 1
back is a completely different story, and it depended obviously on the
Life is about opportunities, creating them and embracing them, and
damage involved. It could take an hour. It could take weeks. It could take
for me, that was the Olympic dream. That’s what defined me. That was
months. The kimono in this shot pretty much had to be hand-drawn,
my bliss. As a cross-country skier and member of the Australian ski
or pieced together, picking out the remaining parts of color and detail
team, headed towards the Winter Olympics, I was on a training bike
that the water hadn’t damaged. It was very time-consuming. Now, all
ride with my fellow teammates. As we made our way up towards the
these photos had been damaged by water, submerged in salt water,

spectacular Blue Mountains west of Sydney, it was the perfect autumn In the spinal ward, that’s normal. You’re in a wheelchair. That’s normal.
day: sunshine, the smell of eucalypt and a dream. Life was good. We’d But you’re going to get home and realize how different life is.” And I got
been on our bikes for around five and a half hours when we got to the home and something happened. I realized Sister Sam was right. I did
part of the ride that I loved, and that was the hills, because I loved the get depressed. I was in my wheelchair. I had no feeling from the waist
hills. And I got up off the seat of my bike, and I started pumping my down. I couldn’t walk. I’d lost so much weight in hospital I now weighed
legs, and as I sucked in the cold mountain air, I could feel it burning about 80 pounds. And I wanted to give up. All I wanted to do was put
my lungs, and I looked up to see the sun shining in my face. And then my running shoes on and run out the door. I wanted my old life back.
everything went black. Where was I? What was happening? My body I wanted my body back. And I can remember Mum sitting on the end
was consumed by pain. I’d been hit by a speeding utility truck with only of my bed, and saying, “I wonder if life will ever be good again.” And I
ten minutes to go on the bike ride. I was airlifted from the scene of the realized that this wasn’t just my life. It was life itself. I realized that this
accident by a rescue helicopter to a large spinal unit in Sydney. I had wasn’t just my pain. It was everybody’s pain. And then I knew, just like
extensive and life-threatening injuries. I’d broken my neck and my back before, that I had a choice. I could keep fighting this or I could let go and
in six places. I broke five ribs on my left side. I broke my right arm. I broke accept not only my body but the circumstances of my life. And then I
my collarbone. I broke some bones in my feet. My whole right side was stopped asking, ‘Why me?’ And I started to ask, ‘Why not me?’ And then
ripped open, filled with gravel. My head was cut open across the front, I thought to myself, maybe being at rock bottom is actually the perfect
lifted back, exposing the skull underneath. I had head injuries. I had place to start.
internal injuries. I had massive blood loss. In fact, I lost about five liters of
blood, which is all someone my size would actually hold. By the time the PART 3
helicopter arrived at Prince Henry Hospital in Sydney, my blood pressure I had never before thought of myself as a creative person. I was an
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was 40 over nothing. I was having a really bad day. For over ten days, athlete. My body was a machine. But now I was about to embark on the
I drifted between two dimensions. I had an awareness of being in my most creative project that any of us could ever do: that of rebuilding a
body, but also being out of my body, somewhere else, watching from life. And even though I had absolutely no idea what I was going to do, in
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above as if it was happening to someone else. Why would I want to go that uncertainty came a sense of freedom. I was no longer tied to a set
back to a body that was so broken? But this voice kept calling me: ‘Come path. I was free to explore life’s infinite possibilities. And that realization
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on, stay with me.’ ‘No. It’s too hard.’ ‘Come on. This is our opportunity.’ was about to change my life. Sitting at home in my wheelchair and
‘No. That body is broken. It can no longer serve me.’ ‘Come on. Stay with my plaster body cast, an airplane flew overhead, and I looked up, and
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me. We can do it. We can do it together.’ I was at a crossroads. I knew I thought to myself, ‘That’s it! If I can’t walk, then I might as well fly.’ I
if I didn’t return to my body, I’d have to leave this world forever. It was said, “Mum, I’m going to learn how to fly.” She said, “That’s nice, dear.” I
the fight of my life. After ten days, I made the decision to return to my made a booking, and weeks later my friend Chris and my mum drove
body, and the internal bleeding stopped. The next concern was whether
c me out to the airport, all 80 pounds of me covered in a plaster body
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I would walk again, because I was paralyzed from the waist down. They cast in a baggy pair of overalls. I can tell you, I did not look like the ideal
said to my parents, the neck break was a stable fracture, but the back candidate to get a pilot’s license. I’m holding on to the counter because I
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was completely crushed. The vertebra at L1 was like you’d dropped a can’t stand. I said, “Hi, I’m here for a flying lesson.” And they took one look
peanut, stepped on it, smashed it into thousands of pieces. They’d have and ran out the back to draw short straws. ‘You get her.’ ‘No, no, you take
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to operate. I woke up in intensive care, and the doctors were really her.’ Finally, this guy comes out. He goes, “Hi, I’m Andrew, and I’m going
excited that the operation had been a success because at that stage I to take you flying.” I go, “Great.” And so they drive me down, they get me
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had a little bit of movement in one of my big toes, and I thought, ‘Great, out on the tarmac, and there was this red, white and blue airplane. It
because I’m going to the Olympics!’ I had no idea. That’s the sort of was beautiful. They lifted me into the cockpit. They had to slide me up
thing that happens to someone else, not me, surely. But then the doctor on the wing, put me in the cockpit. They sat me down. There are buttons
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came over to me, and she said, “Janine, the operation was a success, and dials everywhere. I’m going, “Wow, how do you ever know what
and we’ve picked as much bone out of your spinal cord as we could, all these buttons and dials do?” Andrew the instructor got in the front,
but the damage is permanent. The central nervous system nerves, there started the airplane up. He said, “Would you like to have a go at taxiing?”
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is no cure. Janine, you’ll have to rethink everything you do in your life, That’s when you use your feet to control the rudder pedals to control the
because you’re never going to be able to do the things you did before.” airplane on the ground. I said, “No, I can’t use my legs.” He went, “Oh.” I
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I tried to grasp what she was saying. I was an athlete. That’s all I knew. said, “But I can use my hands,” and he said, “Okay.” So he got over to the
That’s all I’d done. If I couldn’t do that, then what could I do? And the runway, and he applied the power. And as we took off down the runway,
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question I asked myself is, if I couldn’t do that, then who was I? and the wheels lifted up off the tarmac, and we became airborne, I had
the most incredible sense of freedom. And Andrew said to me, as we got
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PART 2 over the training area, “You see that mountain over there?” And I said,
I shared the ward with five other people, and the amazing thing is that “Yeah.” And he said, “Well, you take the controls, and you fly towards that
because we were all lying paralyzed in a spinal ward, we didn’t know mountain.” And as I looked up, I realized that he was pointing towards
what each other looked like. How amazing is that? How often in life do the Blue Mountains where the journey had begun. And I took the
you get to make friendships, judgment-free, purely based on spirit? And controls, and I was flying. And I was a long, long way from that spinal
there were no superficial conversations as we shared our innermost ward, and I knew right then that I was going to be a pilot. Didn’t know
thoughts, our fears, and our hopes for life after the spinal ward. After six how on earth I’d ever pass a medical. But I’d worry about that later,
months, it was time to go home. I remember Dad pushing me outside because right now I had a dream. So I went home, I got a training diary
in my wheelchair, wrapped in a plaster body cast, and feeling the sun out, and I had a plan. And I practiced my walking as much as I could,
on my face for the first time. I soaked it up and I thought, how could and I went from the point of two people holding me up to one person
I ever have taken this for granted? I felt so incredibly grateful for my holding me up to the point where I could walk around the furniture
life. But before I left hospital, the head nurse had said to me, “Janine, as long as it wasn’t too far apart. And then I made great progression
I want you to be ready, because when you get home, something’s to the point where I could walk around the house, holding onto the
going to happen.” And I said, “What?” And she said, “You’re going to get walls, like this, and Mum said she was forever following me, wiping off
depressed.” And I said, “Not me, not Janine the Machine,” which was my fingerprints. But at least she always knew where I was. So while the
my nickname. She said, “You are, because, see, it happens to everyone. doctors continued to operate and put my body back together again,

I went on with my theory study, and then eventually, and amazingly, I
passed my pilot’s medical, and that was my green light to fly. And I spent
every moment I could out at that flying school, way out of my comfort
zone. And little goals kept me going along the way, and eventually I
got my private pilot’s license, and then I learnt to navigate, and I flew
my friends around Australia. And then I learnt to fly an airplane with
two engines and I got my twin engine rating. And then I learnt to fly in
bad weather as well as fine weather and got my instrument rating. And
then I got my commercial pilot’s license. And then I got my instructor
rating. And then I found myself back at that same school where I’d gone
for that very first flight, teaching other people how to fly, just under 18
months after I’d left the spinal ward.
PART 4
The philosopher Lao Tzu once said, “When you let go of what you are,
you become what you might be.” I now know that it wasn’t until I let
go of who I thought I was that I was able to create a completely new
life. It wasn’t until I let go of the life I thought I should have that I was
able to embrace the life that was waiting for me. I now know that my
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real strength never came from my body, and although my physical
capabilities have changed dramatically, who I am is unchanged. The
pilot light inside of me was still alight, just as it is in each and every one
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of us. I know that I’m not my body, and I also know that you’re not yours.
And then it no longer matters what you look like, where you come from,
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or what you do for a living. All that matters is that we continue to fan the
flame of humanity by living our lives as the ultimate creative expression
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of who we really are. Thank you. Thank you.
c
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Communicative Activities: Teacher’s Notes
1.1 Let’s go! • At the end of the task, give some feedback about new
language that came up, and focus on errors to correct, which
Aim To provide more practice with a wide range of past, you may have written on the board. You can also share some
narrative tenses interesting things you heard with the class.
Language Simple past, past continuous, past perfect simple, and Expansion
past perfect continuous; Vocabulary about travel and tourism • After students have told their stories, you could:
• ask them to discuss the similarities and differences between
Time Approximately 30 minutes
their stories.
Preparation A copy of one set of pictures for each pair, cut up • ask them to think of three more details their partners could
have added that would have made the story even more
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Procedure interesting.
• Tell students they are going to come up with stories about a • put students with different partners and ask them to tell the
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trip two young people recently went on, based on twelve story they just heard.
pictures.
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• Ask students to put the pictures together in a different way
• Put students in pairs or groups of three. Hand out one batch of and tell—or write for homework—the new story that they
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twelve pictures to each pair or group. Tell them they have five come up with.
minutes to put the story in a logical (for them) order and to
start thinking about their story. Encourage them to use
vocabulary from Unit 1 in their Student’s Book and new c
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vocabulary. Allow them to use a dictionary or ask you if
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necessary.
• Next, students work together in pairs to write stories about the
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trip as if it had happened to them. Tell them they have to use

the past perfect simple and the past perfect continuous at
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least once in their story, so it can’t just be chronological. They

should also use connecting words such as when, while, and
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then, because, etc. and as wide a range of vocabulary as they

can. Set a time limit of about ten minutes. Monitor and
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provide help if necessary.

• At the end of the time limit, ask each pair or group to write
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four comprehension questions about their story, similar to

questions they often answer after reading or listening to a
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passage in class, e.g., How did the broken leg happen? Where did
we have to hitchhike and why? etc.
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• Put each pair/group with another pair/group and ask them to

swap their lists of questions. Each pair/group takes a turn
telling their story as expressively as they can, answering the
comprehension questions, and asking extra questions when
listening to the other pair’s/group’s story. Check that students
are doing the task correctly and notice errors, difficulties, or
where they use L1. Help them by correcting or giving them
the English they need, and make a note of any language
points to go over with students.

Communicative Activities: Teacher’s Notes 179
1.2 Survival kit • Put two pairs of students together and ask them to compare
their survival kits. Ask them to discuss whether the rule of
Aim To practice giving opinions, to persuade and justify ideas three would make them change anything. Tell them to have a
new debate and agree on eight items they would include in
To apply critical thinking of analyzing contexts and applying their “group” survival kit.
rules • Get feedback from each group about their choices. Encourage
Language Vocabulary: survival tools discussion where there is disagreement.
Infinitives of purpose, for + -ing, use it as a… etc. to explain use Answers

and purpose There is no correct answer, but the US Air Force Survival
Time Approximately 30 minutes, depending on variations School suggests the following top ten items:
Preparation One copy of the worksheet for each pair large knife, space blanket, basic cell phone, water container,
lighter, mini flashlight (LED), fishing line / dental floss,
Procedure 0.35mm clear plastic sheet (3x4m), $50 bill, water purification
• Put students in pairs and hand out the worksheets. Students tablets
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look at the list of items and check they understand them
asking each other and using a dictionary. Circulate and provide
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help, too. You may need to explain the following: Expansion
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dental floss: string or thread to clean between teeth You can extend the discussion by asking students to do one or
tinder: something that very easily catches on fire, such as more of the following:
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straw. You use it to start a fire from a spark. • Add four more items to their “group” survival kit.
compass: You use it to find where north is and go in the same • Discuss a different scenario, e.g., You are lost in the mountains. /
direction.
c You are lost in a large forest. / You are in a desert.
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duct tape: very strong waterproof tape • Plan what they would do and who would do what during: a)
brim: flat part at the bottom edge of a hat the first three hours; b) the first day; c) the second day; d) the
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• Tell students that they have crashed or have been left on a third day and beyond.
small tropical island. They can choose just six things to have
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with them that they can wear or carry in pockets, a belt, or in

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their hand. What would they want to have? Give students five
minutes to work individually, choose their items, and think of
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reasons why they would need them. Give an example first: You
might need a wide-brimmed hat to keep the sun off your head
and face and stop you from getting sunstroke sick from the sun.
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You could die without the shade.

• After five minutes, put students in pairs to debate and agree
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on six items they would include in their “pair” survival kit.

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Circulate and provide help as necessary.

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Fast finishers
They decide on two more items to add to their survival kit.
• When students have agreed on at least four items, stop the
task and go through new language. Then tell students the
following rule of three:
In bad weather, you can die within three hours from lack of
shelter.
You can die within three days from lack of water.
You can survive three weeks without any food.

180 Communicative Activities: Teacher’s Notes
2.1 Interview 2.2 Pitch your ideas!
Aim To have a personalized discussion Aim To practice persuading and negotiating
To offer further practice of verb patterns Language Vocabulary for describing products and services
Language Verbs patterns with -ing or infinitive with to Negotiating strategies and persuasive language, e.g., a range of
comparatives
Time Approximately 30 minutes, including Expansion
Preparation One copy of the worksheet for each pair, cut in half
Preparation One copy of the worksheet for every group of four
Procedure students, cut in half
• Put the students in pairs and ask them to decide who is
Student A and who is Student B. Hand out the worksheets. Procedure
(With less proficient groups, it is best to get students working • Put students in groups of four and tell each group to form two
in pairs of As and pairs of Bs first.) pairs: Pair A and Pair B. Hand out the worksheets and give students
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• Tell students they need to complete the questions using the a few minutes to read through the instructions; check that they
two verbs in parentheses in the correct form. Do the first item understand the task. They may need help with the following:
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on each worksheet with the whole class. the retail price: the final price goods or services are sold to
• Get students to do the rest themselves, if possible without the end user for
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looking at the Student Book. (If students are in pairs of As and stake: the part of a business that you own because you’ve
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pairs of Bs they can help each other and do the next task invested money in it
together.) Monitor and provide help, but don’t give answers sell-by date: the date printed on food packaging by which it’s
away. Students will help each other with this. recommended you should eat the goods inside
• Ask students to add at least two more similar questions to ask
c DIY: (Do It Yourself ) the activity of making or repairing things
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their partners. They should use one of the verbs from the in your home, instead of paying someone else to do it
Grammar Reference on p. 130 of their Student Book (Verb
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• Ask students whether they have seen a similar show on TV in

patterns). Fast finishers can write more questions. which entrepreneurs pitch their ideas to a panel of
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• When students have written their questions, they take turns businesspeople/investors. Explain that each pair is going to
reading out their questions. If their question is grammatically take turns being the entrepreneurs and the investors. They
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correct, then their partner should answer it. If there’s an error, should first spend ten minutes in their pairs discussing what
their partner provides the correction but the student reading they are going to say about their products. During this
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out the question has to answer it. Point out that the correct planning time, they can use a dictionary or ask you for any
answers for their partner’s questions are on the bottom of the vocabulary they are not sure of.
sheet. Do an example with a student to demonstrate.
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• Tell students to take turns pitching one of their products or

• Check that students are doing the task correctly and help with services to the other pair and try to make a deal. While
any language they need. Note new words/phrases on the students are pitching, circulate and notice errors, difficulties, or
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board for feedback and also listen for any interesting or funny where they use L1. Help them by correcting or giving them
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things students say. You may also need to referee any of the English they need. Make sure you pay attention not only to
students’ own questions where their partner thinks there’s an the language students use to pitch, but also to questions the
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error. other pairs ask, comments they make, and negotiation

strategies and phrases.
Fast finishers • When a couple of pairs have finished, stop the task and give
Ask each student in the pair to choose two or three questions some feedback about new language that came up, and focus
they didn’t answer and get them to give their answers. on errors to correct, which you may have written on the board.
You can also share some interesting things you heard with the
class. Give some positive feedback by focusing on good use of
dramatic language, interesting responses, unusual or
interesting uses of the past perfect, etc.

Expansion
• Ask each pair to come up with one idea of their own that they
3.1 I’ll race you!
then pitch. Aim To provide general fluency practice
• Ask each group to decide the best product from the ones they To review sports vocabulary
discussed. Each group then reports back, and students vote on
the best product or service. Language Variety of vocabulary including some specific sports
• After they have chosen the best product from the ones they vocabulary
discussed, give each group time to design an advertising
campaign of some kind. This could take the form of a short Time Approximately 30 minutes
promotional video or an image with a slogan, etc. Students Preparation
could then be asked to make these advertisements as • One copy of the worksheet/board game for every group of
homework. four to eight students
• One coin or dice per game (A dice will make for a potentially
shorter game.)
• Two counters per game
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• A timer for every group (A clock/watch if it has a second hand
which everyone can see.)
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Procedure
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• Organize the class into matches with two teams in each.
Teams can have two, three, or four players each.
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• Tell students they are going to race around the game board. To
move, each team either flips a coin or throws a dice. (For a coin
flip: heads moves one place; tails moves either two places or
c three places.) Point out the special squares:
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Team square: All the players take part with each team
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member taking turns to say a word. If they are successful, they

go forward two places.
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Challenge square: Each team can choose a player to do the

challenge. The winning team can either move forward one
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space or move to the same space as the other team.

• In each group, they decide who starts. The first player moves
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and must perform the task on the square individually (unless

it’s a Team square). All tasks must be completed in one minute.
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If the player is successful, they move their counter forward.

This is the end of their turn, and the other team goes.
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• If the other team player lands on the same space, they must
choose the option which wasn’t previously used.
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• After a player from each team has had a turn, the next player
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on the team flips the coin and plays. They should play as above.
• As students play, circulate and help with any questions
regarding the rules, referee any disputes, and make a note of
errors to correct in feedback.
Fast finishers
Either stop the game when the first team finishes or tell students to
continue to see who can go the furthest until you stop the game.
Expansion
Ask students to design a similar board using the same basic tasks, but
adapted to review language and topics in Units 1 and 2. Put students
in groups to look back at their notes and their Student’s Book for
ideas. When it is completed, you might need to check and correct
the ideas before groups swap their boards and play the game.
3.2 General knowledge quiz • Finally, give some feedback about new language that came
up, and get students to correct the errors you wrote on the
Aim To review and practice using comparatives and superlatives board.
Language Different kinds of comparatives and superlatives

Answers
A wide range of adjectives and other vocabulary 1 It obviously depends how you define and measure
intelligence, but scientists have found that pigs are
smarter than dogs, and can solve problems just as well as
Preparation One copy of the worksheet for every student chimpanzees. Other research suggests pigs have
excellent long-term memories, and are skilled at tests
Procedure requiring the location of objects.
• Tell students they are going to do a general knowledge quiz, 2 Ostriches. Zebras run at speeds of up to 40 miles per hour,
but that first they have to decide on the correct grammar for whereas ostriches can hit 60!
the 15 questions. Hand out the worksheets and do the first 3 India and China. Nine of the twenty most polluted cities
item with the whole class. Either wait for someone to are in India, and another four are in China.
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volunteer the answer or nominate someone to answer. Discuss 4 Amazingly, there’s a 16-foot tree in Sweden that’s around
why the answer is correct and write it on the board. 9,550 years old now!
• Get students to do the others. When most have finished, ask 5 Mexico! The Great Pyramid of Cholula, an ancient Aztec
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them to compare answers in pairs. temple in Puebla, Mexico, has a base four times larger than
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• Go through the answers and write them on the board. For Egypt’s Giza pyramid and is nearly twice the volume.
each answer, ask how students decided. This repetition will 6 Hippos are more aggressive and have killed more people
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help to consolidate understanding of the underlying rules. than rhinos. They’ve actually killed more people in Africa
(See Grammar Reference p. 132.) You could also drill some of than any other wild animal other than mosquitoes!
7 The Atlantic. At its deepest, it’s 9,219 meters deep. The
the comparatives and superlatives both with the whole class
c Indian Ocean is 7,455 meters deep.
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and with individual students.
8 Australia. The inland taipan is by far the most poisonous
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and is only found there!

Answers 9 Saturn. It’s about 790 million miles away, whereas
1 more intelligent 2 faster 3 the most polluted
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Mercury is only 57 million miles away!

4 the oldest 5 the biggest 6 more aggressive 10 Kilimanjaro in Tanzania. It’s 5,895 meters (19,341 feet)
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7 deeper 8 the most dangerous 9 further high, but it doesn’t even make the list of the 100 highest
10 the highest 11 the most populated 12 longer mountains in the world!
13 the most common 14 the most expensive
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11 Moscow. The population is well over 12 million.

15 the smallest 12 Elephants. The life expectancy is between 45 and 70
years, depending on what kind of elephant, whereas
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• Put students in groups of two to four and ask them to think of giraffes only live around 25 years.
a name for their team. Then give them a time limit of about 13 the article the
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ten minutes to write their answers to each question. No 14 Pirates of the Caribbean
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checking of phones, tablets, etc. is allowed. 15 Rhode Island

• Check that students are doing the task correctly and notice
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errors, difficulties, or where they use L1 and help them by

correcting or giving them the English they need. Notice in Expansion
particular problems they have with any kinds of comparatives • For the quiz questions that name two or more things, ask
or superlatives and write them on the board. students to say which they prefer and why. So, for example, do
• Stop the task and tell students to swap their worksheets with they prefer ants or pigs. Why? Zebras or ostriches? Why?
another group and mark each other’s work. Get answers to • In pairs, students choose questions from the quiz that name
each question from students and before giving the correct two or more things. They take turns making true comparative
answers, encourage students to explain their ideas in as much or superlative sentences about one or more of the things.
detail as they can. Where you can hear them having problems, Whoever runs out of ideas last wins a point.
rephrase their ideas and say them back to the whole class. • Get students to work in pairs and write five general-knowledge
• Tell students to hand back the worksheets. Check who got questions of their own using comparatives and superlatives.
most answers right and find the winners, or the top three They can then work in groups of four and ask each other their
groups. questions.

4.1 I predict… • When a few groups have finished discussing their predictions
for each general them, put groups together and ask them to
Aim To practice a range of future forms used when making share their predictions, discussing how likely they feel each
predictions one is. Check that students are doing the task correctly and
notice errors, difficulties, or where they use L1. Help them by
Language will / won’t and be going to for predictions correcting or giving them the English they need, and make
note of any language points to go over with the class.
A range of responses to the predictions
Time Approximately 30 minutes language that came up and focus on errors to correct, which
you may have written on the board. You can also share some
Preparation A copy of one set of statements and category cards interesting things you heard with the class.
for every group of four students, cut up
Expansion
Procedure • Get students to write their best predictions on separate pieces
• Tell students they are going to discuss how likely they find of paper. Collect all the pieces and distribute them randomly
various predictions for the future. First, write some basic ways of for other groups to discuss.
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expressing likelihood on the board, e.g., It’s bound to happen. It’s • Get students to research online one or two predictions that
almost inevitable. It’s highly (un)likely. I guess it could happen. It’s caused the most discussion. They can do the research in L1 if
not impossible. I can’t see it happening myself, but I could be wrong.
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they want to. They then report back (in English!) on their
• Optional Write the phrases on the board in no particular findings. See if anyone has changed their mind in light of what
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order and ask students to rank them from most likely to least. they find.
• To model the task, before you give out the strips, tell students
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• Get students to think of at least two things that would happen
one prediction: It’ll soon be normal for most people to live to a if each of the predictions actually did come true.
hundred. Ask for students’ ideas and reasons. Emphasize that
there are no correct answers.
c
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• Put students in groups of four or five. Tell each group they need
to appoint a secretary, who should have a pen and some paper.
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Hand out a set of strips to each group, face down on the table
and tell students not to touch them yet. Then explain they
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should pick up one strip at a time and discuss how likely they
think the prediction is. They should debate their ideas until they
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reach a general consensus and make a note of their opinions.

• As students do the task, check that they are doing it correctly
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and notice errors, difficulties, or where they use L1 and help

them by correcting or giving them the English they need. Be
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ready in case students ask about any language on the strips.

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you may have written on the board. You can then ask the whole
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class to shout out how they feel about each prediction—or

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about some of the predictions that generated most discussion.

Where there are differences of opinion, let students argue their
case. See if you can get whole-group consensus. Give your own
opinions if you want to.
• Next, change the groups around and hand out the general
theme cards. Ask students to turn over a card and explain that
now they have to make at least three predictions based on this
general theme. Get a few examples from different groups.
Explain you want them to note the best prediction they come
up with for each general theme.

4.2 What’s going on? • Optional In groups, students discuss anything in the guide
which sounds interesting to them (as themselves) and how it
Aim To practice making arrangements compares to what’s going on where they live. How could
social life in their area be improved? You might want to write
To discuss free-time activities these questions on the board while the students discuss this,
either mingling or sitting down.
Language Phrases to express likes and dislikes
Phrases to make suggestions, reject suggestions, and suggest Expansion
alternatives You could ask students to do one of the following:
Time Approximately 30 minutes • Decide on the best and fullest schedule.

• Write a What’s going on? guide for where they live. They can use
Preparation their existing knowledge and also invent things they would like
• One copy of the worksheet for every student or think would be fun. They can then display these or exchange
• A copy of one set of role-play cards for every group of twelve them with another pair to compare and decide what to do.
students, cut up • If your students have access to the Internet, ask them to find
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out what’s going on this weekend in another city via the
Procedure website Time Out (+ city) or other What’s going on guides, and
• Hand out the What’s going on? page to each student, along with decide what they’d like to do. They then report back about
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one role card per student. (Note that some of the role cards are what they plan to do.
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identical.) Students should not show each other their role cards.
The expectation is that students will find their partner through
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the role-play of making arrangements, but this is not essential.
• Ask students to look through the worksheet and find four
things that the person on their role card might be interested in
doing over the weekend. Tell them that if prices or places are c
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not mentioned, they should think of the places or prices
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where they live.

• Tell students they are going to stand up and move around the
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class to find someone who would like to do the same things

on the weekend. They shouldn’t say exactly who they are, but
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they must stick to their role. (Get them to throw away their
role card to ensure this, if you like.) Within their role, they can
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change their mind and accept a different suggestion. Ask

them to refer to the Useful language on p. 54 of their Student
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Book, which they could use now.

• Tell students they must agree to do three different things over
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the weekend with the same partner. If students can’t make an

arrangement, they should politely find a way to end the
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conversation and move on. Demonstrate the process by taking

on a role yourself and chatting with one or two students.
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• Get everyone to stand up and find their partner. When

students have found someone, they should sit down together
and compare their role cards. Were they the same person or
different people? If they were different, was it surprising that
they agreed on the activities?
• When the discussion quiets down, get feedback as to whether
they had found anyone with the same role card and what they
decided to do in role.

5.1 Life-changing inventions • Give some feedback about new language that came up, and
look at any errors to correct on the board. Give some positive
Aim To provide further practice with passive structures feedback, too, by focusing on good use of dramatic language,
interesting responses, unusual or interesting uses of the past
To have a debate perfect, etc.
Language A range of tenses in the passive • Optional Ask students to work individually and choose the
three inventions from the handout that they believe had the
Language for expressing causes and results biggest impact on the world. Then put them in groups and ask
them to compare their ideas.
A range of vocabulary for talking about scientific developments,
social changes, etc. Expansion
• Ask students to look at the objects and inventions on the
handout and to put them into the order they think they were
Preparation A copy of one set of pictures for each pair, cut up invented. Set a time limit of about a minute and don’t let them
(or project them on the board) use the Internet at this point—just their knowledge of history
and intuitions. Get ideas from the whole class. Ask some
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Procedure students to justify their decisions and give the real answers.
• Ask students to think of an invention or innovation from the
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last fifty years that has had wide-reaching consequences. Write
the first good idea that students come up with on the board Answers
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as a passive sentence, e.g., The Internet was invented. The sailboat – the fourth millennium BC
• Put students in pairs and tell them to think of anything that Cement – sometime in the first millennium
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they think was done as a result of the invention they thought The compass – the 12th century
of. They may also be able to think of things that have been
The printing press – 1430s
done, are being done, will be done, ought to / should be done, etc.
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Give students a few minutes to brainstorm ideas. The steam engine – 1712
• Get ideas from the whole class, writing results on the board, Refrigeration – 1850s
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rephrasing students’ ideas if necessary. Use arrows to connect The telephone – 1876
them to the original invention / innovation.
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Electricity – the late 19th century

• Next, tell students you want them to think of possible results
Digital cameras – 1975
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of the results. For example, if they have already said More

information is being shared now than ever before, ask what the GPS – 1995
results of this might be, e.g., More essays are being copied
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directly from the Internet! • Ask students to discuss and/or research in groups what they
• Give students two more minutes to think of ideas. The add new know about each of the inventions. They may use the Internet
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ideas from students on the board, linking these with arrows to at this point if they have access. For example, who was behind
their causes. Correct any errors with passives if appropriate. the inventions, where did they happen, how, etc.
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• Hand out the worksheet or project it on the board. Put

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students in pairs and tell them to think of as many sentences

as they can about the results of each invention – and the
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results of the results.

• While students are coming up with ideas, circulate and notice
errors, difficulties, or where they use L1. Help them by
correcting or giving them the English they need.
• When a couple of pairs have finished, stop the task and then
for each item, ask who has the most sentences. Ask the pair
with the highest number to read them out. You could turn this
stage into a game by giving a point for each correct—and
true—sentence and two points for any sentences that use
another structure apart from the simple past passive. Tell
students they can challenge any statements they think are
incorrect or false. And award other groups extra points if they
have extra ideas to add.

5.2 Find someone who… 6.1 Would I lie to you?
Aim To provide speaking practice with a focus on passives Aim To practice fluency and making deductions
Language A range of passives; have/get something done Language Modal verbs of deduction (must, might, can’t)
Time Approximately 30 minutes Time Approximately 30 minutes
Preparation One copy of the worksheet for each pair, cut in half
Preparation
Procedure • A copy of one set of category cards for every group of three to
• Hand out the worksheets and give students two minutes to five students, cut up
check the categories that apply to them. Allow them to look • Think of three statements about three different topics before
up language they may need to explain what happened or ask the class to demonstrate the game. At least one should be a lie.
you for help.
Procedure
• Next, ask students to work in pairs for two minutes and think
• First dictate the categories for students to write down or write
of at least one other interesting question/category to add. If
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them on the board yourself.
possible, they should use passive structures. They shouldn’t
write their ideas on their worksheet yet. • Tell students they are going to play a game where they have
to say a true story or a lie about each of the topics. The aim of
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• Get ideas from students and write them on the board. Correct
the game is for other students to guess if it is true or false. They
any errors or ask students to clarify anything that you find
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win a point if they do not guess correctly. Therefore, they want
unclear. Then either decide yourself or ask students to vote on
convincing lies and surprising truths. All statements should
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three categories/questions and add them to their worksheet.
relate to them or their family so for A hidden talent, it could be
• Tell them they are going to try and find a different person in about something their brother can do. In the case of My
the class for each category in the quickest time possible. They
need to also find out exactly what happened—at least the c grandparents, it could be anything connected to their
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grandmother or grandfather (using a different category if they
main detail—from the student whose name they write down. wish, e.g., A hidden talent). In the case of Never done, it should
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(If there are fewer than twelve students in the class, they can be something they or someone they know has never done or
obviously have the same name for more than one category, experienced, which might be surprising.
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but everybody in the class should be mentioned). Demonstrate

• Tell students one of your statements about a topic. They then
the task, by asking a student questions until you can fill in one
ask you a maximum of three questions to get more
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of the categories. Get the same or a different student to ask

information to help them decide if it’s a lie or not.
you questions.
• Then get students to vote on whether it is true or not.
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• Get students to stand up and walk around the class to ask

Ask them to explain why and encourage the use of modals if
each other questions and fill out the worksheet. Check that
appropriate. Tell them the actual answer and then repeat for
they are doing the task correctly, making sure they get the
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one or two other topics if you want.

extra information. Also help students with any language,
particularly noticing errors with the grammar. • Ask students now to spend five minutes writing their
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statements about each topic. They should write one for

• When the first student has completed their worksheet, stop
each—a truth or a lie.
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the task and declare them the winner. Get the winner to say
their answers and you can use these to ask follow-up • Organize students into groups of three to four and hand out a
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questions of the students mentioned. set of the category cards face down. The first student in each
group picks up a card. This student is the “lie detective.” The
other students in the group say their statements. The “lie
detective” then asks each student a maximum of three
questions before deciding if they are lying or telling the truth.
interesting things you heard with the class.
• If the “lie detective” guesses correctly for all of the other
Expansion students, they get two points. If the “lie detective” was tricked
• Ask students to work in pairs and find out who can answer yes by one or more students in the group, they get one point. If
to the most categories discussing what happened. the “lie detective” was tricked by all of the other students in the
• Ask students to choose one of the questions and write a funny group, they don’t get any points.
story.

• The student to the left then picks up the next card, and the
game continues like this until you decide to stop it or the
6.2 Grammar auction
first group uses all the cards. The student with the most Aim To consolidate understanding of how a wide range of
points wins. modal verbs are used
• As students are playing, check that students are doing the
task correctly and notice errors, difficulties, or where they use Language A wide range of modal verbs and use
L1. Help them by correcting or giving them the English they Language of auctions (e.g., How much do I hear for sentence
need, and make a note of any language points to go over number 5? Going once, going twice, gone to team X for $1,000. etc.)
with the class.
• At the end of the task, give some feedback about new Time Approximately 30 minutes
language that came up and focus on errors to correct, which
Preparation One copy of the worksheet for each pair
interesting things you heard with the class. Fake money from a board game (optional)
Expansion Procedure
• Students retell their favorite stories (true or false) to the rest of • Explain that students are going to review modal verbs, but
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the class. they are going to do it as an auction. Ask who knows what an
• Students choose one of the stories (true or false) they heard auction is and what happens during an auction. Get a
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and develop it into a story for writing practice. definition that you like and repeat it for the class. (For example,
It’s a public occasion when things are sold to the people who offer
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the most money. People bid on things they want, and the highest
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bidder wins.)
• Put students in pairs or small groups and hand out the
worksheets. Each pair or group has $10,000 to bid with. The
c winners will be the pair or group that manages to buy the most
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correct sentences with that money. If you can find some kind of
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fake money for them to use, it will make it more fun.

• Ask students to read through the list, decide which sentences
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are correct—and how they’d correct the ones they think have
an error. They should also plan which sentences they are going
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to bid for. Set a time limit of about ten minutes.

• Run the auction in a fun, fast way. Start each bid at $100. Move
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upwards in hundreds. (Do I hear two hundred for sentence

number 3? Three hundred?) After every sentence you manage
to sell, write the number, the team that bought it, and the
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price on the board. You may need to remind students they

can’t spend more than $10,000 in total!
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• After all the sentences have been “sold,” run through each
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one and get a class vote on which sentences are correct.

Confirm the answers. See which team bought the most
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correct sentences and who spent money on incorrect

sentences.
• Ask students in pairs to decide how they would correct the
incorrect sentences. Get ideas from the whole class. Write the
best correction for each wrong sentence on the board.
Variations
• Rather than openly bidding against each other, the teams
could be asked to write down how much they want to bid for
each sentence on a piece of paper. Collect these and then read
them out to see who bid the most.

• Give points for the corrections. Ask a different group for their
correction each time. If they are right, award a point. If their
7.1 Assessing creativity
correction is wrong, offer the sentence to the next group. Aim To apply specific criteria and assess their own work
To participate in a fun, learner-centred test of creativity
Answers
Language Variety of vocabulary
1 Correct
2 Correct Language for making suggestions and justifying decisions
3 Correct
4 Correct – would here shows a habit in the past (=I used to Time Approximately 30 minutes
do it) and the second one represents an impossible now. Preparation One copy of the worksheet for each pair
(=I’m not sure I would do it now, if I had the chance)
5 Correct Procedure
6 Incorrect – We don’t use would’ve to talk about the • Explain that students are going to take part in a test of
imagined past condition (If I had known). creativity, but that first you want to establish the criteria by
7 Correct which they’ll judge each other. Say that they will assess each
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8 Correct – The feeling bad is about now because if the other’s ideas by grading them 1–5:
person had / hadn’t done the action, the result would
1 = imitation, 2 = variation, 3 = combination, 4 = transformation,
have been the same.
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and 5 = original creation. Write these five key words on the
9 Incorrect – Frequency adverbs usually go after the modal
board and give students time to discuss in pairs what they think
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and before the main verb.
each one involves.
10 Correct – It means that if I were you, I wouldn’t worry
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because I am sure in the future everything is fine. • Get ideas from the class and then clarify that the criteria
11 Incorrect – spend not spent (no simple past forms after a involve the following:
modal) • Imitation: The creation is the same or virtually the same as
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12 Correct – should is also possible, but shall is fine/usual to something that already exists.
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ask for a suggestion/agreement for an idea. • Variation: It’s a slight change to an existing object. It’s
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13 Incorrect – have been living (live is not a passive) different, but still has the identity of the original object.
14 Correct • Combination: It’s a mixture of two or more things, such
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15 Correct that it can be said to be both or all.

• Transformation: It’s a re-creation of something in a new
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context. It has some characteristics of the original object, but

it cannot be said to still be that kind of object.
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• Original Creation: It appears to have no obvious qualities

of pre-existing objects or ideas.
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• Put students in small groups of three or four. Hand out the

worksheets and ask them to look at Part A. They should match
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each person’s idea (Fabrice, Ewa, Svetlana, Almir and

Mohammed) to one of the five words on the board.
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• Get ideas from the whole class and get students to explain
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their ideas. Clarify the correct answers and explain why Ewa’s
idea was the most creative according to the criteria.

Answers 7.2 I wish!
Fabrice – combination: His idea is a combination of two
ideas: the large container for holding liquid, and the wheels Aim To provide more practice with a range conditionals
for pulling it around.
Language First, second, and third conditionals
Ewa – original creation: Her idea is not quite like anything
I wish, If only, I’d rather
else. It might be a combination of many things, but appears
to be an original creation. This could be said to be the most Time Approximately 30 minutes
creative idea.
Svetlana – variation: This is a variation on the kind of water Preparation
cooler container that Almir suggested. It takes a core idea • Either: one copy of the worksheet for your use
and changes it a little bit, but it’s still quite similar to the • Or: a copy of one set of statements/strip for every group of
original object. three to six students, cut up
Almir – imitation: This solution doesn’t offer anything new. • One blank sheet of paper for each group of three to six
It is an imitation of something that Almir has seen before. students
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Mohammed – transformation: His object is more than just a Procedure
combination of a backpack and something else. It now has You can play this game either as a class team game or as
water-specific purposes and has transformed what a backpack is.
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individuals in groups. In either case, the aim of the game is for
students to produce conditional sentences connected to the
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• Next, keep students in their groups and ask them to look at prompt card.
Part B of the worksheet. Tell them they need to come up with
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as many different ways of tackling each problem as they can Team game
within the time limit you set (about fifteen minutes). They • Put students into teams of up to six. Think about the make-up
should write down their most creative solution to each
c of the teams and make sure more proficient and less proficient
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problem, and they can also draw a quick sketch if they wish to students are distributed evenly. Ask them to think of a name
use one in their presentation. for their team and write them on the board.
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• When most students have finished, stop the task and put • Explain the game. Read out one of the prompts and have
different groups together. They should then explain their teams think of as many conditional sentences or wish
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solutions to each problem and assess each other’s idea (giving a sentences that might go with it as they can in one or two
number 1–5) according to the creativity criteria discussed earlier. minutes. Read this out as an example: I’d rather we took the
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Who has the most creative approach to each problem? Why? bus. Give a couple of examples: If we take the bus, we’ll get
• Get ideas from the whole class. See if you can all agree on there quicker; if we take the bus, we won’t get so wet; if we walk,
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what the most creative approach is in each case. we might be late; I wish/If only I could drive. Elicit other ideas
from students.
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Expansion • Hand out a set of cards/sentences face down, in order, and a

• Explain that students have decided the most creative blank sheet of paper to each group. Have students appoint a
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approaches to each of the five situations, but that these might secretary in their group to write down their sentences.
not be the best solutions. Get students to think of possible • Now do a practice round of the game. In their groups,
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problems with the creative approaches that they have chosen students pick a statement and come up with as many
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and to suggest more effective alternatives, if they can. responses as they can. After two minutes, ask students to
• Get each student to think of one real-world problem they’ve count how many responses they got.
had to deal with. They share their problems in groups and • Find out which team got the most sentences. Write five
come up with creative solutions. Then each student should points on the board next to their team name. Having the
explain what they actually did in each situation. most sentences to begin with gives the team five points,
irrespective of correctness. This rule is important because
feedback will get very complicated otherwise. Plus, it will
encourage teams to think of as many sentences as possible
without worrying about accuracy, which in turn will produce
more sentences for challenges.
• Ask the team with the most sentences to read them out. The
other team(s) can challenge a sentence if they think it’s
grammatically wrong or there is no connection to the prompt

statement. Each correct challenge gets two points. Add these
to the teams’ scores as you go along.
8.1 Said and done
• You can now get students to go through the rest of the cards/ Aim To provide further practice of reported speech
statements, discussing their responses and writing them
down. For each one, allow a time limit of about two minutes. Language Reporting verbs and reported speech
When all the cards/statements have been used, go through Time Approximately 30 minutes
students’ ideas in the same way as above.
Preparation A copy of one set of scenario cards and reporting
Group game cards for every group of three to six students, cut up
• Put the students in groups of four or five. Place a set of the
cards/statements face down for each group. Procedure
• A student picks up a card and reads out the prompt. The next • Organize students into groups of three to six. The smaller the
student says a conditional sentence / wish sentence. If group, the longer the game will last.
everyone thinks it’s correct, the next person in the group has • Hand out a set of scenario cards and a set of reporting verb
to say a new conditional sentence based on the prompt, and cards to each group. Ask students to divide the reporting verbs
so it continues around the group until someone is challenged equally among themselves.
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on accuracy or relevance, or until they can’t think of another • Explain the game. Students turn over the scenario picture from
sentence. The person who had the last “correct” sentence wins the top of the pile. They take turns to say a sentence
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the card and keeps it. connected to the drawing using one of their reporting verbs.
• If the first student gets a sentence wrong, then the player who When the first student says their sentence, they discard their
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picked up the card gets to keep it—if they can think of a card, and the play moves to the next student. If they can’t play
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sentence. Otherwise, it continues to the next person. However, a card, the next person tries to say a sentence and so on. Keep
you probably don’t need to tell students this rule until the going until no one can say a sentence. The last person to
situation arises. speak picks up the next drawing scenario and tries to say a
• The player to the left of the person who picked up the first
c sentence, and the game continues like this. The winner is the
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card now starts, and they continue as above. The winner is the first person to get rid of all of their reporting cards.
person with the most cards.
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• You can add another rule if you want: at any point in the
game, a player can challenge another student if they think
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their sentence was incorrect. The player who is wrong picks up

• Ask students to write their own wish / I’d rather sentences and a reporting card.
either add these to the pile at the beginning or use them to
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• As students are playing, circulate and help referee any

play a new round of the game.
challenges. Also notice any errors or good examples to give
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some feedback on at the end of the game if you want.
Fast finishers
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They play the game again, especially if they haven’t used all the
picture cards.
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• Ask students to do a variation where they deal out the

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reporting verbs and then choose one of the pictures to write a

story about using all their verbs.
• Students act out a role-play based on one of the cards for
the whole class. The students listening make notes and
report what was said in the role-play, in groups using the
reporting verbs.

8.2 Values questionnaire Expansion
• Ask students to write down five sentences that express values
Aim To allow students to consider their own personal values that are personally important. They then share these in groups
and discuss how much they agree with each other’s choices.
To explore how far any kind of “universal” values exist within the • Organize a pyramid discussion. Put students in pairs. Tell them
group to write three sentences that express values they feel are a
Language A range of ways of expressing agreement or central part of their national identity. Then put each pair with
disagreement another pair and tell them to choose three values they all
agree on. Then create groups of eight, etc. until students have
Language for justifying opinions decided on three core values. You could then discuss with the
whole class the degree to which they feel these values are
unique to their own country, and the degree to which they
Preparation One copy of the worksheet for every student may be shared by other countries.
Procedure
• Tell students they’re going to find out the degree to which
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they share common cultural values. Hand out the worksheet
and allow a few minutes for students to read through the
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statements. Tell them to mark each statement from 1–5,
depending on how strongly they agree. Give one or two
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examples yourself to model the task, if necessary.
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• While students are reading and ranking, you might want to
write some different ways of expressing agreement and
disagreement on the board, e.g., I couldn’t agree more; I totally
agree; I guess I agree up to a point, but …; I’m not really sure how
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I feel about it, to be honest; I totally disagree with that.
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• Put students in groups of four or five. Tell them to compare

their ideas and explain why they feel the way they do. Remind
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students that to be effective in cross-cultural contexts, they

have to express their opinions in ways that respect difference
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and the opinions of others. Ask them to note down an average

group score for each statement.
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• Check that students are doing the task correctly and notice
errors, difficulties, or where they use L1. Help them by
correcting or giving them the English they need, and make a
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note of any language points to go over with the class.

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• Next, change up the groups and ask students to compare their

average scores and to see how many of the groups had similar
opinions. Wrap up by trying to find which sentences there was
most or least agreement about.
• Optional Put students in pairs and ask them what conclusions
they can draw about “shared cultural values” from this activity.
Finish by getting ideas from students.

9.1 What do you call it? Answers
1 a port 2 a volunteer 3 a conclusion 4 corrupt
Aim To provide further practice with defining relative clauses 5 a scanner 6 the coast 7 the Richter Scale 8 UNICEF
9 a cosmetic (or plastic) surgeon 10 catchy
To recycle vocabulary from Units 7–9
11 Malala Yousafzai 12 Inuits 13 debris 14 drones
To practice ways of finding out new words 15 an activist
Language Defining relative clauses (who, which, that, where, etc.)
• Next, ask students to think of five things they would like to
Specific items of vocabulary related to disasters, technology, know the words for in English, and to write questions like
health, and illness those in 1–15 about them. Give a time limit of about five
minutes. Check that they are doing the task. Help with any
problems they have.
Preparation One copy of the worksheet for every student • Get students to walk around and see if anyone can help them.
Finish by answering any questions they weren’t able to find
Procedure answers to, commenting on the best questions or words you
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• Explain that students are going to review relative clauses and saw asked about and with some further language-focused
vocabulary/information from recent units. Hand out the feedback.
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worksheets and tell students to complete the questions by
adding the correct missing words. If they think no words are
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necessary, they should leave the blanks empty. Explain that
often more than option is possible. They could write both
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possible options here if you want them to.
• When most students have finished, ask them to compare
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answers in pairs. Check answers with the class and write them on
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the board as you go through. For each answer, ask how students
decided. This repetition will help to consolidate understanding of
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the underlying rules (see Grammar Reference p. 144).

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Answers
1 where 2 who / that 3 Nothing needed here
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4 who / that 5 Nothing needed here

6 where 7 which / that 8 which / that; whose
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9 who / that; which / that

10 Nothing needed here; which / that 11 who / that
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12 Nothing needed here; whom 13 which / that

14 which / that 15 who / that; whose
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• Allow one or two minutes for students to think about the

answers to the questions. Explain that these words are all from
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units 7, 8, and 9. Then ask them to walk around the room, asking
other students the questions and writing down the best
answers they can find. No dictionaries, phones, etc. allowed!
• Check that students are doing the task correctly and note any
words/phrases they are struggling with on the board for
feedback.
• When the first couple of students finish, check the answers by
asking the whole class. Write the numbers and the answers on
the board. As you write, ask questions to expand on what they
can do with the vocabulary, e.g., What kinds of things happen in
a port? Which verbs go with conclusion? What kinds of things do
corrupt officials do?

9.2 Party game • Tell students that they’re going to discuss the policies in pairs or
small groups and point out the example in Exercise 3. Demonstrate
Aim To practice fluency and debating skills by asking a couple of different students their opinions. You should
reply and encourage a conversation to develop. With one student,
Language Phrases to give points of view and opinions (I’m totally you should disagree and try to argue why they are wrong
for it, etc.) (encourage them to do the same). Note your response on the
board, e.g., Really? How can you say that? etc. With another
Language for countering opposition in discussions (see Unit 9
student, make sure you agree and add reasons why. Again,
Student Book, p. 114)
note phrases to respond, e.g., Me, too! Exactly! etc. Encourage
Time 30 minutes or more, including Expansion the student to continue the point by agreeing and adding
another reason. You could then start the conversation with a
Preparation One copy of the worksheet for every student or for couple more students to further demonstrate.
each pair • Put students in pairs and tell them to persuade each other to
their points of view or build reasons to support their
Procedure argument. Set a time limit of about five to ten minutes,
• Hand out the worksheets and draw students’ attention to the
encouraging them to keep the conversation going.
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phrases. Ask them to order the phrases from “strongly agree” to
“strongly disagree.” • Circulate and listen to students talking and help them with
new language they want to use or need. Note some of this
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down for feedback.
Answers
• At the end of the time limit, stop the task. Give feedback on
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(Strongly agree) how well students kept the conversations going and how
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That’s a great idea. I’m totally for it. they could improve. Also teach some of the language you
noted down.
I’d say I’m basically in favor, but I have a couple of doubts/ • You could now ask students to form new pairs and groups to
questions.
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which will encourage students to be more precise and
I haven’t ever really thought about it.
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perform more fluently. Give more feedback on this

It might be OK in theory, but I don’t see how it would work. discussion as before.
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• Now tell students they are going to form political parties to

I’m generally against it.
represent young people in either their town or country. They
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No way—that’s completely crazy. should discuss policies they would like to happen. First, elicit
general policy areas, e.g., education, crime and safety, health,
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(Strongly disagree) etc. Then ask for ideas connected to any of these policy areas.
You can allow a short debate of one or more of these ideas.
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• Go through the answers and ask students to practice saying • Allow students time to develop their ideas in their groups and
the sentences in pairs. Encourage them to place the stress on choose a name for their political party. They can include ideas
different words. Give an example: they have discussed already.
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THAT’s a great idea. I’M totally for it. • Once the time limit is up, ask students to elect a leader. This
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That’s a GREAT idea. I’m TOtally for it. person will then present the group’s ideas. At the end of each
short presentation, allow time for questions from other
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That’s a great IDEA. I’m totally FOR it.

political parties.
• Ask students which sounds better or if they think it changes
the meaning at all. Get students to practice in pairs. The idea is • Have a class vote by asking students to vote for the political
to get students to drill the phrases and get a feel for using party with the best policies. (They can’t vote for their own
stress. There is no correct answer. party.) Alternatively, they give a score out of 5 for each policy
and then add them up to see who wins.
• Now ask students to individually look at the policy statements
on the worksheets and ask them to think which of the opinion Expansion
phrases they would use about each one. They should also
make notes on why they think what they do. Ask students to create a campaign leaflet for their party and
policies.

10.1 Emphatic stories 10.2 Vocabulary quiz
Aim To practice talking about past ability Aim To review and extend vocabulary from the unit
To practice using dramatic inversion for emphasis Language Various words for health and accidents
Language Language to talk about past ability, e.g., could, Time Approximately 30 minutes, including Expansion
managed to, succeeded in, be able to
Preparation
A range of different emphatic structures • Either one copy of the worksheet for every two or three
Time Approximately 30 minutes, including Expansion students; or a copy of the worksheet for you to ask the
questions as a team game.
Preparation A copy of one set of scenario pictures and
structure cards for every group of three students, cut up Procedure
• Organize students into teams of twos, threes, or fours. Either
Procedure hand out the worksheets or read out the questions yourself
• Organize students into groups of three. Hand out a set of one at a time.
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scenario cards to each group face down and a set of structure • If you give the quiz as a handout, set a time limit of about
cards. Ask students to divide the structure cards equally fifteen minutes for students to do the task. Tell them to write
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between themselves. They should get ten each. down their answers on a clean piece of paper. (See also Fast
• Explain the game. Students take turns to take a scenario finishers below.) It is up to you to decide whether students can
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picture from the top of the pile. They show it to the group and consult their notebooks or a dictionary.
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then take their first structure card and come up with a small • Alternatively, read out each question and give students a short
story that uses the item on the card in connection with the time to discuss their answers and write them down.
story. Give an example yourself to model the task. • When the time is up, ask the teams to swap their worksheets/
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• If the first student successfully manages to tell a short story papers and then go through the answers one at a time. You
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using their structure, the picture is placed face down on a new can decide how to allocate points.
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pile, and the structure card can be put to one side. If they are • Ask the teams to add up the scores and see who won.
unable to think of a story, they have to keep their structure
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card and the next student tries to think of a story. Students can
also challenge each other if they think there’s been an Suggested answers
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incorrect use of one of the structures. They should call you 1 You slip on ice or a banana skin and usually fall
over to act as the referee in these cases. backwards.
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• The game continues—using the pile of scenario cards again— You trip on or over something like a step or your
until one student has used up all of their structure cards. shoelaces, and you fall forwards.
2 Antibiotics – an infection
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• Check that students are playing the game correctly and notice
errors, difficulties, or where they use L1 and help them by Painkillers – stop pain, headaches, etc.
correcting or giving them the English they need. Inhaler – helps with asthma attacks
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Steroids / Cream – help with eczema

• At the end of the game, give some feedback about new
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3 Wrist – It’s a joint, whereas the others are organs.

language that came up and focus on errors to correct, which
4 death, leave you paralyzed, loss of speech or hearing
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5 No!
6 A doctor (or vet!). Study, take exams, complete a period of
Expansion work under supervision.
• Students play the game again, but this time each student 7 It is causing dangers or problems in society, but people
turns over two scenario cards and tries to use two structure don’t widely know about it.
cards while telling a short story that connects both pictures. 8 Infection gets worse (or spreads).
• Ask students to write a story that connects at least four of the Clear up with antibiotics or of its own accord.
scenario cards and uses at least eight different structures from Infection may spread or get worse because you leave it
the other set of cards. without treatment or cough and others catch it.
9 Need to be healthy to do a job. You fly a plane, want to
join an army, a football club.

10 Yes (in an accident). Can lose your hearing, eyesight, etc.
as well as things like keys, game, etc.
11 Do physical therapy, massages, plan exercises.
12 headaches, coughs and sneezes, fever or high
temperature, weakness, etc.
13 have a slight/minor/superficial injury, scratches and
bruises
14 wheelchair, hearing aid, cane or walker, computer and
speech recognition software, Braille, etc.
15 be exposed to, be aimed at, and be capable of
16 It is strange looking or shocking.
17 common disease – life-threatening, incurable, deadly
18 examines the patient, takes blood tests, listen to their
heart, etc.
19 overcome difficulties, a disability, an opponent, etc.
20 rush to school – late / may get detention
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rush to the airport – late / may miss the flight
rush to hospital – emergency / may die
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Expansion
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• Ask students to look through the unit and find three more
words they learned which they can’t remember the meaning
of. They can ask these questions at the end of the quiz.
• Explain how knowing the extra information about the c
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vocabulary helps them to use the words. Ask students to work
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in groups and:
1) compare how they record vocabulary in their notebooks.
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2) discuss whose notebook is best and why.

3) discuss what they could all add to their notebooks to
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improve them.
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Photocopiable Communicative
Activities Worksheets
1.1 Let’s go!
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Photocopiable Communicative Activities Worksheets 197
1.2 Survival kit
My Survival Kit
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Bag of candy ❏ Large knife ❏ Smartphone ❏

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Basic cell phone ❏ Lighter ❏ Solar charger ❏

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Clear plastic sheet (3x4m) ❏ Lightweight metal pot ❏ Space blanket ❏

Compass ❏ Map of the area ❏ Spoon ❏
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Credit card ❏ Mini flashlight (LED) ❏ Sunglasses ❏

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Deck of playing cards ❏ Money – $50 bill ❏ Sunscreen ❏

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Dental floss ❏ Mirror ❏ Survival guide ❏

Duct tape ❏ Multi-tool (small knife, can opener, Tinder ❏
scissors, screwdriver, file) ❏
Energy bars ❏ Water filter ❏
10 multivitamins ❏
Extra socks ❏ Water purification tablets ❏
Needle and thread ❏
Family photos ❏ Waterproof matches ❏
Plastic bottle ❏
Fish hooks ❏ Whistle ❏
Plastic garbage bags ❏
Fire starters ❏ Wide-brimmed hat ❏
Salt ❏
Gloves ❏

198 Photocopiable Communicative Activities Worksheets
2.1 Interview
Student A
Complete the questions by putting the verbs in parentheses into the correct form. Add two more questions to ask
Student B using verb patterns -ing or infinitive with to.
1 Would you abroad? Why? / Why not? (consider / study)
2 What would you if you went to live in another country? What else would you miss? (miss / eat)
3 Do you what to do by other people? (mind / be told)
4 Have you ever something a parent or teacher told you to do? (refuse / do)
5 Have you ever something wrong? (prevent someone / do)
6 What sports do you ? Which do you ? (enjoy / watch; like / play)
7 Have you ever something for someone? What? Why? (offer / buy)
8 Who was the last person you ? What did you do / are you going to do together? (arrange / meet)
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10
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Listen to Student B’s questions and tell them if the verb patterns are correct or not. Tell them if the answer is correct. If
the answer is wrong, help them correct it!
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Student B’s answers
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1 hurt yourself playing 5 caught someone lying
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2 heard your parents singing 6 challenged someone to beat
3 promised to help 7 remember going
4 hope to get / expect to get 8 allowed to go out
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Student B
Complete the questions by putting the verbs in parentheses into the correct form. Add two more questions to ask
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Student A using verb patterns -ing or infinitive with to.

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1 Have you ever a sport? What happened? (hurt yourself / play)

2 When was the last time you ? Were they any good? (hear your parents / sing)
3 What do you for your birthday? And what do you ? (hope / get;
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expect / get)
4 Have you ever someone but then not done it? (promise / help)
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5 Have you ever ? Or has it happened to you? (catch someone / lie)

6 Have you ever you at something? (challenge someone / beat)
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7 Do you to school for the first time? What do you remember? (remember / go)
8 How often are you during the week? Until what time? (allow / go out)
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10
Listen to Student A’s questions and tell them if the verb patterns are correct or not. Tell them if the answer is correct. If
the answer is wrong, help them correct it!
Student A’s answers

1 consider studying 5 prevented someone from doing
2 miss eating 6 enjoy watching / enjoy playing
3 mind being told 7 offered to buy
4 refused to do 8 arranged to meet

2.2 Pitch your ideas!
Pair A
Pitching
1 Imagine you are taking part in a TV show called The Next Best Entrepreneur. These are the products you are going to
pitch to the presenters of the show. First, think of a name for each one.
• A healthy, luxury, dairy ice cream.
• A beach bag that you can take apart and then lay on your beach chair. It also allows you to hide all of your valuables
in its secret pockets.
• An app that allows customers to buy good food that is past its “sell-by” date at a huge discount.
2 Discuss how you would present each of your ideas/products. Explain how each one works, why it’s better than its
competitors, etc.
3 Think of the retail price and how much profit you would like to make on each one. Think about how much money
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you want the presenters to invest and why. What stake of the company will you give them in exchange?
4 Present your products and ask for an investment. Negotiate if necessary.
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Investing
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1 Listen to the entrepreneurs’ presentations. Ask questions about the products, the market, how much they will be
earning in a year / two years / three years, etc.
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2 If you like the product(s), offer to invest in their company. Negotiate what percentage of the company you want in
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return and specify any other conditions.
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Pair B
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Pitching
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1 Imagine you are taking part in a TV show called The Next Best Entrepreneur. These are the products you are going to
pitch to the presenters of the show. First, think of a name for each one.
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• A special brush that lets you brush your hair and remove knots without any pain.
• Socks that come in packs of three, rather than two.
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• A simple tool designed to help builders and people who like DIY projects to easily mark where they want to drill holes.
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2 Discuss how you would present each of your ideas/products. Explain how each one works, why it’s better than its
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competitors, etc.
3 Think of the retail price and how much profit you would like to make on each one. Think about how much money
you want the presenters to invest and why. What stake of the company will you give them in exchange?
4 Present your products and ask for an investment. Negotiate if necessary.
Investing
1 Listen to the entrepreneurs’ presentations. Ask questions about the products, the market, how much they will be
earning in a year / two years / three years, etc.
2 If you like the product(s), offer to invest in their company. Negotiate what percentage of the company you want in
return and specify any other conditions.

3.1 I’ll race you!
21 20 19 18 17
Speak continuously You drop the baton. Give six reasons Write a single TEAM:
on the subject of the Go back three why you should take complete sentence Say ten pairs of
1 START AND Olympics or other places. a vacation in your of 20 words about: synonyms (words with
TEAM: FINISH LINE sports event. own country or give a place or a book. similar meanings) or 16
Name 10 N six reasons why you ten phrasal verbs + Prepare for the final
Olympic sports or should travel abroad. noun collocations. straight. No task.
10 pieces of sporting
equipment.
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Speak continuously CHALLENGE!
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on the subject of: Who can write down
keeping fit or the most verbs
a game. associated with
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Give six reasons it’s
the best: the place 14
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you are living or Beginning to tire!
the time we are Miss a turn.
ap
living in. hi
4
c 13
Write a single
complete sentence Speak continuously
of 20 words about: on a subject that
the other team
Le
a sports person/team
or a musician/band.
ar chooses.
ni

12
TEAM:
ng
5 Write 8 comparative
You trip.
6 7 8 9 10 11
sentences about: how
Go back one space. TEAM: Speak continuously CHALLENGE! Give six reasons Technological Write a single
your school or city has
Say ten ways a on the subject of Who can speak the to love or to hate Advance: complete sentence changed over the
person moves or my mom or my dad longest on the sports. Go forward of 20 words about: years.
ten ways a person (or other relative). subject of: my hero 3 spaces. a person or a film.
makes noise. or an accident.

3.2 General Knowledge Quiz
How much do you know?

1 Which animals are – ants or pigs? (intelligent)
2 Which animals are – zebras or ostriches? (fast)
3 Which two countries are home to more than half of cities in

the world? (polluted)
4 How old is tree on Earth – around 800 years old; 1,500 years
ng
old; 3,000 years old; or almost 10,000 years old? (old)
ni
ar
5 In which country do you find pyramid in the world? (big)
Le
6 Which animals are – rhinos or hippos? (aggressive)
c
hi
7 Which is – the Atlantic Ocean or the Indian Ocean? (deep)
ap
8 Where do you find snake in the world – India, Yemen, Brazil,

gr
Australia, or Vietnam? (dangerous)

eo
lG
9 Which planet is away from Earth – Saturn or Mercury? (far)

na
10 What’s mountain in Africa? (high)

io
11 What’s city in Europe? (populated)

at
N
12 Which animals usually live – giraffes or elephants? (long)
13 What’s word in the English language? (common)
14 What’s movie ever made? (expensive)
15 What’s state in the US – Hawaii, Rhode Island, Kentucky,

Ohio, or Montana? (small)

4.1 I predict...
We won’t be able to reverse the effects of climate change.
✂
Using robots instead of soldiers will become normal within fifty years.
✂
We’ll never make contact with aliens.

✂
Instead of one global superpower, we’re going to see a handful of global powers.
✂
I’ll speak fluent English one day.

✂
ng
The gap between the rich and the poor is going to become a huge issue.
✂
ni
We’re all going to eat much less meat in the future.
ar
✂
Le
Within twenty years, all sorts of different things will be sold in plain packages.
✂
A four-hour work day will be normal by 2030. c

hi
✂
ap
Privacy is going to be a thing of the past within ten years.

✂
gr
Driverless cars will be the norm within ten years.

eo
We’ll all soon be able to buy high-quality emotions online.

lG
✂
na
Hi-tech clothing will make invisibility a reality.

✂
io
No one will need to learn foreign languages anymore.

at
✂
N
Within a hundred years, people are going to start living on other planets.
Sports Health Food Education
My country My family Me Technology
Transportation Lifestyle Culture Cities

4.2 What’s going on?
Music
Death by Metal Top heavy metal rock band plays at City Stadium. Fri and Sat 3:30, $50–75.
Nubian Heart Up and coming indie soul band plays at Green Room. Sat 8 pm, $20.
Gypsy Time Techno-folk crossover. Live band followed by club night. The Dome. 9 am–2 pm., $15.
Symphony in the Park Bartok’s Sixth Symphony. St. Peter’s Park. Sun 3 pm. Free.
Sing! Karaoke Place on Main St. 12:00–3:00 daily. From $6 per person. Groups and children’s parties welcome.
THEATER
Matilda Award-winning musical based on the Roald Dahl book. City Theater. Sat 3 and 8 pm. $20–80.
Macbeth Shakespeare’s play reworked by the city’s leading amateur company. The Arts Center. Sat and Sun 8 pm. $5–20.
ng
MOVIES
ni
Guardians of the Galaxy Latest volume in the Marvel series. 3:00 (not Sun), 6:05, 8:50, 12:05 pm.
Parent and Baby Screening Screening of the classic Italian movie, Cinema Paradiso, with subtitles. Sun 3 pm.
ar
Kids Club Beauty and the Beast. Sat 10 am. The BFG (Big Friendly Giant) Sun 8 pm.
Le
Art
c
Malevich Exhibition of Russian master’s painting including his famous black square. City Gallery. Open 9am–5pm. Entrance $10.
hi
Green, Green Grass of Home Exhibition of regional landscape artists. West Arts Center. Open 10 am–4 pm. Free.
ap
Decaying Man Controversial installation in Main Square. A two-meter replica of Michelangelo’s David made from fat and seed is
slowly being eaten by mice, birds, and bacteria. Free.
gr
Events
eo
City-wide Food Festival All weekend, all the city’s cafes and restaurants will be offering 20% discount. Just take your pick! Reservations
lG
recommended in the evening. Look out for pop-up street food in Main Square, St. Peter’s Park, and Westtown Shopping Mall.
Teddy Bear’s Picnic Fun for all the family. Bring a picnic and your teddy bear. Fairground rides, clowns, and other entertainment
throughout the day. Sat 11 am–6 pm. St. Peter’s Park. Entrance free.
na
Family Fun Run Run to raise money for the homeless. 10km, 5km, or 2km. Prizes for winners and costumes. Start Sun 10 am. Town
Hall, Main St. Entry fee: $5.
io
Paintball Pop-up paintball continues in the disused chocolate factory. 10 am–4 pm. daily. Prices from $8/person.
at
Museums
N
Natural History Museum Open daily 8 am–4 pm. Entrance free. Aquarium: $2.
City Museum Open daily 8 am–4 pm. Silk Road – special exhibition: $3.
Sports
Football Jets play in the first round of the playoffs. Sun 5 pm. $15.
Basketball The Nets take on the Vikings. Sat 6 pm. $10.
Tennis Junior regional finals. Lane’s Tennis Club. Sat and Sun. Final Sun 3 pm. Free.
Workshops
Big Bake-Off Weekend cake baking and decorating course. Sat and Sun 9 am–1 pm. $40, $20 students and seniors.
Jewelry Making Learn to make necklaces, earrings, and bracelets. Sun 9 am–4 pm. $30, $15 students and seniors.

4.2 What’s going on? Role-play cards
You are a retired

You are a college
You are a 15-year-old. You are a parent person. You live on
student studying
You get $5 allowance with a 9-year-old your own and don’t
English. You don’t
and have $50 saved. daughter. have family, but you
have much money.
are quite active.
You really like

You like painting and
You are a parent with cooking, learning
other arts and crafts.
ng
a six-month-old baby. about food, and You are a 17-year-old.
You have $10 saved,
You usually go and eating. You have a You get $15 allowance
but your parents are
ni
see your parents on budget of $40 to and have $120 saved.
happy to pay for
Sunday. spend over the
ar
anything educational.
weekend.
Le
✂
c
hi
You are a student You are a student
You are a 17-year-old.
ap
starting college and You are a parent with starting college and
You get $15 allowance
studying Physics. You a 9-year-old daughter. studying Physics. You
and have $120 saved.
gr
have a Saturday job. have a Saturday job.

eo
lG
✂
na
You are a teenager You are a parent with

You are a college
who is really into a six-month-old baby. You are a 15-year-old.
student studying
io
sports. You play on a You usually go and You get $10 allowance
English. You don’t
at
team that has games see your parents on and have $60 saved.
have much money.
on Saturday. Sunday.
N
You like painting and You really like

You are a retired You are a teenager other arts and crafts. cooking, learning
person. You live on who is really into You have $10 about food, and
your own and don’t sports. You play on a allowance, but your eating. You have a
have family, but you team that has games parents are happy to budget of $40 to
are quite active. on Saturday. pay for anything spend over the
educational. weekend.

5.1 Life-changing inventions…
The printing press Electricity The steam engine Refrigeration
ng
ni
ar
Le
c
hi
ap
gr
The compass The telephone Cement The sailboat

eo
lG
na
io
at
N
GPS Digital cameras

5.2 Find someone who…
Find the person in the class. . . Name What happened
who’s had their hair cut recently.
whose home has been changed in some way.
who had something stolen once.
who was once told off for doing something.
who has a pet that had an operation.
whose phone screen has been damaged.
ng
who has been given a present recently.
ni
who was late because of a transportation delay.
ar
who was given an award for something once.
Le
c
hi
ap
✂
gr
Find the person in the class… Name What happened

eo
who’s had their hair cut recently.

lG
whose home has been changed in some way.

na
who had something stolen once.

io
who was once told off for doing something.

at
who has a pet that had an operation.

N
whose phone screen has been damaged.
who has been given a present recently.
who was late because of a transportation delay.
who was given an award for something once.

6.1 Would I lie to you?
An achievement A hidden talent My grandparents A scar
✂
Me
Lost Found and Never done
a famous person
✂
Animal encounter Pet Seen or visited Strange happening
ng
ni
✂
ar
Le
c
hi
✂
Me
ap

a famous person
gr
✂
eo

lG
na
✂
io
at

N
✂
Me
a famous person
✂

6.2 Grammar auction
MODAL VERB GRAMMAR AUCTION
You have $10,000 to spend. Decide which sentences are correct. Try to buy as many correct sentences with your
money as you can. If you think a sentence is wrong, make a note of what you think the correct sentence should be.
1 It could just be nothing. Maybe you shouldn’t get involved.
2 It must be really interesting working there. I might apply once I graduate.
3 I totally missed that. I must not have been paying attention.
4 I’d do it all the time when I was younger, but I’m not sure I would now.
ng
5 It can’t be true. She must’ve been lying to you.
ni
6 You should’ve told me. If I would’ve known, I’d have tried to help you.
ar
7 You shouldn’t have been driving so fast. It wouldn’t have happened.
Le
8 You shouldn’t feel bad about it. It wouldn’t have made any difference.
c
hi
9 You always should recycle paper and glass, if you can.
ap
10 I wouldn’t worry about it. It’ll all be just fine.

gr
11 When I was a kid, we’d often spent our vacations camping in the mountains.
eo
12 Shall we leave early? We might get stuck in traffic otherwise.

lG
13 I will be lived in this house for ten years this June.

na
14 I wouldn’t do that if I were you. You might break it.

io
at
15 Could we just stop talking about it? Otherwise, we’ll end up arguing.
N
Money bid Sentences bought

7.1 Assessing creativity
Part A
A group is trying to solve a water-transportation challenge: how can people in a remote village carry water on foot from
a town well to their homes which are several miles away?
Here are their ideas. Decide if each one is an example of imitation, variation, combination, transformation, or original
creation.
Fabrice has seen kids pulling special backpacks behind them on wheels, and he creates
a large plastic container that’s like those backpacks: with wheels and
with an extendable handle.
ng
Ewa imagines a large round tank of water that rolls on its side and can be pushed
like a lawnmower.
ni
ar
Le
Svetlana suggests designing a large plastic container that has a handle on it.
c
hi
ap
gr
Almir proposes they use a large plastic container, like the ones in water coolers.
People can carry it in their arms.
eo
lG
na
Mohammed decides that a backpack can be completely reinvented so that it can hold
water instead of other contents. This means drastically changing the materials and design
io
of the backpack.
at
N
Part B
Come up with as many different solutions to the five problems below as you can. In each case, decide which you feel is
the most creative approach.
1 Your school needs to cut its energy bills by thirty percent. How can it best do this?
2 Plan all the meals for a week for a family of four—on a very tight budget.
3 Three of your closest friends have been told they’re addicted to their smartphones. It’s having a negative effect on their
schoolwork and their relationships.
4 A new airport is going to be built near our town or city. Decide where it should go.
5 Your school is planning to create an app. The app needs to be realistic, but also to be of the most use to the highest number of
students. What should it do?

7.2 I wish!
I wish I hadn’t said anything.

✂
I’d rather we had a shorter school day.

✂
If only we didn’t have to work to earn money.
ng
✂
ni
If only people were more sensible.
ar
✂
Le
I’d rather we took the train to the airport.
c
hi
✂
ap
I wish there was a chip you could put inside your brain to translate languages.
gr
✂
eo
If only I had known about my mistake sooner.

lG
✂
na
If only young people had more of a say in government.

io
at
✂
N
I wish our country’s history had been different.

✂
I’d rather people gave me money for my birthday, not presents.

✂
I wish I had listened to my parents.

8.1 Said and done
Scenario cards
✂
✂
ng
ni
ar
Reporting cards
Le
agree arrange offer promise refuse
c
hi
ap
say claim pretend threaten admit

gr
consider recommend deny suggest announce

eo
lG
insist insist criticize blame promise

na
state remind tell persuade advise

io
at
warn invite remind say warn

N
tell urge offer forgive ask
refuse ask apologize accuse thank

8.2 Values questionnaire
Mark each statement from 1 to 5.
1 = strongly disagree; 2 = disagree; 3 = not really sure; 4 = agree; 5 = strongly agree
a It’s important to be successful at what you do.
b The family is the most important thing in society.
c Agreement among everyone involved is the best form of decision making.
ng
d It’s fine for women to earn more than their partners.
ni
ar
e Things were better in the past.
Le
f Cheating is OK if you don’t get caught—and if it helps you get what you want.
c
hi
ap
g Human beings obviously have the right to control and use the natural world.
gr
h Having different kinds of people in a group makes it harder for everyone to work together.
eo
lG
i It’s important to show respect to people who are older than you.
na
j Parents and children should stay as close to each other as possible.

io
at
k People around the world are basically more similar than they are different.
N
l People should keep their problems to themselves.
m The best way to judge people is not by what they say, but by what they do.
n A free country allows its citizens to express disagreement.
o Bringing up children should be just as important to men as it is to women.

9.1 What do you call it?
1 Complete the questions by adding the correct missing words. If you think no word is needed, leave the space blank.
1 What do you call an area of water ships stop and all the buildings around there?
2 What’s the word for someone offers to do work for no money, to help others?
3 What’s the word for something you decide is true after thinking about it carefully and looking at all the
evidence?
4 What adjective would you use to describe officials do dishonest or illegal things to gain money or power?
5 What do you call that machine you use to copy a photo into a computer?
6 What do you call the part of the country the land meets the sea?
ng
7 What do you call the system is used to measure the strength of earthquakes?
ni
8 What’s the name of that organization was set up by the UN? You know, the one goal is to
provide humanitarian aid to children and mothers living in developing countries?
ar
9 What’s the word for the person carries out operations improve the appearance of people’s
Le
bodies?
10 What’s the adjective to describe a song you remember as soon as you hear it and sticks in your
head, even if you don’t like it?
c
hi
11 What’s the name of that girl from Pakistan was shot for insisting on her right to an education?
ap
12 What’s the name of those Native American people we read about, most of live in the Arctic
Circle? Do you remember?
gr
13 What do you call all the broken pieces are left when something big has been destroyed, especially by an
explosion or a natural disaster?
eo
14 What do you call those small aircraft don’t have pilots and are controlled from the ground?
lG
15 What do you call someone is very politically active and joins an organization aims are to bring
about social or political change?
na
2 Think about the words or information that’s being described in 1–15. Check with your classmates or ask for their help.
io
3 Think of five words, phrases, or information you’d like to find out. Write a question for each one. Then ask your
at
classmates to find out.

N
1

2

3

4

5


9.2 Party game
1 Put the phrases in order from “strongly agree” to “strongly disagree.”
No way – that’s completely crazy.
I’d say I’m basically in favor, but I have a couple of doubts/questions.
It might be OK in theory, but I don’t see how it would work.
I haven’t ever really thought about it.
I’m generally against it.
That’s a great idea. I’m totally for it.
2 Which phrase would you use to describe your opinion of these policies? Think of reasons why.
• There should be national service with all graduates spending a year in the army.
ng
• There should be no homework in elementary school and a maximum of an hour a day at high school.
ni
• Cars should be banned completely from the city center.
ar
• The maximum sentence for any crime should be ten years in prison.
Le
• Doctors should prescribe free gym lessons.
• Using social media should only be allowed over the age of 16.
c
hi
• Every school child should receive a tablet or laptop when they start high school.
ap
• Voting in general elections should be compulsory for everyone starting at the age of 16.
gr
3 Work in groups. Discuss your ideas and come to an agreed position.

A: So, what do you think about this idea of national service.
eo
B: I’m totally for it because…

lG
4 Work in new groups. Discuss new policies you would like to put forward in a political party. Choose
na
a name for your party.

io
→ (your party’s name)

at
Policy area Your suggested policies

N

10.1 Emphatic stories
Scenario pictures
✂
✂
ng
ni
✂
ar
Le
c
hi
ap
Structure cards
gr
could In no way succeeded in

eo
Only very rarely did managed to Not only

lG
While he / she did. . . Only after wasn’t / weren’t able to

na
Not until couldn’t Nowhere else

io
unable to At no time Only when

at
Only after Not for a moment didn’t manage to

N
wasn’t / weren’t able to Not only In no way
Little did he / she know Rarely before had he / she could
At no time managed to Not until
couldn’t Only then Although he / she does

10.2 Vocabulary quiz
1 How do you slip and how do you trip—what’s the difference?
2 Say three things a doctor may prescribe? What for?
3 Which is the odd one out: kidney, lung, wrist, liver, brain?
4 Say three possible consequences of a stroke?
5 Is there a difference between having an operation and having surgery?
ng
6 Who needs a medical license and how do you get one?
ni
7 Why might the government have to raise awareness of issues?
ar
8 What’s the opposite of the infection cleared up? Why might each happen?
Le
9 Why might you need to take a physical? Say two situations in which you will need one.
c
hi
10 Can you lose a leg? What else can you lose?
ap
gr
11 What does a physical therapist do?

eo
12 Say three symptoms of the flu.

lG
13 What’s the opposite of having extensive injuries?

na
14 Say three things that a disabled person may use to help them.
io
at
15 What prepositions follow be exposed, be aimed, and be capable?

N
16 Why might you stare at something?
17 What’s the opposite of a rare disease? Say two other adjectives that describe diseases.
18 How does a doctor decide on a diagnosis?
19 Say three things you can overcome?
20 What three places might you rush to? Why?

Workbook answer key
1 Travel, Trust, and Tourism 15
1 had studied / had been studying, moved 2 realized, had rushed
1A 3 is reading, wants 4 had taken, knew 5 visited, had already read
6 toured, had got / got 7 examined, had studied
Vocabulary
8 had been hiking, found 9 bought, was waiting
1
16
get to go for 1 Has Jasmin ever traveled abroad?
college a bike ride 2 Was Ravi planning to spend this semester in Bologna?
work two hours 3 Nico has never been surfing because he is scared of the ocean.
4 Kari has been very sick with food poisoning.
take catch 5 Did you get a real feel for Valparaiso?
6 Akita wasn’t happy to have been left to her own devices.
a taxi my bus
ng
7 Minjoo had been wanting to visit Sydney for years.
a trip my train
1B
ni
2
Vocabulary Building
1 voyage 2 route 3 commute 4 destination 5 ride 6 cruise
ar
7 backpacking 8 flight 1
1 Make sure you look after your sister at the pool.
3
Le
2 Where do we line up to get train tickets?
Logical: 3, 4, 5, 6
3 We were close to Las Vegas when the car broke down.
Illogical: 1, 2, 7, 8
4 Hanging out at the amusement park is lots of fun.
4
1 b 2 c 3 a 4 b 5 a 6 d
c
5 Where can drivers pull over on this road?
hi
6 It comes down to whether I have enough money for the trip.
5 7 Who is going to pick him up from the airport?
ap
1 e 2 a 3 b 4 f 5 d 6 c
Reading
6
2
gr
1 get 2 stay 3 go 4 lie 5 find 6 be

1 f 2 c 3 a 4 b 5 g 6 d
7
eo
1 in 2 used 3 welcoming 4 poisoning 5 our 6 sights 3

7 shock 8 robbed 1 T 2 F 3 T 4 NG 5 NG
lG
8 4
1 excursion 2 secluded 3 availability 4 down time 5 wander 1 failure(s) 2 underprice 3 rate(s) 4 excursion(s) 5 atmosphere
6 overbooked 7 amenities 8 tourist traps
na
1C
Pronunciation Grammar
io
9 1
1 a 2 b 3 b 4 a 5 b 6 b 7 a 8 a 1 b 2 a 3 d 4 d 5 b 6 b 7 a 8 b
at
2
Listening 1 my mother used to live on Kakkathuruthu
N
10 2 but she used to speak Malayalam

1 e 2 c, or g 3 f 4 a, or h 5 c, or g 6 a, or h 7 d 8 b 3 She used to paint pictures
11 4 used to love eating curries made with coconut and cinnamon
1 T 2 F 3 F 4 T 5 T 6 T 7 F 8 T 5 would wear beautiful saris
6 would light lamps and fish in the lagoons
12
1 a 2 b 3 c 4 b 5 a 6 b 7 c 3
1 a 2 a 3 b 4 a 5 b 6 a
13
1 tomb 2 white 3 population 4 darken 5 dust and soot 4
6 Parliament or parliament 7 propane 1 used to help 2 used to love 3 took 4 collected
5 would pull on 6 would go 7 we’d hang 8 would boil
Grammar 9 was 10 used to think 11 was
14
1 saw 2 wasn’t raining 3 correct 4 were staring or stared
5 was away 6 correct 7 were checking or checked
8 listened or were listening
218 Workbook Answer Key SAMPLE COPY, NOT FOR DISTRIBUTION

5 2
2 Did you use to post a lot of photos on social media? 1 culture 2 welcoming 3 sights 4 anxiety 5 touch
3 We didn’t use to get ice cream after school. 3
4 I would watch TV all the time. 1 Did your package tour in Jamaica include meals?
5 Everybody used to think people couldn’t go into space. 2 How long have they known about the private beach at the end of the
6 I used to read a lot of mystery novels. road?
7 We never used to go on skiing vacations. 3 Who rented their beach house to you?
8 Did your hair use to be blond? 4 Where is the guide telling us to meet after lunch?
6 5 What have trekkers taken as souvenirs of their climb?
1 Petra used to / would meet her friend Lorena for coffee 4
2 Petra used to / would ride her 1 d 2 f 3 g 4 e 5 a 6 c 7 b
3 Petra used to / would study English and chemistry
4 Petra used to / would study math and history 5
5 Petra used to / would study every night 1 correct 2 Did you use 3 used to want 4 use to have
6 Petra didn’t use to study 5 used to tell 6 correct 7 never used to eat 8 use to study
7 Petra used to / would
8 Petra didn’t use to go to concerts
2 The Business of Technology
ng
1D
2A
Vocabulary
ni
1
1 It’s 2 I’m 3 pulls 4 starts 5 buys 6 he’s 1
ar
1 of 2 in 3 competitive 4 full-time 5 well-paid 6 for
Watch 7 demanding 8 hours
Le
2 2
1 f 2 c 3 e 4 a 5 d 6 b 1 responsible 2 stressful 3 prospects 4 charge 5 flexible
3 6 part-time 7 industry
1 had 2 bought 3 used to be 4 didn’t use to write
c 3
hi
5 would take 6 took 7 has helped 1 c 2 f 3 b 4 d 5 a 6 e
ap
4 4
c People: meet, negotiate, network
Products: distribute, invent, market
gr
Vocabulary in Context
5
5
eo
1 a 2 b 3 c 4 d 5 a 6 b
1 e 2 b 3 d 4 a 5 f 6 c
6
lG
1E 1 raise 2 negotiate 3 pressure 4 distribute 5 market

Speaking 6 team 7 office 8 network
1 7
na
1 ’s their thing 2 the best places 3 experience a genuine 1 T 2 F 3 T 4 T 5 F 6 T 7 F 8 T

4 ’d suggest trying 5 a little while 6 they should probably 8
io
7 you ask me 8 the one place 9 rather try something 1 team player / self-starter 2 chair 3 delicate
10 worth a shot 11 wouldn’t bother going 12 be better (off ) 4 systematic 5 self-starter / team player
at
2 6 founder 7 outsourced 8 proactive

N
1 h 2 g 3 e 4 f 5 b 6 d 7 c 8 a
Pronunciation
Writing 9
5 1 rise 2 rise 3 rise 4 fall 5 rise 6 fall 7 rise 8 rise
1 3 stars 2 1 star 3 2 stars 4 4 stars
Listening
6
1 enjoyed 2 arranged 3 which 4 On top of that 5 what’s more 10
6 fun 7 One other thing was the fact that 8 special 9 love 1 design 2 innovative 3 solar 4 Entrepreneurial
10 recommend 5 developing countries 6 particular needs 7 clean drinking
7 11
1 T 2 F 3 T 4 T 5 F 6 F 7 T 8 T 9 F 10 T 1 b 2 c 3 a 4 d
12
Review b
1 13
1 b 2 a 3 d 4 b 5 c 6 d 1 c 2 b 3 a 4 a 5 c 6 b
SAMPLE COPY, NOT FOR DISTRIBUTION Workbook Answer Key 219

Grammar Vocabulary in Context
14 4
1 have you learned 2 have learned 3 did you start 4 started 1 e 2 c 3 a 4 f 5 b 6 d
5 decided 6 hasn’t been
2E
15
1 haven’t been advertising 2 claimed 3 have failed, have run Speaking
4 have been attracting 5 has invented 6 dreamed 7 have risen 1
8 made 2 Wouldn’t, I’d find it really annoying.
3 Haven’t, I’ve seen that happen.
16
4 Won’t, It will look weird if you do that?
1 have been making 2 have become 3 have realized 4 created
5 Isn’t, That’s a bad idea.
5 have developed 6 have downloaded 7 gave 8 have been
6 Can’t, We can wait five more minutes.
17 7 Didn’t, You should have seen her yesterday.
1 have been asking 2 decided, knew 3 put, gave 4 liked 8 Shouldn’t, You should finish your homework first.
5 started, was 6 have been able
2
2B Possible answers:
Vocabulary Building 1 Haven’t you had enough already?
2 Aren’t we all responsible for the environment?
ng
1 3 Shouldn’t you wait for the sales?
1 personal 2 luxury 3 normal 4 distant 5 official 4 Don’t you need a plan B?
ni
6 well-paid 7 second-hand 5 Aren’t you going to play football?
ar
Reading Writing
2 5
Le
a 2 b 1 c 4 d 1 e 5 f 3 1 d 2 b 3 a 4 c
3 6
1 a 2 d 3 c 4 e 5 f 6 b
4
c
a 4 b 8 c 1 d 6 e 3 f 5 g 2 h 7
hi
1 NG 2 T 3 F 4 T 5 NG Review
ap
1
2C 1 is based in 2 dealing with 3 put together 4 recover from
Grammar 5 way of handling / way to handle
gr
1 2
1 using 2 to close 3 to receive 4 to plan 5 to continue 1 supplier 2 negotiate 3 market 4 Networking 5 distribute
eo
6 using 7 to offend 8 to accept 6 entrepreneur 7 based 8 invent

2 3
lG
1 b 2 a 3 a 4 c 5 c 6 a 1 has → have 2 have been measured → have measured

3 3 correct 4 have using → have been using
na
1 to create 2 to be 3 correct 4 to accept 5 thinking 5 been lending → has been lending 6 has cofounded → cofounded
6 interacting 7 correct 8 making 7 correct 8 is working → has worked / has been working
io
4 4
1 to study 2 to design 3 to guarantee 4 fixing 5 to see 1 studying / to study 2 to link 3 to see 4 to pick up 5 to give
at
6 to keep 5
6 1 watching / to watch 2 to go 3 to see 4 to look 5 calling
N
1 me to arrange 2 us to text 3 me checking 4 her carrying 6 to go 7 to use 8 studying

5 us to swim 6 me traveling 7 him to be 8 her to play
7
1 me the directions 2 him money for his class trip
3 Faster, Higher, Stronger
3 the children a story 4 me a pen 5 you my phone 3A
6 her parents tickets for the opera Vocabulary
2D 1
Watch 1 c 2 b 3 a 4 d 5 a 6 c 7 d 8 a
2 2
1 to accept 2 to receive 3 corresponding 4 to spend 1 court 2 kick 3 pass 4 swing 5 diving
5 wasting 6 creating 7 to send 3
3 1 b 2 a 3 d 4 c 5 c
1 b 2 c 3 a 4 c

4 Reading
1 had 2 competed 3 was 4 won 5 smashed 6 captained 2
7 scored 8 played 2, 3, 6
5 3
1 really great attitude 2 real passion 3 set 4 played a key role 1 a 2 c 3 c
5 scored a goal 6 won 7 energetic 8 competed in and won
4
6 1 outperform 2 fade 3 ritual 4 achieve 5 clear
1 positively → positive 2 golden → gold 3 a star → the star
4 He’s holding → He holds 5 technical → technique 3C
7 Grammar
Noun Adjective 1
1 c 2 d 3 b 4 a 5 b 6 a 7 d
energy energetic
2
passion passionate
1 much colder / a lot colder / a great deal colder / far colder
skill skillful 2 slightly hotter / a little hotter / a bit hotter
awareness aware 3 a lot more / many more / a great deal more / far more
4 much more expensive / a lot more expensive / a great deal more
ng
positivity positive
expensive / far more expensive
competition competitive 5 far better / much better / a lot better
ni
6 a bit longer / slightly longer
Pronunciation 7 great deal more / lot more
ar
9 3
1 best time, at the 2 far easier, think it is 3 fastest time 1 were 34 years earlier than the first World Cup soccer game
Le
4 isn’t as, popular in 5 He’s a lot, better at it, than I 2 5 feet longer than the women’s (world record jump)
6 first team, years in a 7 as often as, used to 8 than it, years ago 3 over 111.22 million more people watched it on TV
4 15 minutes longer than Ruby (can)
Listening
c 5 5 points fewer than we did / than us
hi
10
4
1 a 2 b 3 b 4 c 5 a 6 c
ap
1 a 2 b 3 b 4 b 5 b 6 a 7 a 8 b
11
5
Sports mentioned: 1, 2, 4, 6, 8, 9, 10
1 not as fast 2 not as many 3 not as safe 4 more colorful
gr
12 5 more 6 wasn’t as good 7 not as many

d
eo
6
13 1 a bit more/less talented than 2 is as beautiful as
1 d 2 e 3 a 4 g 5 b 6 f 7 c 3 is as important as 4 is slightly better than 5 correct
lG
6 is not nearly so hot / is not nearly as hot 7 far more efficient than
Grammar
8 correct 9 the longest
14
na
7
1 a 2 a 3 an 4 a 5 an 6 a 7 an 8 a 9 an
1 F 2 T 3 F 4 F 5 T 6 T 7 T 8 F
10 a 11 an 12 a
io
15 3D
at
1 the 2 the 3 the 4 x 5 the 6 an 7 the 8 the 9 a Authentic Listening Skills
10 x 11 any 12 the 13 the 14 His 15 the 1
N
16 1 Rather 2 Conversely 3 but 4 but 5 But 6 but

1 A 2 the 3 x 4 the 5 the 6 a 7 the 8 a 9 the
10 the 11 x 12 the 13 a 14 the 15 a Watch
17 2
1 much 2 each 3 How many 4 a few 5 both 6 a lot 1 Olympic marathon 2 that race 3 surface technology 4 record
7 any 8 Some 5 gene pool 6 elite athletes 7 competitive world 8 ascent
18 3
1 these → this 2 a → an 3 some → any 4 that → those 1 marathon 2 swimming 3 marathon 4 cycling
5 Much → Many 6 that → the 7 both → both of 5 sprinting 6 sprinting
4
3B 1 faster 2 stronger 3 longest 4 taller 5 shorter
Vocabulary Building 6 best 7 most
1 Vocabulary in Context
1 talents 2 elite 3 establish 4 Money 5 amounts 6 selected
5
1 c 2 e 3 f 4 b 5 a 6 d
3E 7
Speaking 1 jazz 2 recital 3 composer 4 arrangement 5 conductor
6 conservatory 7 gig 8 musical
1
1 The main thing we discovered was 8
2 The most surprising thing we found was that 1 c 2 d 3 a 4 b 5 d 6 c 7 b
3 Apart from that, we found that
4 Another thing that was interesting was Pronunciation
5 you won’t be surprised to hear that 9
6 but one thing that was interesting was 1 mobbed 2 freezing 3 loads 4 way 5 never 6 terrible
7 Some other things worth mentioning are 7 hours 8 awful
Writing Listening
4 10
1 More than half 2 Just under two-thirds 3 Roughly a quarter 1 b 2 a 3 c 4 a 5 c 6 b 7 c
4 doubled 5 One in four 6 vast majority of 7 Almost 40 percent of
11
8 increased by
1 g 2 d 3 a 4 f 5 b 6 h 7 c 8 e 9 i
5
12
1 d 2 f 3 b 4 e 5 h 6 a 7 g 8 c
ng
1 c 2 b 3 c 4 a 5 b
6
1 b 2 a 3 b 4 a 5 b 6 a Grammar
ni
13
Review
ar
1 will read 2 we are going 3 subscribe 4 going to watch
1 5 you will use 6 are going 7 going to deliver
1 f 2 d 3 e 4 a 5 h 6 g 7 c 8 b
Le
8 will take 9 won’t use
2 14
1 medal 2 passion 3 record 4 score 5 captain 6 role 1 is attending 2 ‘ll be pretending 3 is performing
7 attitude 8 won
c
4 will be wearing 5 ‘m going to meet 6 finish
hi
3 7 are going to order 8 are about to put
Possible answers:
ap
15
1 x, a few, many, a lot of 2 the, a lot of 3 a, the 1 The lectures start on Friday evening.
4 x, a few, a lot of, many 5 a lot of, x, a few, many 6 many 2 Will the reporters be interviewing the singer after the concert?
gr
4 3 We are about to watch the music video on his laptop.

1 b 2 c 3 b 4 c 5 a 6 b 7 b 4 That young artist will certainly make an impression on the art world
eo
5 when her show starts.

1 slightly bigger than 2 is not quite as cheap 3 isn’t as fast as 5 Will the musicians be working on their new song tomorrow?
lG
4 quite a bit taller 5 weren’t quite as expensive as 6 isn’t as long 6 The art class is going to display their drawings in the hallway
next week.
7 I don’t think he will be ready on time.
na
8 I will have enough short stories ready once I publish my first book. /I will
publish my first book once I have enough short stories ready.
4A
io
16
Vocabulary 1 Do, know 2 will, be filming / film 3 Will, give 4 is, leaving
at
1 5 will, be doing 6 Is, dancing 7 is, to finish

1 production 2 art gallery 3 studio 4 lyrics 5 portrait
N
6 viewers 4B
2 Vocabulary Building
Art: mural, painting, portrait 1
Music: concert hall, lyrics, verse 1 diverse 2 strict 3 hard 4 innovative 5 low-
3 6 leading 7 driving 8 mixed
1 attracts 2 attend 3 boost 4 brings 5 holds 6 generates
Reading
4
1 on 2 on 3 for 4 in 5 on 6 in 2
1 g 2 b 3 c 4 a 5 e 6 f
5
1 c 2 b 3 a 4 d 5 a 6 d 7 d 8 b 3
1 a 2 c 3 b 4 c 5 d
6
Possible answers: 4
1 b, c 2 a 3 d, e 4 d, f 5 c, f 6 d, e 7 b, c 8 b 1 F 2 T 3 NG 4 T 5 F

4C 3
Grammar 1 would 2 was going to 3 would be 4 would 5 is moving
6 is going to go
1
1 c 2 d 3 e 4 a 5 f 6 b 4
1 e 2 c 3 f 4 a 5 b 6 d
2
1 she’ll have visited 2 will have been practicing 4E
3 will have been studying 4 I’ll have cooked
Speaking
5 We’ll have been swimming 6 I will have listened
1
3
1 e 2 d 3 b 4 c 5 a 6 f
1 will have learned
2 won’t have had / will not have had 2
3 ’ll have packed / will have packed 1 jazz funk 2 keys (keyboard) 3 He prefers pop music to jazz
4 ’ll have been looking around / will have been looking around 4 go to a 90s party 5 no 6 a big family trip—cousins cancelled so
5 ’ll have watched / will have watched she can bring a friend 7 no, she thinks zoos are cruel
6 ‘ll have been waiting / will have been waiting 8 rescues animals / sculpture park 9 the gallery
7 ’ll have been taking / will have been taking 10 younger brother doesn’t like art
8 ’ll have tried out / will have tried out 3
ng
4 Students’ own answers.
1 My sister was going to read but couldn’t find her book.
Writing
ni
2 I wondered if he would come to my party.
3 I was going to call you, but I fell asleep. 4
ar
4 By the time we get to the theater, the movie will have started. 1 four 2 introduction 3 relevant 4 brief 5 three
5 By the time we arrive, we’ll have been sailing for two hours. 6 in favor of 7 against 8 support 9 conclusion 10 personal
Le
6 By the time he retires, he’ll have saved a lot of money. 5
5 a 6 b 7 c 2 d 5 e 4 f 8 g 3 h 1
1 a 2 b 3 a 4 b 5 a 6 a 7 a 6
6 c1 no 2 yes 3 no 4 no 5 yes
hi
1 will have finished 2 were planning to stay 3 will have been hiking
Review
ap
4 won’t have read 5 will have finished drying 6 was going to study
7 will not/won’t have spent 1
1 impact 2 sense 3 support 4 brings 5 attracts 6 boosts
gr
7 7 generate 8 attended
1 will have been 2 will have welcomed 3 was planning
4 was going to visit 5 would hike 6 will have melted 2
eo
7 will have finished 1 to not influence 2 to hold back 3 to cancel an event

4 to find money 5 to grow in importance 6 an idea or plan that’s
8
lG
been done before 7 good results 8 weak ambition

1 I thought we would enjoy the new exhibition. / I thought we were
going to enjoy the new exhibit. 3
1 would start 2 would make 3 wouldn’t sell 4 wouldn’t go
na
2 By the time you take your Spanish exam, you’ll be ready to go to

Costa Rica. 5 was going to 6 would take 7 was starting
3 We’ll have finished decorating the house by July. 4
io
4 I was going to take a drawing class tomorrow but won’t have enough 1 e 2 i 3 d 4 h 5 a 6 g 7 b 8 f 9 c
at
time. / I was going to take a drawing class tomorrow but there won’t 5
be enough time. 1 was going 2 will have 3 would wait 4 is giving 5 will have lived
N
5 The students will have read the book by Monday. 6 will have had 7 will have been playing
6 I hoped the play would finish earlier.
7 He said he was going to ride his bike and meet us at the museum. /
He said he would ride his bike and meet us at the museum. 5 It’s Not Rocket Science
8 We had to leave early because he was arriving at 9:00.
5A
4D Vocabulary
Authentic Listening Skills 1
1 1 b 2 d 3 c 4 b 5 b 6 a
1 a lot of 2 to try to 3 sort of 4 going to 5 or for worse 2
6 even though 7 right after 8 you know 1 data 2 results 3 discover 4 solution 5 proof
6 curious 7 examine 8 technology
Watch
2
1 run over 2 less 3 abandoned 4 industrial relic 5 economic case
6 dreams 7 architecture

3 7 I have been discouraged from building a supercomputer by the
1 d 2 b 3 d 4 c 5 a 6 b 7 d 8 c high cost.
4 8 Scientists from your country are considered (by experts) to be among
1 heat 2 track 3 prove 4 analyze 5 submit the best in the world.
6 carry 7 dissolve 8 form
5B
5 Vocabulary Building
1 e 2 d 3 c 4 a 5 f 6 b
1
6 -able: adaptable
1 realized → released 2 referees → references 3 in → out -ful: beautiful, helpful, hopeful
4 analysis → analyze 5 out → up 6 with → of -ive: effective, imaginative, innovative
7 -ous: curious
1 Researchers designed an experiment to demonstrate their theory.
2 The chemical reaction released energy. Reading
3 The substance dissolved after it was heated up. 2
4 Form a hypothesis before collecting data. 1 c 2 g 3 d 4 a 5 b 6 h
5 She placed the cell under the microscope. 3
6 Scientists tracked the gorillas’ eating habits. 1 b 2 c 3 a 4 d 5 c
ng
8 4
Hypothesis: disprove, formulate, test 1 a 2 f 3 c 4 b 5 d 6 e
ni
Experiment: conduct, perform, set up
9 5C
ar
1 data 2 reacted 3 disprove 4 set 5 performed Grammar
6 dissect 7 observation 8 support 1
Le
1 A 2 P 3 A 4 A 5 P 6 P 7 A 8 P 9 A
Pronunciation 10 A 11 P
10
1 believed 2 claimed 3 said 4 estimated 5 known
c
2
hi
1 a 2 d 3 c 4 a 5 d 6 d 7 b
6 thought 7 known 8 accepted
3
ap
Listening 1 It’s said 2 doesn’t 3 are claimed 4 is generally accepted

11 5 It’s assumed 6 are 7 It is thought
gr
d 4
12 1 b 2 b 3 a 4 b 5 a 6 b
eo
1 reveal 2 Researchers 3 categorize 4 characteristics 5

5 acceptance 6 recognize 7 response 8 influence 2 I had my research project displayed at the science fair.
lG
13 3 My aunt got her favorite recipe printed in the newspaper.

b 4 I had my temperature taken at the clinic.
5 Jamie got his experiment finished for him (by some classmates).
na
14
1 b 2 d 3 a 4 b 5 d 6 c 7 a 6
2 It is thought (that) recording lectures helps students (to) learn
io
Grammar 3 It is assumed (that) most students need to study regularly

4 It is thought that exercise is good for the brain
at
15
1 have been changed 2 was enjoyed 3 were developed 5 It is claimed (that) the world gets / is getting hotter every decade
N
4 was founded 5 can be shared 6 are spent 6 It is assumed (that) scientific advances help people (to) live longer
7 has also been changed 8 be “called” 9 can be seen 7 It is well known that Mrs. Liu is the best teacher at our school
10 was created 11 have been sold 12 will be improved 7
16 1 Studying abroad is thought to help students become more curious
1 might be conducted 2 had been questioned 3 was being caused about the world.
4 were confirmed 5 have been transformed 6 will be tracked 2 Thirty-seven percent of the people in our country are estimated to have
7 has been selected 8 are being won 9 was submitted college degrees.
3 Our experiment was said to be doomed to failure since we didn’t take
17
into account the temperature.
Answers may vary. Possible answers:
4 Brushing your teeth twice a day is claimed to keep your mouth
1 The scientists designed an experiment to test the quality of the gold.
healthy.
2 The biologist had released the fish into the stream.
5 Fish such as salmon are believed to be good for the health of your
3 We attached the wire to the battery, which started the experiment.
brain.
4 We are dissolving the powder in the liquid.
6 Getting at least eight hours of sleep every night is thought to help your
5 The smartphone was used to make a video of our experiment.
brain work better.
6 The winners can be found on our website or in our magazine.

5D
6 Adapt to Survive
1 6A
1 X 2 OK? 3 Right? 4 X 5 X 6 right? 7 X 8 Right? Vocabulary
Watch 1
1 drought 2 environmental 3 fishing 4 save 5 waste
2
6 wild 7 expedition 8 route
1 B 2 B 3 A 4 A 5 A 6 B 7 B 8 A
2
Vocabulary in Context 1 I, warming 2 I, greenhouse 3 C 4 I, natural
3 5 C 6 I, more
1 d 2 f 3 a 4 e 5 b 6 c 3
1 c 2 b 3 b 4 a 5 b 6 c
5E
4
Speaking
1 bring a lasting 2 work in nature 3 pass on its 4 leave the
1 5 preserve their
1 Q 2 S 3 H 4 Q 5 S 6 H 7 Q 8 H 9 S
5
ng
2 1 from 2 to 3 to 4 on 5 out 6 for
b
6
3
ni
1 habitat 2 extinct 3 endangered 4 survive 5 species
1 the first thing we’d need to do is 6 adapted 7 store 8 risk
ar
2 I wonder how
7
3 We’d also need to make sure that we
1 d 2 f 3 a 4 b 5 c 6 e
Le
4 we’d need to try and work out
5 I suppose then we’d probably be best 8
6 it’d be good to know whether Noun Adjective Verb
7 I’d imagine that the data would probably reveal
c conformity conforming conform
hi
8 I’d expect the results to show
9 I would have thought it’d be possible to prove modification modified modify
ap
threat threatened threaten

Writing
adaptation adaptable adapt
6
gr
1 f 2 c 3 e 4 a 5 d 6 b sustenance sustaining, sustained sustain

eo
7 9
1 I 2 L 3 E 4 E 5 I 1 insulation 2 conform 3 endurance 4 familiar 5 sanctuary
6 modification 7 hazard 8 prospect
lG
8
1 aim 2 discover 3 conform 4 incorrect 5 carried out
6 Before the experiment 7 During the experiment 8 In order to Pronunciation
na
9 Once 10 then 10

9 1 a 2 b 3 b 4 a 5 b 6 a 7 b 8 a
io
a 5 b 3 c 8 d 2 e 7 f 1 g 6 h 4
Listening
at
Review 11
1 1 the consequences 2 species 3 their habitat 4 extinction
N
1 recorded 2 hypothesis 3 tracked 4 released 5 place 5 group 6 survival 7 genes 8 benefit

6 formed 12
2 1 a 2 c 3 d 4 b 5 a 6 c
1 submit 2 create 3 add 4 design 5 carry out 13
6 analyze 7 prove 8 get rid of 1 g 2 e 3 b 4 a 5 f 6 c 7 h 8 d
3 14
1 is being 2 has been 3 dreamed 4 are 5 had been 1 F 2 T 3 T 4 F 5 T 6 F
6 used 7 are being 8 are stored
Grammar
4
1 is generally agreed 2 are controlled 3 was said 4 is awarded 15
5 was written 6 was believed 7 is claimed 1 may 2 might 3 should 4 could 5 may
5 16
1 a 2 b 3 b 4 a 5 a 6 b 7 b 1 may not 2 may 3 can 4 will 5 can 6 can 7 will
8 wouldn’t 9 must

17 6D
1 must 2 may/might 3 may/might/could 4 must 5 can/may Authentic Listening Skills
6 must
1
18 1 digging up 2 a little bit 3 most of them 4 had an idea
1 must rely 2 must call 3 can expect 4 should know 5 years 6 he found 7 a long time 8 specific
5 couldn’t connect 6 might even be
19 Watch
1 will 2 will 3 can 4 might 5 will 6 would 2
1 North 2 fragments 3 scanner 4 structure 5 nine
6B 6 American 7 fat 8 South America
Vocabulary Building 3
1 3 5 1 6 4 2
1 e 2 a 3 f 4 b 5 h 6 d 7 c 8 g
Reading 4
2 1 c 2 f 3 d 4 a 5 e 6 b
c
6E
ng
3
1 c 2 b 3 d 4 a 5 d 6 c 7 b Speaking
1
ni
4
1 f 2 c 3 g 4 a 5 e 6 d 1 d 2 b 3 a 4 c
ar
2
6C Possible answers in first part:
Le
Grammar 1 Really? 2 That must have been wonderful! 3 So, what did you do?
1 4 What happened? 5 How amazing!
1 d 2 c 3 d 4 b 5 b 6 a 7 d Possible answers in second part:
2
c 1 Photograph C
hi
1 must have been / must’ve been 2 should have 2 Before seeing the zebras, Speaker A probably felt frustrated and
3 can’t have been 4 could have 5 wouldn’t have disappointed. After watching the herd, he or she was most likely very
ap
6 will have 7 shouldn’t have been happy and excited.

3 How did you feel when you saw the zebras? Would you like to go on
3
gr
safari again? Do you have any pictures of the zebras?

1 have been 2 should 3 could 4 be seeing 5 will have been
4
6 shouldn’t be
eo
Answers will vary. Possible answers to follow-up questions:

4 Why do you think the dolphin swam into the harbor? What happened after
1 Need I explain 2 have to study 3 As you can see you saw the dolphin? How did you feel when you saw the dolphin? Did
lG
4 could have come 5 wouldn’t have come 6 should have seen you call anyone for help? Who? Were you able to help the dolphin get back
7 could have been done 8 must have been to the ocean?
na
5
Writing
1 h 2 c 3 a 4 b 5 g 6 e 7 d 8 f
6
io
6
a 6 b 4 c 1 d 7 e 2 f 5 g 3
1 a 2 b 3 a 4 a 5 b 6 a
at
7
7
1 d 2 g 3 e 4 b 5 h 6 a 7 f 8 c
1 I can see the movie on Saturday.
N
2 You should be studying at the library every day. / Every day you should 8
be studying at the library. 1 e 2 h 3 a 4 j 5 g 6 b 7 k 8 c
3 He might go to Madagascar this summer. / This summer he might go to
Review
Madagascar.
4 She may need to buy a new bike. 1
5 You can’t have read that entire book! 1 died out 2 are at risk 3 haven’t adapted to 4 long-term survival
6 He might have enjoyed the beach more in better weather. / In better 5 been saved 6 passed on
weather, he might have enjoyed the beach more. 2
7 You should have told me before I went! 1 habitat 2 risk 3 species 4 survival 5 genes 6 adapted
8 3
1 be called 2 be found 3 be 4 have been 5 be 6 have been 1 b/c 2 b/c 3 a 4 a/b 5 a/c 6 b/c
7 encourage 4
1 e 2 f 3 g 4 b 5 h 6 c 7 a 8 d

5 17
1 can’t have 2 must have 3 would be going 4 wouldn’t have 1 knew, would find 2 will understand / would understand, think/thought
5 must have been 6 wouldn’t have helped 7 could live 3 hadn’t started, wouldn’t have learned 4 will be, surrounds
5 tried, would understand 6 won’t start, doesn’t realize
7 hadn’t drawn, wouldn’t have found 8 will realize / would realize,
7 Outside the Box research/researched
7A 7B
Vocabulary Vocabulary Building
1 1
1 makes her/a living 2 always make the most 3 doesn’t make sense
4 make up your mind 5 made a splash 6 made a big impression Verb Noun Adjective Noun
vary variety/variation useful usefulness
2
1 can → can’t 2 different → difference 3 for → of 4 to → for publish publication logical logic
5 live → living 6 did → made 7 many → any know knowledge fluent fluency
8 impressive → impression conclude conclusion flexible flexibility
3 assess assessment intelligent intelligence
1 e 2 d 3 a 4 f 5 c 6 b analyze analysis concerned concern
ng
4
Reading
1 follow 2 create 3 adapt 4 kill 5 score 6 make
ni
7 has 8 works 2
1 d 2 f 3 a 4 e 5 c 6 b
ar
5
1 a 2 c 3 d 4 b 5 a 6 d 3
Le
1 e 2 b 3 g 4 c 5 a 6 f
6
1 creatively → create 2 creation → creativity 3 create → creation 4
4 creative → creatively 5 to → with 6 out → up 1 identical (twins) 2 fraternal (twins) 3 nurture 4 at birth
7 c 5 indistinguishable 6 human nature 7 IQ 8 genetic influence
hi
1 a bank account 2 a deadline 3 an emotion 4 your resume 7C
ap
5 disease 6 find out Grammar

8 1
1 gift 2 ingenious 3 originality 4 imagination 5 Innovative
gr
1 c 2 d 3 b 4 a 5 c 6 c 7 d 8 a
6 vision
2
eo
Pronunciation 1 was 2 could 3 would 4 could 5 would 6 was 7 could

9 3
lG
1 didn’t 2 should 3 couldn’t 4 doesn’t 5 could 6 hadn’t 1 could 2 had 3 rather 4 was 5 would 6 had listened
7 could 8 can’t 7 would stop 8 go
4
na
Listening
1 would be → was 2 correct 3 could → would
10 4 haven’t chosen → hadn’t chosen 5 correct 6 to go → go
io
1 e 2 c 3 h 4 a 5 f 6 d 7 give → would give / gave 8 correct

11
at
5
c 1 I wish I were a fashion designer. 2 I’d rather be at the beach right now.
N
12 3 I wish my parents hadn’t made me learn the violin. 4 I wish I didn’t

1 F 2 F 3 O 4 F 5 O 6 O 7 F 8 O have to practice for the concert. 5 I wish he would stop telling me how
to finish my writing. 6 If only I’d finished my project on time.
13
7 I wish I was like my brother.
1 a 2 c 3 a 4 b 5 c 6 c 7 a 8 b
6
Grammar 1 I wish I’d signed 2 I wish you were 3 I’d rather she had 4 If only
14 I’d paid 5 I’d rather make 6 I wish I’d chosen 7 I wish I could go
1 allow 2 will have 3 have 4 are 5 would be 6 were 7
15 1 I wish my parents had encouraged me to play an instrument.
1 hadn’t played, wouldn’t have been 2 meditate, will be able to think 2 If only he hadn’t wasted his talent.
3 exercised, would feel 4 look, might think 5 took, could think 3 I wish my neighbor would stop practicing drums all day.
6 might not have been, had gone 7 hadn’t taken, wouldn’t have been 4 I would rather the main character in the book was more likeable.
able to 5 I really wish the gallery was open.
16 6 I wish I didn’t have to invent solutions all the time.
1 come / will come 2 worked 3 can plan / are able to plan 7 If only I could paint like Picasso.
4 didn’t take 5 wouldn’t have written 6 hadn’t walked 7 were 8 I would rather the teacher gave us more freedom.

7D
Watch
8 Common Ground
2 8A
1 c 2 d 3 a 4 c 5 b 6 a Vocabulary
3 1
1 you’ll 2 wouldn’t have 3 would we call 4 should 1 get 2 connect 3 respond 4 share 5 make 6 pay
5 would still know 6 understand 7 will pay 8 would we name 7 join 8 have
2
1 a chat 2 a message 3 photos 4 texts 5 on the phone
4 6 my message out
1 e 2 a 3 f 4 b 5 d 6 c
3
7E 1 d 2 f 3 c 4 a 5 e 6 b
Speaking 4
1 Positive association: avoid discrimination, pay a compliment, work it out
1 R 2 R 3 C 4 C 5 S 6 R 7 S 8 S 9 C 10 S 11 R Negative association: be offended, create an awkward silence, discriminate
against, have a misunderstanding, stereotype people
2
ng
1 a 2 b 3 a 4 a 5 b 6 a 5
1 c 2 d 3 b 4 c 5 a 6 b 7 c 8 d
3
ni
1 What do you think about 2 If we do that, won’t it 3 it would allow us 6
4 that way we could 5 My only issue is 6 Maybe we should 1 for → from 2 offend → offense 3 react → reaction
ar
4 consciously → conscious 5 compliment → complimentary
4 6 stereotype → stereotypical
Le
Answers will vary. Possible answers:
7
a Wouldn’t it be better to start with something easier, like a 5K? That way,
1 T 2 F 3 T 4 T 5 F 6 F 7 T
you can see if you like races.
8
b If you ask me, you should try to put the argument behind you. I’d
c 1 pay 2 insult 3 put 4 enthusiasm 5 praise 6 flatter
hi
suggest forgetting about the whole thing.
c Perhaps it would be better to look for another job first. My 7 swallowed 8 reaction
ap
recommendation would be to stick with it until you find

Pronunciation
something else.
9
gr
Writing 1 thousands 2 eight 3 not allowed 4 didn’t have to 5 98

6 6 weren’t interested
eo
1 4 7 8 Listening
7 10
lG
1 Purpose 2 This report will 3 Background 1 f 2 b 3 a 4 c 5 g 6 d 7 e

4 Methods of investigation 5 We then surveyed 6 Findings
7 Recommendations 8 We might consider 11
na
1 faster pace 2 economy and trade 3 physical objects

8 4 distinct languages 5 affects
1 right spot 2 students 3 A group of students 4 researching
io
5 space 6 places 7 sunlight 8 concrete 9 in containers 12

10 involved b
at
13
Review
N
1 c 2 b 3 c 4 a 5 b 6 a 7 c 8 a
1
1 creative 2 create 3 creation 4 creative 5 creatively Grammar
6 creativity 14
2 1 are 2 have 3 eat 4 have 5 served 6 like
1 2 3 5 6 15
3 1 visited 2 were 3 was 4 built 5 took 6 warned
1 want 2 correct 3 encourage 4 would feel 5 didn’t use 7 thought 8 wasn’t
6 wouldn’t have developed 7 correct 16
4 1 Jens asked if there was a championship for making funny faces.
1 a 2 c 3 c 4 a 5 d 6 b 7 d 2 Monika asked whether there was camel wrestling in Turkey.
3 Chen asked what Germans did to celebrate weddings.
5 4 Wilma asked how people exchanged business cards in China and Japan. /
1 c 2 f 3 e 4 a 5 d 6 b Wilma asked how people in China and Japan exchanged business cards.
5 Hasan asked if there was a monkey festival in Thailand.

6 Petra asked whether it was unusual for people to close their eyes while 3
another person is speaking. b
7 Ana asked where the biggest tomato fight in the world took place.
8B 4
Vocabulary Building 1 c 2 f 3 d 4 a 5 e 6 b
1
1 g 2 j 3 e 4 a 5 c, or i 6 h 7 f 8 c, or f 9 d 10 b 8E
Speaking
Reading 1
2 1 g 2 e 3 c 4 a 5 h 6 b 7 d 8 f
b
2
3 1 Just because, it doesn’t mean 2 from, point of view 3 Speaking as
1 globalization 2 powerful engines 3 cultural connections 4 totally supports, it’s crazy 5 As a, I think 6 I mean
4 basic truth 5 Future Shock 6 knowledge-based 7 unique culture
4
4 1 favor 2 What’s 3 just 4 doesn’t 5 from 6 view 7 mean
1 a 2 d 3 c 4 d 5 a 6 b 7 c 8 do 9 for 10 totally
ng
8C Writing
Grammar 6
ni
1 1 e 2 a 3 g 4 d 5 b 6 f 7 h 8 c
1 convinced 2 reminded 3 arranged 4 promised 5 suggested 7
ar
6 claimed 7 persuaded 8 encouraged 1 I am writing to complain, as it suggests, problems
Le
2 2 the attitude, While
1 of 2 on 3 x 4 for 5 x 6 x 7 to 8 for 3 however, stereotype, There is a risk
3 4 I would like you to, I suggest
1 warned 2 advised 3 confess 4 intended 5 recommend
c 8
hi
6 persuaded 7 recommend 8 ask 9 consider a 1 b 1 c 2, 3, 4 d 3 e 1, 2, 3 f 2 g 4 h 1, 2, 3
4
ap
Review
1 claim to me → claim that 2 for avoiding → to avoid
3 urged → invited 4 being → to be 5 correct 6 to make → making 1
gr
7 to → for 8 asked → promised 1 sort out their differences 2 was very offended
3 paid me a compliment about 4 best response is
5 5 discourage me from going 6 felt awkward
eo
1 b and d 2 a and c 3 a and d 4 a and b 5 b and c

6 b and c 7 a and d 8 b and d 2
1 minded 2 faced 3 complimentary 4 mannered
lG
6 5 stereotyped 6 discriminatory 7 heartbroken 8 effective

1 warned me not to believe 2 was argued that 3 refused to let me dye
4 insist on employing 5 suggested that I go to 6 be forced to react 3
na
7 stated that challenging 1 had taken 2 seemed 3 had made / was making / is making
4 had reacted / reacted 5 clapped / clap
7
io
6 had expected / was expecting / expects / expected

1 The company threatened to dismiss workers to be more cost-effective.
2 4
at
I would urge everyone to make like-minded friends.

3 The company notified us that the tickets had been sent by email. 1 I told you that I avoid studying on the weekends.
2 I told her that going to the doctor was a good idea.
N
4 He denied that he had discriminated against anyone.

5 She resented being called a goth. 3 He assures his parents that studying in Cairo was a great experience.
6 He thanked the audience for being so well-mannered. 4 We insisted on our friends joining us at the poetry reading.
7 My sister always asked to borrow my clothes. 5 Did you ask him to study at the library after school?
8 I would recommend staying away from two-faced people. 5
8 1 b 2 a 3 b 4 b
1 announced 2 claimed 3 insist 4 deny 5 persuade 6 confess
8D
9 Lend a Helping Hand
Authentic Listening Skills 9A
1 Vocabulary
1 b 2 a 3 b 4 c 5 a 6 c 7 b 1
1 disastrous 2 level 3 flooded 4 rescued 5 shelter
Watch
6 impact 7 saved
2
1 T 2 F 3 T 4 T 5 F 6 T 7 T 8 F

2 3 He designed a new technology called “mesh networking” which lets
1 challenging 2 long 3 stressful 4 flexible people communicate by cell phone where there is no wireless network
5 responsibility, rewarding or the wireless network has been destroyed.
3 4 In mesh networking, each phone sends and receives data, which could
1 The city’s infrastructure was completely destroyed. be text messages, phone calls, or files, for the whole network.
2 The main roads were blocked. 5 Google started a drone program that could deliver aid to hard-to-reach
3 The earthquake struck the city center. places.
4 There was a shortage of gas. 6 Google also developed project Loon, which is a way to provide internet
5 Volunteers had the task of rebuilding. connections to remote places with a network of high-altitude balloons.
6 They tried to flee the area. 17
4 1 Michael and Kenny Ham created the All Terrain Solar Trailer, which is a
1 c 2 a 3 d 4 d 5 b 6 c 7 b 8 c solar generator.
2 OpenRelief is developing a drone that will use cameras and software to
5 identify and locate people in disaster areas.
1 d 2 f 3 b 4 c 5 e 6 a 3 The PLOTS spectrometer, which allows people to test their drinking
6 water, costs about $10.
1 fled 2 infrastructure 3 roads 4 debris 5 an aid 4 The Aid Necessities Transporter (ANT), which was invented by Brian Lee,
6 infrastructure can carry supplies over rough terrain.
ng
7 5 Anna Stork and Andrea Sreshta created a solar-powered light, which
makes it easier to distribute disaster aid.
Noun Verb
ni
18
devastation devastate
1 who → which 2 that → which 3 which it opens → which opens
ar
destruction destroy 4 which → who 5 whose → who 6 whom → who
appeal appeal
Le
9B
supplies supply
Vocabulary Building
provisions provide 1
evacuation evacuate
c 1 the traumatized 2 the rich, the poor 3 the brave 4 the young
hi
5 the best/worst, the worst/best 6 the old
8
ap
1 drought 2 blackout 3 hurricane 4 tsunami 5 earthquake Reading

6 heatwave, hail 7 flood 2
gr
1 d 2 b 3 f 4 c
Pronunciation
3
eo
9
1 continuing 2 being 3 drinking 4 ongoing 5 clearing 1 boy 2 rope 3 wealth 4 lightweight 5 donkeys
6 responding 7 relocating 8 appealing 6 $108,000 7 inspire 8 suspension
lG
4
Listening 1 e 2 b 3 g 4 a 5 c 6 f
10
na
1 c 2 a 3 b 4 a 5 c 6 b 7 a 9C
11 Grammar
io
1 e 2 c 3 h 4 d 5 g 6 b 7 a 8 f 1
1 affected 2 wanting 3 including 4 made 5 damaged
at
12
6 based 7 investing 8 leading
c
N
2
13
1 Countries that/which have been affected by disasters often need
1 T 2 F 3 F 4 T 5 T 6 F 7 T 8 F
international aid.
Grammar 2 Students who want to help raise money for the appeal should meet in
14 the library at 2pm.
1 who 2 which 3 which 4 x 5 that 6 whose 7 that 3 I find it hard to watch news of disasters that include images of children.
8 who, whom 4 Donations that have been made by the public will be sent to the
victims of the earthquake.
15 5 Many countries give development aid to countries that have been
1 that 2 which 3 that 4 that 5 which 6 who damaged by war.
16 6 The headquarters of the U.N., which is based in New York, was set up in 1945.
1 There is new technology that was designed for use in disaster zones. 7 There has been an increase in companies which / that are investing in
2 Dr. Paul Gardner-Stephen, who is a computer researcher at a university green technologies.
in Australia, developed a way for people to communicate after a 8 There has been a series of natural disasters that has led to a food shortage.
natural disaster. 3
1 enlarged 2 traveling 3 including 4 filled 5 used 6 made

4 Review
1 Having attended the … 2 Wanting to remain neutral 1
3 Correct 4 Having fled … 5 Correct, or change Watching to 1 rescued 2 evacuated 3 launched 4 rise 5 survived
Having watched 6 Having made money 7 Faced with 8 Correct 6 flood 7 flee 8 blocked
5 2
1 Forced to flee my home 2 Exhausted / Being exhausted 1 impact 2 affected 3 infrastructure 4 zone 5 survivors
3 Being in an unfamiliar place 4 Having left the room 6 shortage 7 supplies 8 debris
5 listening to the other delegates 6 Lacking money
3
6 1 that 2 who 3 which 4 which 5 that 6 who 7 which
1 Having met 2 recently destroyed by fire 3 Having decided 8 which
4 Raising half of the required funds 5 After appointing
4
6 asking them to make donations 7 having done so
1 living 2 called 3 famous 4 people who are willing to help after
7 5 correct 6 coffee, which 7 correct
1 caused 2 Traveling 3 Having 4 set up 5 Having joined
5
9D 1 When I was younger, I had a good friend named Megan.
2 My father is the man reading by the pool. / The man reading by the
pool is my father.
ng
1 3 Many people went to the concert held at the park.
1 rising 2 falling 3 rising 4 falling 5 falling 6 rising 4 Did you see the email sent by Kailash?
7 rising 8 rising 9 rising 10 falling
ni
5 I love the dress the girl walking ahead of us is wearing.
Watch 6 The boy riding the blue bike isn’t looking where he’s going.
ar
2
10 Life-changing
Le
1 b 2 a 3 c 4 a 5 b 6 a 7 b
3 10A
a 6 b 2 c 7 d 4 e 1 f 5 g 3
Vocabulary
4
c
hi
1
1 d 2 c 3 f 4 e 5 b 6 a
1 pass 2 absorb 3 support 4 infect 5 use 6 breathe
ap
9E 7 beats 8 tastes
Speaking 2
gr
1 1 absorbed 2 bacteria 3 infection 4 senses 5 heartbeat

1 what 2 there’s 3 denying 4 with 5 top 6 not 7 to note 6 muscles 7 digestive 8 touch
eo
2 3
1 c 2 d 3 a 4 b 1 h 2 c 3 b 4 d 5 f 6 g 7 a 8 e
lG
3 4
a 4 b 6 c 1 d 3 e 7 f 5 g 2 Illness: bleeding, cancer, stroke
Treatment: antibiotics, operation, physical therapy
na
4
5
1 Today I want to speak to you 2 Now, I know what you might
1 waist 2 action 3 slam 4 up 5 spreads 6 made
be thinking 3 I’m obviously not going to deny that
io
7 infection 8 damage
4 it’s too late 5 what do you recommend 6 To begin with
at
7 On top of 8 Let’s not forget that 9 It’s also important to 6
10 final points you want to note 1 detect 2 think 3 action 4 intensive 5 wheelchair 6 cure
N
7 chest 8 spread
Writing
7
6 1 c 2 a 3 c 4 a 5 b 6 c 7 d 8 d
1 E 2 I 3 E 4 I 5 E 6 I
8
7 1 Heart attacks can cause disability.
1 d 2 f 3 g 4 h 5 b 6 a 7 c 8 e 2 The patient felt numbness in his legs.
8 3 He suffers from a range of medical conditions.
1 response 2 volunteers 3 apply 4 future 5 First 6 hospital 4 People start rehabilitation in the hospital.
7 regard 8 bring 9 suitable 10 experience 11 forward 5 Her speech became slurred.
9
Pronunciation
1 T 2 T 3 T 4 NG 5 T 6 NG 7 T 8 F
9
1 am 2 has 3 was 4 haven’t 5 weren’t 6 is 7 have
8 has

Listening 5
10 1 did he expect what he 2 after testing many plants did
1 recovery 2 symptoms 3 resistant 4 prescribe 5 detect 3 Rarely do patients recover 4 no way was he to
6 awareness 7 treatments 5 point / time did I understand 6 do people live longer than
11 6
a 1 Little do most people know what a huge difference…
2 … Not only do most people not wash their hands very often, but they
12 also don’t use soap.
1 d 2 b 3 a 4 d 5 b 6 d 3 Nowhere in the country is as bad as this area when it comes to hygiene.
13 4 Only then will we have improved health.
1 a 2 c 3 b 4 c 5 c
10D
Grammar Authentic Listening Skills
14 1
1 managed to 2 could 3 could 4 was able to 5 could Adjectives: answers should include any three of the following: grateful,
6 was able to 7 managed to 8 was able to ready, depressed, normal, different
15 Nouns: answers should include any three of the following: life, hospital,
1 Was, able to 2 Was, able 3 Did, manage to go 4 Did, succeed nurse, home, machine, nickname, ward, wheelchair
ng
5 Were, able to 6 Could she manage to walk / Could she walk
7 Were, able 8 Did, manage Watch
ni
16 2
1 a 2 a or b 3 a 4 a or b 5 b 6 a 7 a or b 8 a or b 1 b 2 c 3 a 4 c 5 a 6 b 7 c 8 b
ar
17 3
1 little 2 at no time 3 did 4 only after 5 Not until
Le
1 could buy 2 were, able to manufacture 3 have, managed to identify
4 did, succeed in finding 5 were, able to give 6 Nowhere else 7 never before 8 did
10B Vocabulary in Context
c 4
hi
Vocabulary Building
1 c 2 d 3 e 4 a 5 f 6 b
1
ap
1 chance 3 awareness 3 capable 4 resistant 5 devoted 10E

6 aimed
Speaking
gr
Reading 1
2 1 b 2 a 3 c 4 a 5 c 6 b
eo
1 c 2 a 3 d 4 b 5 a 6 d 7 a 2
3 1 sympathetic 2 surprised 3 passing on a message 4 surprised
lG
1 F 2 T 3 T 4 T 5 F 6 T 7 F 8 F 3
4 Some answers may vary. Possible answers:
na
1 c 2 b 3 d 4 b 5 a 6 c 7 d 1 No, what happened? 2 Oh no! 3 Wow, that’s great!

4 Poor guy! 5 Awesome! 6 Say “hi” from me.
10C
io
4
Grammar 1 heard 2 happened 3 Apparently 4 kidding 5 heard
at
1 6 Maybe 7 Poor 8 OK 9 tell 10 thinking

1 The invention of antibiotics did lead to increased life expectancy. 5
N
2 Only after the invention of antibiotics did surgery become more common. Suggested answers:
3 Not until recently have people realized the need for new treatments.
Photo 1: The child probably feels tired and weak. He might have a
4 Little would people have guessed the negative effect fast food would have. fever. However, he probably feels glad that his mother is there to
5 Regular exercise does improve your health. comfort him.
6 As a child, little did I imagine all the improvements in medicine.
Photo 2: The man probably feels awful because not only is he sick, but
7 Not until new drugs are invented will we be able to cure most diseases.
he also has to work. He might also feel stressed and tired.
8 Rarely has there been a luckier accident than the discovery of penicillin.
2 Writing
1 did 2 was 3 have 4 had 5 did 6 was 7 is 8 could 6
3 1 B 2 A 3 A 4 A 5 A 6 B 7 B 8 B
1 Not only 2 did 3 in no way 4 only after 5 Little 6 only after 7
4 1 a 2 c 3 b 4 c 5 b 6 c
1 not only... but also 2 did mean 3 Little can they 4 Not until I was 8
5 Rarely did it 6 Only after... did I begin 7 rarely do I let 1 d 2 e 3 b 4 f 5 a 6 c
8 medication does let me

Review
1
1 back to full fitness now 2 made a full recovery 3 hadn’t left
4 was out of action 5 back to normal
2
1 physical therapy 2 cure 3 stroke 4 prescribe 5 infection
6 injury 7 care 8 wheelchair
3
1 managed to walk 2 able to leave 3 find 4 succeeded in curing
5 couldn’t meet 6 athletes can / the athletes managed to
7 could see 8 manage
4
1 Little did we know 2 may be 3 can 4 are 5 must 6 is
5
1 Rarely have I enjoyed a concert as much as I did last night.
2 Little did he know we were planning a surprise party for his sixteenth
birthday.
ng
3 Only after I bought the tickets to the movie did I realize I couldn’t go.
4 At no time did I think I’d end up in the hospital because of a bite from
ni
a spider.
5 Nowhere else in our town sells better ice cream than my uncle’s shop.
ar
6 In no way should you underestimate the importance of a good
education.
Le
c
hi
ap
gr
eo
lG
na
io
at
N

ng
ni
ar
Le
c
hi
ap
gr
eo
lG
na
io
at
N

Perspectives 3 - Teacher Book

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Perspectives Teacher Resources

Student Book with Online Workbook 978-1-337-80807-1

Combo Split 4A 978-1-337-29744-8

SAMPLE COPY, NOT FOR DISTRIBUTION

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

SAMPLE COPY, NOT FOR DISTRIBUTION

National Geographic Learning, a Cengage Learning Company, has a mission to

Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at NGL.Cengage.com/ELT

SAMPLE COPY, NOT FOR DISTRIBUTION

1 Travel, Trust, and Tourism 8

2 The Business of Technology 20

3 Faster, Higher, Stronger 32

9 Lend a Helping Hand 104

Grammar Reference 128

Irregular Verb List 148

Writing Bank 149

Word Lists 154

Audio Script 159

TED Script 168

Communicative Activities 179

Workbook Answer Key 218

spokesperson, the chairperson’s job being to make sure

encourages students to practice a variety of skills in the context

of specfic texts. The Challenge activities in Lesson D get students

doing with the activity.

the others. There are Optional and Expansion activities

A clear voice Y? Can you give three examples of Z?

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction v

High-impact photo engages students’ interest Students relate the content to

adapted breed conservation died out endangered extinct

c Madagascar is an island famous for its biodiversity. Evolution has created

(8) it. The national dog of Madagascar, the Coton de Tulear,

2 Why are they endangered?

benefit consequence conservation gene

1 bring a lasting… / a potential… / be of… benefit

6 destroy their… / preserve their… / lose its natural…

68 Unit 6 Adapt to Survive 69

UpperInt_SB_77143_068-079_U06_AmE_CPrev.indd 68-69 10/24/17 12:30 PM

Words are taught with collocations,

vi Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

baobab trees in Madagascar have

can store large amounts of water.

70 Unit 6 Adapt to Survive Unit 6 Adapt to Survive 71

UpperInt_SB_77143_068-079_U06_AmE_CPrev.indd 70-71 10/24/17 12:31 PM

Grammar explanations and additional

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction vii

We often use two or more nouns together to create the shot?

they house into the region, hunt

indicates white, fear.

Work in groups. What are the consequences of fake

72 Unit 6 Adapt to Survive Unit 6 Adapt to Survive 73

UpperInt_SB_77143_068-079_U06_AmE_CPrev.indd 72-73 2 lines overflow 10/24/17 12:31 PM

viii Introduction SAMPLE COPY, NOT FOR DISTRIBUTION

Well-scaffolded pronunciation activities help

When the sentences in Activity 4 are said slowly and

a Listen to each sentence from Activity 4. Notice how

an icequake. A large mass of ice in Antarctica was slowly

gases, including methane.

underwater sound first detected at points across the

74 Unit 6 Adapt to Survive Unit 6 Adapt to Survive 75

UpperInt_SB_77143_068-079_U06_AmE_CPrev.indd 74-75 10/24/17 12:31 PM

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction ix