2nd edition e pbeler Student's Book Pack Mickey Rogers Joanne Taylore-Knowles Steve Taylore-Knowles Concept development: eee Level 3aDer RCM eu RU) cutee Be eee RO ITE Brim it rey with extra language practice plus videos and word lists. BRT cere Re RR NPM re te ts RC IER store al eT oat Before joining, you will need: @ your code (see below) 1. Go to the website www.macmillanmind.com Oyen @ apassword 2. Click ‘Activate your code’, Type in the code. Enter your email address and password. Make a note of your password. Each student has one code; do not share your code. Your code will last 18 months from the date you activate it. If you need help, get in touch at help.macmillan.com Semen eee rey een epeeus" uy" ny" wy! uwy' My Contents © Grommar review oye TEADING FORTHEMAIN | ting ee COMMUNICATION Wi joa entry IDEAS amend aicde | eyNcTOn isi chs ms | STRATES cea | FUNCTION exreing af learsing speker ‘thoughts ond Feigs in writing ~ealgemoynine aide | IDENTIFYING enon TD tokig eeu meres CRCAMING A FUNCHON toligetow | ANDATMUDE: stot | ryycnON sigs ‘| PARAGRAPH pra meas =e remember exert stud | JRADNG FORTHE | Useng na onlent COMMUNICATION | ‘Yhiting nein pragrogh MAN IDEA: esate | rucron wiingehon | STRATEGY din | suncrons came ie een + neg oneing j once } + sng oon ] Feadng nvioeguie GIB GHOTON | in i chi G oxcanizInG A = FUNCTION idkig ck ANDATMMUDE: shat | FUNCTION sing irnd | PARAGRAPH agai for ‘iin | covet as is opin | DIsMNGU UsHING ACE Liiiokomseons | CORREA J Wing st oie ‘AND OPINION: © FUNCTION ideniyng nd | STRATEOYE in] FUNCTION joao Imai aie pamela ome | wet | | Deak most eie EREREATRENGE lg chp EPC FUNCTION ding FUNCTION sspesng topes | WORK ntiaganemnl | Senos a tod cers Z ‘© regres nd Pononctin symbols poe vi =a “© Commence op ps poe ixLU SOUNDS: 5/5! SOUNDS: conse sas Ce PRESENT PERFECT + YET/ALREADY FUNCTION oking shot gos PRESENT PERFECT PROGRESSIVE FUNCTION kino! eon events yur USED TO FUNCTION ‘olin chu! past bits PAST PERFECT FUNCTION tiling chou! the pst LANGUAGE WRAP-UP Peg TAKE, MAKE, DO FUNCTION toling chute oxprionas THE LEARNING PROCESS FUNCTION tolkig chou the learning process PERSONALITY TYPES. FUNCTION sng quan phrases Memory FUNCTION amonbrng things LANGUAGE WRAP-UP DEFINITE ARTICLE THE / ZERO ARTICLE FE SKILLS SELF & SOCIETY: sting gods FUNCTION dicusing petal cin plans STUDY & LEARNING: preparing and ging usho presetton FUNCTION giving fede WORK & CAREER: SOUNDS: fi PROBLEMS WITH PRODUCTS FUNCTION inking bout every | FUNCTION ting bu poder ih rods peso obs onda SOLUTIONS TO PROBLEMS WITH PRODUCTS | FUNCTION reg INDIRECT QUESTIONS FUNCTION cing for stis to prbles plily | itn ond making FUNCTION «king arb /ifrntion sugesins pally ee LANGUAGE WRAP-UP a e WORDS: onpoundnoas | CAUSATIVE HAVE AND GET BUSINESS WORK & CAREER: s-cmpand ones | FUNCTION taking abut tig haps | FUNCTION toking abou sting p obies ‘unig bls io ee DESCRIBING PRODUCTS AND SERVICES porns ADJECTIVES ENDING IN -£D/-ING FUNCTION expresing tugs and feng FUNCTION eying ond dagesing FUNCTION pressing bases oo LANGUAGE WRAP-UP WORDS: say/ny/aid | REPORTED SPEECH ‘ORAL COMMUNICATION FUNCTION cepartin what ropes | FUNCTION ing shot rl comin REPORTED QUESTIONS ASK, SAY, TELL WORDS: past mold FUNCTION epring what poole sed THIRD CONDITIONAL FUNCTION oking abot ued suaions HOPE AND WISH FUNCTION oking about hopes and wishes FUNCTION ling abut rl communication with rasa vers LANGUAGE WRAP-UP DEALING WITH PROBLEMS FUNCTION dscrsingpetlems on slfans DECISIONS FUNCTION lig chou! making dcons LANGUAGE WRAP-UP STUDY & LEARNING repro information FUNCTION roping information ou ned SELF & SOCET: becoming me self vere FUNCTION esoaing to feodbok © Grommar referee oges xi1 Complete the sentences with the simple past or past progressive of the verbs in parentheses. + While Becky ___ {type} an email, a message from Ed finally (eppean) in her inbox. 2 What (do} when you ___ (hear) the terrible news? 3 We __ {not pay) attention so we _____ {not see] the sign. Where was it? 4 Jack ______ (run) for the bus when he (drop) his wallet. 5 Gemma's cell phone suddenly (cing) while she _ (sit) in a meeting. 2 Choose the correct option to complete the sentences. Would you like having / to have some vegetables with the chicken? Lizand I would like / like to watch an action movie instead of a comedy. Would you rather eat out/ to eat out tonight? They would prefer not to buy/ not buying it online. They'd rather work / to work late tonight and not have to arrive early tomorrow. e Choose the correct option to complete the sentences. Kate, you have to do your hamework by yourself/ yourselves She burned himself/herself when she was cooking They wanted to start a business by themselves / them. We raised all the money by ourselves / itself I hurt itself/ myseifwhen I was at the gym. 4 Complete the questions with the words from the box. Then match them to the answers a-e. 1 ‘were you sitting at the concert yesterday? 2 you open the window, please? 2 you rather send me a text or call? 4 —_=____we bring anything with us to the picnic? 3 a oooo00 the next Euro cup be held in France? Yes, please, maybe some bread and cheese. Yes, | think so. 2 Whats best for you? &) Certainly ) Near the stage.5 There is one mistake in each sentence, Rewrite the sentences correctly. 4 The broadband at my office is more faster then at home. 2 The New Year's celebration is most important event in the Chinese calendar. 3 Mexico is as popular Costa Rica for American tourists. 4 That was the baddest movie I've ever seen, 5 Boston isn't as beautiful than New York. 6 You have to listen most carefully next time. 6 Rewrite these sentences using the passive. 1 People download millions of songs every day. Millions of songs 2 The Americans celebrate Independence Day on July 4 Independence Day 3 Someone didn’t take the first X-ray until 1895, The first X-Ray 4 People speak German, Italian, and French in Switzerland. German, Italian, and French 5 Jane Austen wrote Emma and Sense and Sensi Emma and Sense and Sensibility Complete the sentences with one word. Has Olivia been to India? How have you known your husband? I think they've lived there 2010. Rita and Nick have visited their friends in Brazil. Nick doesn’t like flying Where have you 2.1 was looking for you, © Choose the correct option to complete the sentences. You have / Customers Passengers hrve to / You can‘t/ don't have to pay to enter. We ask for a voluntary contribution. Mom ought / should to see a doctor about her sore throat. d try to leam five new English words a day. 0/ have to pay forall items before they leave the st. ve wear a seatbelt during take-off © Complete the sentences with too, enough, or not enough and the adjective in parentheses. + Hey! Can you turn the music down? It's in here. (loud) 2 Isthete chil in this? I can’t taste it I's (spicy) 2 I don't think | can eat all those fries. They're (greasy) 4 This house is for the three of us. We don't need to move. (big) = We should go to the beach tomorrow instead. The weather is today. (warm)40 Choose the correct option to complete the sentences. That's enough, thanks. | don't want too much / many cream. Ill puta little / few more salt in the soup next time. The yard would look better with fewer/ less trees There isn't / aren't enough space on my computer for all these songs. There'll be too many / much people at the mall today. 41. Choose the correct option to complete the sentences. 4. The exam starts / is starting at 10 am. on Monday. My horoscope says | will meet /’m meeting a tall, handsome stranger this week. 4: Would you like to go to the movies tonight? Yes, li/ 'm going to meet you there. 4 We're traveling / We will travel to Brazil this summer. We've booked the tickets. 5 What time does the train leave / is the train leaving? 42 Check (/) the correct sentences. Rewrite the incorrect sentences. 1 [1] Would you change jobs if you won $20,000? 2 D1 ifDad had more time, he'll decorate the house. 2 [1] When you go to Barcelona, you should visit the Picasso museum. 4 Dy Theyd buy a bigger house if they don't live in the city. 5s EiMiigo to Japan next month if [find a cheap flight. 13 Complete the sentences with gerunds formed from the verbs in the box. I don’t lke cooking. | much prefer out in restaurants. Janice is really good at _____ Spanish. What are you thinking of ______ tonightshould we go to the movies? _____ for clothes is one of my favorite things to do on weekends. He's worried about — the wrong decision, 1 2 a a s 44 Choose the correct option to complete the sentences. | might / will go to see the show—'m not sure yet: She probably might / won't be able to come because she has too much work, Don't worry—the letter will / won't probably arrive tomorrow. Jack told me that he might / will definitely help. We will / might go for a walk—it depends on the weather.UNIT 1 IN THIS UNIT YOU © com tenguage tok recent events in your life A Ei Life is often referred to as a road or a journey. Look at the pictures and decide which road best represents % Tend about the siegescileinne your life, and why. Explain your ideas to your class or group. % = ‘| think my lifes like picture 5. There are y times ane ly and unpredictable, like ye tere al mmaybe ie tne {© listen so advice about learning © wite journal entry watch a video about study college and full af char ges. Hove it, “The road of life twist and wins and no two directions are ever the same. Yet our lessons ‘come from the journey, not the destination’ 100k the one less traveled by ‘And that has made all the difference” - “Map out your future — but do ie in peel The rozd ahead sas long as you make i Make ie worth he trip” B [E@ Read the three quotes about life above. Which one do you like the best? Why? A: like the Bon Jovi quote the best because i W hi We can make our lives go in any direction we wei 8: [like the Robert Frost quote becaus: is talking about making life interesting LIFE Learn how to set goals SKILLS a) & SOCIETY live and learnCMC) take make do an important step in| a video something artist your life 8 [work in pairs. Find out which things in Exercise A your partner has done. Ask for details. A: Have you ever taken a very important step in your life? 8: Yes, thave. | got marred. 4: Wow! How long have you been married? present perfect + yet/already A 1 LANGUAGE IN CONTEXT Listen to the conversation. What are Zach and Sean talking about? Zeck: | just finished my last exam, and in one week I'm going to be a college graduate! Sean: Lucky you. | haven't finished my exams yet. | still have two more. I've already taken the most dificult ones though, so that’s good. Zach: What are you going to do after college? Have you decided yet? Seen: Not yet, But I think | want to travel for a couple of months. Zack: Yeah, 'm not sure, either. I'm considering a couple of jobs, but I'd really like to take the summer off and do some volunteer work, Seen: So you've already received some job offers? Zach: Well, I've had interviews with two companies, but | haven't had any job offers yet. rs ‘ Look at the conversation again and Sean: Wow. You're lucky to have had interviews, te oie cenit ent Zsch: Yeah, | guess. So ... have you madle any travel plans yet? Beg eee Guawiancatesee ts sean: No, not yet, but I've already started thinking about Mexico! contect answar The position of already in a sentence in the present perfectis .. before haverhes. Form Choose the two correct options for each rule. bate hvctasendeune Then complete the table with examples from Exercise A. participle B ANALYZE Look again at the conversation in Exercise A. We use already in We use yet in 2 Thepestonof yrs 8) affirmative statements. 2) affirmativ ment 9) after the past participle, mana sae s, aermasiee Sater 1) between haverhas and the past ») negative statements. ») negative statements, pantcipl. © questions. © questions. Affirmative Negative already o : @ yet @Function Complete the rules with yet and already. + We use to say that something hasn't happened, WATCH QUT! but it will soon. ¥ | have already done volunteer work 2 Weuse to say that something happened sooner ny donee than expected, or to emphasize that it has happened, X | already have done volunteer work © PRACTICE Complete these conversations with already and yet. 1s So, have you found a job 2 8: Yes, 've been offered a job in a bookstore—they called me this morning ‘You need to live on the beach once in your life lve done that. I ived on the beach last surnmer Have you taken any important exams 2 No. I've taken a few small exams, but | haven't ‘taken an important one. Have you made a donation to charity this year? Yes, | gave some money last week You haven't filled out that job application ! Yes, | have. | didn’t have time earlier, but it’ finished now. Pree D BJ now you Do ir Work in groups. First, think about how you would complete these statements aboutevents !OW TO SAY IT in your life. Then discuss the statements with your group. _‘hen/Where/Why/Hew did you Why haven't you .. yet? | When are you planning to ..? Two o I've already ise nce Ae 4 s. /c, 02 Listen to these sounds and words. Can you hear the difference between the sounds /j/ and /é5/? Listen again and repeat. jilyet — fas/jet B 03 Listen and notice the difference between the pronunciation of the letters y and j, Practice saying the words. fil Ke ats i yes Jess yak ack yolk joke ¢ ijo4 FY work in pairs. Practice saying these sentences. 1 Have you flown on a jet yet? 2 Have you talked to Jess yet? 3 Yes, like egg yolk 4 Isyour friend's name Jess or Jack? 5 Do you know a good jake? CT eeSMUT A PAwork in pairs. Discuss these questions. 4 Apart from English, what other things are you learning right now? 2 What do you like about learning new things? What don’t you like about it? B Read the article. Underline the topic sentence in each of the two paragraphs. __ INTERMEDIATE When we lear something nev, there are times third stage, “conscious competence; we when we advance quickly and times when we are more competent, but we stil have to advance more stouly. Typically the interme ‘work had to maintain our competence level isa period when we make less progress than Sometimes this stage can seem like 100 we did at ear levels. This is true for learning much work! However, f we don't give anything-a language, sport, ora nev. job. At up, we will nally reach the last stage, ‘he intermediate level, progress is usually slower “unconscious competence: At this stage, because we are focusing on more complex details ournew skis have become automatic. than we did at earlier levels, Because progress We don't have to think about everything slows down, learners often feel that they are before we do it staying at the same level, and nat noreasing their gy skills or knowledge, We often refer to this stage as the “intermediate plateau” and ft i atime when many leamers become frustrated and give up. rl ACTUAL LEARNING CURVE The model shown in Diagram 1 presents the stages geal cof learning, Te theory behind the model is that, In ‘order to lear something new, we first have to be : q ee ‘conscious of what we know and what we do not know. Then we can develop competence, or the abilities we need to do something. Inthe first stage on the ladder, “unconscious incompetence” we do not know how much we need to lear. Everything isnew and we are exited about learning, so we advance quicky In tne second stage, “conscious incompetence’ we know how much we dant know! This can be a very frustrating period because we ate aware of how much there is to lear. In the © Choose the correct option to complete the sentences. Then go back and look at the sentences you underlined in the text. Did you choose the correct topic sentences? 4 Paragraph 1 is about 3 Paragraph 2 is about 2) learning in general 2) a diagram that explains how learning happens. b)_ the intermediate stage of learning. b) how we learn at the intermediate level. The main idea of paragraph 1 is that The main idea of paragraph 2 is that 2) we usually learn more slowly at this level 2) there are clear stages in the learning process. b) we learn some things quickly and other things ») almost everyone learns slowly at the intermediate more slowly. level Read the statements and choose T (true) or F (false). Some stages of leaming are more difficult than others. Many people do not progress to an advanced level when they are learning something new, ‘At the beginner level, learners know exactly how much they need to learn Progress is usually very slow at the beginner level Conscious incompetence means that you know how much you haven't learned yet. In the case of English learners, by stage 3, students are fluent enough to think in English‘A. Read the paragraph. Then match the phrases in bold with the correct definitions below. " on a= i. o 8 B. > = oi g be oe beyond their (b) comfort zone, In other words, they (c) take risks and try things a little beyond their abilities. Second, they don't (d) give up during periods When they don’t (e) progress. Third and finally, they (f) measure their progress often by competing or taking exams, and they learn from their mistakes, 4a situation or state that you feel relaxed in [B] 4 to stop trying to do something [] | 2 tocheck development orimprovement[] 5 to develop or improve [] 3. tomake a determined effort to do 6 todo something, although you know that something [] something bad could happen [] B Complete the sentences with the correct forms of the phrases in Exercise A. | was trying to learn to paint, but | was terrible at it and finally I want to run a 10-km race, so | myself to run more every day. You can run short practice races with friends to your Successful people are usually not afraid to and try new things. You will not in anything if you do not move beyond your A [work in pairs. Read the list below. With your partner, check | the things that you think a person has to do to progress from an intermediate level to an advanced level in a sport. To become an advanced-level player, you have to LD get a professional trainer 1 lose 2 lot of games. 1 take risks and try new things. 1B wina lot of games. CO practice every day. 1 practice as much as you can, really want to get to an [1 feel very secure at 1 make a lot of mistakes, advanced level intermediate level 1 take some time off. J05 Listen to the conversation and check your answers to Exercise A. Did you guess correctly? © [work in pairs. Discuss these questions. + When you are learning something new, do you usually push yourself, or do you prefer to stay in your comfort zone? 2. Have you or has someone you know ever taken any risks? Was the result positive or negative? 3 When you are learning something, do you prefer to measure your progress rarely or often? 4 Have you ever given up something you were trying to learn? IFs0, why?® PSM Mra essa A LANGUAGE IN CONTEXT Read the email ‘What big change has happened in Meliss: HiSean, im sorry [haven't written for a while but Ive been really busy [was promoted at work last month, and since then [ve been working really hard to leam all the new things {have to do! 1™m reelly happy, though Since started my new jab, T've already made a lot of suggestions that ‘my manager likes, and we've been developing a new marketing strategy together, It's a lot of work, but it’ really exciting! What have you been doing? My mom told me you have moved to Seattle. I dicn't know! How Jong have you been living there? NOTICE! Love, Melissa Look at the underlined ver’ form in the text, Underline any other similar verb, B ANALYZE Look at the email in Exercise A again. f forms that you can find. Form Complete the table with examples from Exercise A. Affirmative Negative Questions Short answers hhave/has + been + ing form of the verb haven‘tbeen Have you been working really Yes, have. / working really hard? No, lhaven't really hard, hae. How long you ae there? 1) Function Choose the correct option to complete the rules. 1 We use the present perfect progressive to talk about WATCH OUT! 2) an experience or event that happened at an unspecified time in the past. Y te been working here since July. X lim working here: since July, X I've been knowing her for two years. 7 live known her for two years. an activity that started in the past and is still in progress now. We use the present perfect progressive to talk about ) the result of a recent continuing activity the result of a completed action in the past. We use the present perfect progressive with questions starting with =) How long, ») When. We use the present perfect to talk about something that happened 2) atan unspecified time in the past. by ata specific moment in the past. PRACTICE Complete Sean's reply to Melissa’s email with the present perfect or present perfect progressive form of the verbs in parentheses. Hi Melissa, Great to hear from you! Congratulations on your promotion! (1) (be) really busy, too. My cousin opened a new store three weeks ago, and I (2) — {make} promotional videos for him. I) already (make) two, and I'm finishing one more right now. At the same time, 1(@) (study) a lot for my final exams, They're next month. And, yes, 118) (move) to Seattle for the summer! [(6) (live) here for two weeks, and I'l be here until the end of the month. Also, 1 7) —— (meet) someone | really like. Her name's Carly, and we @ (go) out together for about two months, Actually, we () : (tot see) each other for about three weeks now because she's in Thailand for the summer. Ob, and | got a car! 1 (10) _— (have) it for four months now. Anyway, let's get together for lunch soon, Love, Sean. > [now vou po IT Work in pairs, Talk about things you have been doing lately. 4; So what have you been doing lately? 8: Well, I haven't been doing anything interesting because I've been studying a lot for my exams. 've already taken one exam, but there are two more next week. What about you? What have you been doing?B Listen to the conversation in Exercise A again. Underline the short phrases the speakers use to show interest and encourage the speaker to give more information. ‘Amy? Hi, | thought it was you! | haver Jody! Its been years! What have you been doing? jody: Well, I've been studying a lot recently. I'm doing a Masters degree. Are you? Excellent! Yes, in chemistry. Wow! I"ve been working since then jody: Oh, have you? That sounds interesting! Yes, but the job isn’t that great, actually Why not? jody: Really? our designs, lody: He doesn't? Thats too bad. Listen, | have to go, but let's keep in touch, OK? Amy: Yes, definitely. c¢ [work in pairs. Role-play a conversation like the one in Exercise A. Then swap roles. Student A, tell Student B your news and what you have been doing recently. Student B, respond to Student A and keep the conversation flowing. Use questions A [B)O6 Listen to the conversation. Who works as a designer? 't seen you for ages! m not in school anymore. | finished last summer, and Well, the company’s really small, and the work's little boring, Yes, my boss doesn't give us much freedom to take risks with What have you been doing? ‘Are you? / Have you? Excellent! Wow! That's t00 badd to show interest and encourage Student A to give more information Read the journal entry and choose the correct option to complete the sentences. The journal entry is about a sp 1 inthe writer's life 2 The writer feels J worried about getting a job. 3 The writer has/ been learning new things. 4 The writer feels satisfied / with her life B You are going to write your own journal entry. Make notes to plan your writing. Think about: + what you'l write about + your feelings and thoughts. other things you've been doing recently general feelings about your lfe Write your journal entry on a sheet of paper. Work in groups. Mix up the journal entries and take one. Make sure it isn’t your own. Read the entry and try to guess who wrote it. Tuesday, August 10 oa erate fee Hel elem ge one Geen tanta ~ just one wore semester! I've started contacti cougle of thane, $0 I's feeling pretty good about ree eer ten Dey Fig eee Toye eee ah "ose eemermuatine te: oe ecole meee (Ses pee ae acta Pee eyes Ges etre ‘that marathon [ve always wanted to do? | don't cane aero (diy he eee et 4s en Bt eral ermen Like i goed live and learnSETTING GOALS * Identify a personal goal. * Think of steps to help you achieve your goal. 4 Make a realistic plan. Read the information about setting personal goals. Then check the areas that are most important to you. Setting Personal Goals Setting personal goals can help you clarify what kind of life you want in the future. You do not have to make decisions about the rest of your life all at once! It's better to set goals for a shorter period of time, for example, for the next five years. First, think about all the things you would lke to achieve in that time. You will probably have a long lst! But you need to be realistic, so choose one or two things to focus on. Once you have identified a goal, you should break that goal down into smaller steps that ‘ill help you reach your goal. Smaller steps are easier to achieve and will help you stay motivated to continue working toward your goal as time passes. Education: Do you want to get or finish a degree? Do you want to study a job-related subject like cooking or mechanics? Career: Do you want to advance quickly in your profession? Is It important to you to eam allot of money? Family: Do you want to get married? Have children? Take care of an elderly relative? Relationships: Do you want to have or maintain a serious love relationship? Do you want to make more friends? Lifestyle: Do you want to work/study less and enjoy life more? Do you ‘want to have a healthier or greener lifestyle? Personal development: Do you want to read more? Take a course in personal improvement? Sports and hobbies: Do you want to spend more time playing a sport or doing a hobby? Do you want to start anew hobby? Do you want to compete in something? Public service: Do you want to make the world or your community a better place? B Now choose the area that is the most important to you. Think of a goal to achieve in that area. Write a short personal goal statement. I will focus on education: I want to get a Master ©© [work in pairs. Read your goal statements to each other. Then brainstorm a list of intermediate steps to help you reach your goal. Main goal: A Masters degree in IT (tart 2 years from now) Steps © Take an online IT course ~ next summer © Study harder to graduate with high grader ~ next 2 years © Fikd out about different IT graduate programs ~ enc of next year © Decide on an area of specialization fora Master — (prograimmég) © Apply 0 several Masters programs ~ seniar year D_ Write down when you will do each step and organize them in chronological order to make an action plan, Take notes about what you need to do to complete each step. Get a Master's degree in IT Date: Steps: The next 2 years Study harder ta graduate with high grades Done (programming) Decide an an area of specialization for a Master's End of next year Find out about different IT graduate programs Next suramer Take an online IT course Fall seinester of senior year ‘Apply 6 several Master's progrants £ E@explain your plan to your partner. Make further suggestions about each other’s plans. = = Discussing personal action plans I'm going to Have you... yet? Maybe you could also Another thing you could do is REFLECT ... How can the skill of sting goals be useful to you in ‘Work and Career ond Study and Lecrning? Live and learnLanguage wrap-up Complete the conversation with the correct form of take, make, and do. (9 points) I'm so bored with work. I'm going to ask my boss if | can) some time off and learn to (2 something artistic, or some volunteer work. Yesterday | “) a donation to a charity hat builds houses for homeless people. Maybe I'll volunteer there. | studied film, so maybe | could (5 promotional videos for them or something I wish I could do something like that, but | don’t have any time because I’m going to ( my final teachertraining exam next month. And I'm a lot of extra activities, too. I hope mot ' big mistake by becoming a teacher. Well, it an important step to _ but I’m sure you're going to love teaching, Its better than working in an office like | do. I hope so! 3 Complete the text with the phrases in the box. (6 points) comfortzone giveup measure our progress progress (v) push yourself take risks Keys to professional advancement Many of us in our careers by how many promotions we get. Are you tired of seeing other people get promoted before you? Do you want to fasterin your job or career area? To get promoted, you really have to make an effort and (3) to cdo more. You can't stay in your You have to and try new things. Ifyou haven't advanced in your job as quickly as you would like, don’t for our two-day seminar and get the keys to success! Gs EBHEER eS USO BASES WW TERS) Fake) and do and phreses elated to the learning 10-10 correct: Look again at the vocabulary sections on pages 10 and 13. Write sentences with the present perfect and yet and already. (6 points) you / already / see / this movie / ? my friends / already /leave they / move /‘to @ new house / yet /2 you / graduate / from college / yet /? he / not eat /his dinner / yet 6 she / already / find / a new job B Complete the email with the correct present perfect or present perfect progressive form of the verbs in parentheses. (9 points) Dear Mom and Dad! Well, | (be) at college for two whale weeks now, and | really like it! | @ (meet) some new people. | went out with them last weekend. Of course, | (stud), t00, so don't worry! | (not have) any exams, but there's a chemistry test next week, But, I'm afraid that | (spend) most of the money you gave me, so maybe you could sand some more? | © (look) for a part-time job, but (not find) one yet. | (8 (apply) fora job in a bookstore here, but | (not heat if| gat itor not. They said they would call me today. Love, Pete Pits SS HECEN CSA ULE Ihe bissent pelfect with yet and already. | can use the present perfect ahd present perfect proaressive. 1010 correct: Look again at the grammar sections on pages 10 and 14 SCORE: ns ©UNIT2 — IN THIS UNIT YOU ara A Look at the pictures and check the one that shows the child (or children) that seems the most like you when you were young, It doesn’t matter if he or she is a different gender from you. ©) sen to how people exe motions and attiudes } read a magarine article about smell and memory talk about memories write about a favorite memory watch a video about memory B [4 Tell your classmates which child (or children) in the pictures you were similar to, and why. A: was similar to the little boy in picture C because I liked doing dangero! terrified my mother. 8: Iwas like the girl in picture A. | was shy and quiet, ee elo lee ee me LAI) 4) short presentations STUDY & LEARNING aodRTO ANTS A Match the words for stereotypical personality types 1-8 with the people in the pictures A-H. Vathletic 2popular 3. toublemaker 4 academic Separiy animal 6ajoker 7arobel 8 geeky 8 [EJ Work in groups. Talk about what you and your friends were like at school. A: Sarah, did you fit any of these stereotypes when you were at school? Phrases Iwas kind of a rebel. You know, black clothes, loud music. { always a little bit of questioned authority. I never did anything really bad, though, sort /kind ofa What about you, Holly? very /not very A: Iwas very academic and | enjoyed school. | didn’t usually get into trouble, so the teachers liked me. Well, except the PE. teacher. | wasn’t very athletic! A fi)o7 Lancuace IN CONTEXT Listen to the conversation below. Is Kevin the same now as he was in high school? James: Is this your high school yearbook? Kevin, Yeah. This picture's from my senior year. That's you? No way! You used to have really long hair! Now your hair is eally short Kevin Yeah, lused to be into the whole rebel thing. You know, long halt, grungy clothes. | used to play in a band, so | wanted to look coal But those were the old days. | don’t do that stuff anymore. James: Did your band use to play at parties? evi, Yeah, parties, and sometimes school events, James: That's awesomel evi: Well, we weren't very good. | mean, we didn't give concerts | Se fae) hares ioe ene eT in IT, 'm totally boring! James: | didn’t use to do any of the things you did. Well, still don't. lim boring new, and was boring setteces™ Powe ie sentences. Do we use used to then! to refer to the present or the past?B ANALYZE Read the conversation in Exercise A again. Form Circle the correct options. Then complete the table with examples from Exercise A. 1 The verb after used to 2 In affirmative statements, 3 In questions and negative isin the we use statements, we use i 9) base form, 5) used to. ») used'to, | ») ing form. by) use to, b) use to, Affirmative Negative ‘Questions Short answers You) 18) © your Yes, it cid. / | bend No, it didn. really any of the long hai things you dil at panies? Function Choose the correct option to complete the rule. We use used to to talk about WATCH OUT! ®) things that were true in the past and are still true in the present. ) things that were true in the past, but are not true in the present. of Sica ee X | didn't used to run You can use never and always with used to Did you use to play ina band? My brother always used to get up really early X Did you used to play in a band? never used to get up before 11 a.m, on weekends. © PRACTICE Complete the conversation with the correct form of used to. ‘; Doyou think you've changed a lot in the last five or ten years? B: Yeah, alot. I didn’t 1) work full-time, so | had a lot more time to go out. As Yeah, me too. Also, | (2 date a lot of girls, but now | have a girlfriend, 8: Well, that’s cool 4 Yeah, we'll probably get married. Anyway, | remember | never (3) get home before 4 a.m. on weekends, | was definitely a party animal 8: Yeah, | always ) stay out late, too. Where did you (5) go? A: Tolive music clubs, mostly. |) {go out to hear musica lot. They always had great bands. We 7) dance all night! 8 liked going out to hear live music, too, but | didn't like dancing, | actually dance more now because my wife loves dancing D [J Now you po Ir Work in pairs. Talk about how you used to be and things you used to do when you were younger. Use the conversation in Exercise C and the ideas below to help you. + appearance + personality + routines «leisure activtigg Contrastive stress J08 Listen to these sentences. Underline the words the speaker stresses in the answers. 1 A: Didyour brother use tohave longhair? 2 &:_Did your brother use to have long hair? 8: No, my sister used to have long hai 8: No, my brother used to have short hair B Look at these questions and answers. Underline the words in the answers that you think will be stressed. 1 A: Did you use to have a blue car? 3 &: Did your brother use to play soccer? 8: No, we used to have a red car &: No, | used to play soccer 2 A: Did you use to ike dogs? 4’ Doyou live in an apartment? 8: No, we used to like cats 8: No, we used to live in an apartment © [Boo f Listen to the sentences and check. Practice saying the questions and answers in pairs. Then and nowERO OU © When you listen to someone, pay attention fo their tone of voice. cillbele gat ontenrtctd teeenchanecnciennice A. [B10 Listen to the speakers. Match each speaker to these emotions. A excited ¢ sad © uncertain 8 angry > bored =F nervous 1 Speaker [J Speaker2 [1] Speaker 3 DB Speaker4 ] Speaker5 [5] Speakeré 8 [AF Listen to four conversations. Choose the correct option. 1 The man feels sad / ne! 2 The woman feels an 3 The woman feels bo 4 The woman feels Read the webpage. Choose the sense that is NOT mentioned. %) smell 9 taste a) touch «)_ hearing WHAT MEMORIES DO YOU ASSOCIATE 3) WITH SPECIFIC THINGS? | don't have @ very good memory, buts funny how certain sighs, ‘smells, tastes, or even sounds can bring back vivid memories of your ‘ildhood, For example, the smell and the taste of fresh chocolate chip ‘cookies always remind me of my mom because she used to make them ‘lot when | wes litle. And hearing the song Call Me Mlaybe makes me ‘think of school and te fiends had there. We had all memorized that ‘sng, and we used to sing itto remind each other to call And let's see when | see a beagle puppy, I think back to when | got my fst doa, ‘She was a beagle named Lucky. can clearly remember the day | got her. was realy excited, was my eight birthday. She was $0 cute! Match 1-8 and a-h to complete the sentences. I memorized think of my grandma. It reminds me memory, Please remind me to when we met It brings back remember when | started school. I think back poems and multiplication tables at school. That makes me to call them. I can clearly/definitely/vaquely vivid memories. have an excellent/a good/a really bad of the time when we went skiing,© [i complete the sentences with your own ideas. Then work in pairs and compare your sentences. 1 The smell of reminds me of 2 Thesong brings back memories of 3. The taste of. makes me think of 4 When | see I think back to when () Ce ae ‘A. Read these statements about the 5 Now read the text carefully and answer sense of smell and choose T (true) or the questions below. F (false). Then scan the article quickly 1 Whats one important characteristic of smell to check your answers. memories? +. Smells can cause us to remember things 2 Why do humans have a weaker sense of smell than animals? very cleatly 2 Humans have about 220 million 3 Why do smells cause strong emotional responses? smell receptors, T/F 4 Why do smells often help us remember things 3 Smells do not help us remember things from a very early age? from our early childhood, T/F 5 What medical implications does research in smell 4 Smells can help some people remember and memory have? things from their past. TIE Almost everyone has experienced vivid memories associated with smels, Smell memories are so strong thet they can transport us immeelately tothe past. You smell certain perfume or cologne and you are with an old love again Yousmell popcorn, and you ate child at afaic We often forget an experience until we smell something associated with itsthen we can ea suddenly see ad hear the whole experience and fel the emotions that we fet I's as if wear having the expetience again The sens of sels very important for animals because it helps them find food, recognize danger, and recognize ether members ofthe same species. However, when humans developed higher cognitive abilities, suchas language, the sense of smell became less important fr survival. This is why humans only have about 20 milion smell receptors, while a bloodhound has 220 milion. So why are our smell memories so trong? The answerisin our physiology. The reason that we usually have trong emational esponses to smell memories is thatthe ofactory cortex, winere our sense of smells located, is close othe amygdala, which isthe center of ‘emotions and memories. Researchers have done experiments to compate smell stimuli with other simul as ‘memory cues With sual cues and word cues, people tended ro remember things that happened aftr the age of tn, With smell cues they remembered more things from eary childhood. This makes sense because the sense of smell develops in babies before the senses of vision and later, words These findings have postive implications for helping people who suffer rom dementia they cant remember things from ther past, the memories can often be stimulated with smells, Researchers have found that when people with memory loss smell something associated with thelr yout, they ae often abe to describe memory in great detail © [iM work in groups. Talk about your own “smell memories.” me UNIT2 23PCa A (B12 Lanauace IN CONTEXT Listen to the conversation below. What made Lauren remember something from her childhood? Lauren: It's so great to be at the beach! The smell of the acean brings back memories of one of the best times of my life. Denise: Really? When was that? Lauren: The summer when | was eight years old. We went to vistt my grandparents for two weeks. They had just bought a little house by the beach, and we swam and played in the sand every day. That sounds really nice, ‘Yeah, even the drive to get there from lowa was fun. My mom had just bought @ new car. When we started the trip, we hadn't been in the new car yet, so we were really excited Daniele: Had you and your brother been to the beach before? Lauren:~ No, we hadn't, s0 you can imagine how exciting it was! We had never tasted salt water or seen waves. | can clearly remember my little brother's face when he accidentally swallowed some water. He was so surprised! NOTICE! : J at the sentences in bold Form Choose the correct option to complete the rule. eee Then, complete the table with examples from Exercise A. cof the two actions happened + We form the past perfect with first? )have/has + the past participle of the verb. had + the past participle of the verb. B ANALYZE Look at the conversation in Exercise A. Affirmative Negative Questions Short answors They We o you Yes,wehad./ inthe and yourbrother = No, we alittle newcaryet. tothe | 24 race aloes beach before? Function Choose the correct option to complete the rule. | WATCH OUT! We use'the past perfect to talk about ‘1 They had already left when we arrived a) something that happened before a specific time in the past, X They already left when we had arrived. ) something that happened a very lang time ago. RU Te Gaines Soa © PRACTICE Complete the sentences with the ae as correct simple past or past perfect form of the Soiienets one verbs in parentheses. + When we {arrive}, our parents — already (eat) 2 already {have} twa jobs by the time |___ (be) 18. st just (finish) my work when you (call. 4 By the age of five, my brother already _ (learn) how to use a computer, 5 We {not finish) our exam yet when the bell (ring) i) {go} to New York last summer. |___ never (be) there before. 7 Why we {not see) this movie befor last night? 8 you already (meet) Deanna when you (star) college? p [Now You Do IT Work in groups. Complete the sentences about your experiences. Then tell your group. + By the time I was..., |had already 3 When... |hadh’t.. yet 2 When |... for the first time, | had never 4 When .., | had just.a 413 Listen to the conversation. Then choose T (true) or F (false), Michael is telling Tom about a recent event in his life. 7 Both men like the car they are looking at. / Michael used to have a Thunderbird, t Michaels grandfather had had several sports cars before he got the Thunderbird. Michael hadn't ridden in a convertible before. Think of a memory of a childhood event or experience to share, Use these questions as a guide to help you plan what to say. What was the event or experience, and what reminds you of it? What was the background? (something you used to dofhad never done/had always wanted, etc) ‘When did it happen? What happened? ‘Work in pairs. Tell your partner about your memory. When you listen to your partner’s story, ask questions to find out more. F fecralip ak oialy fav hres an does topic sentence, supporting details, and a concluding sentence. The topic sentence gives the main idea of the paragraph. This is ofien, but not always, the first sentence. Then there are usually several sentences that explain the main idea or give examples. Finally, the Se ose erence ea nati. eerste eee Read the paragraph and underline the topic sentence and One af my frvrite memaries fam. the concluding sentence. abe cor teonage years is my fiest concert It was nn 2008, ard I war 15.1 really loved You are going to write a paragraph about a favorite rie, bub I had never been 2 a concert memory. First, take some notes to help you organize your defer. There was a bared called Fal Out paragraph. Boy, and it was my favorite band at that time, The band was touring the US. that year, and ane of the verses was New York My brotver was going to the concert with some. fiends, ane I convinced my parents 14 let me go with thems, The concert wae Choose a topic. Write a topic sentence in your notebook. Under the topic sentence, write four or five details that you want to include in your paragraph. You do net have to write complete sentences. Write a concluding sentence. Remember that this sentence summarizes the main idea or restates your topic sentence in a different way. amazing! Maybe it beeauce it was my , a ‘ first concer, but Ihave more memories Write your paragraph. Make sure the supporting details tha) CULAR Slate tay oA oar are in a logical order. Use linking words and time expressions. cancers I caw in thave years i Z swap paragraphs with a partner. Read your partner’s paragraph and answer these questions. Does the topic sentence clearly state the main idea of the paragraph? | Linking words: and but, aso, so, Do all of the other sentences explain the main idea and give examples? because Are the supporting details in a logical order? Time expressions: a that me, Does the concluding sentence summarize ar restate the main idee in the that yean my fist... n those years topic sentence? Adverbs: already, just, never, yet, beforePREPARING AND GIVING A SHORT PRESENTATION * Choose a topic for a presentation and brainstorm ideas about it. * Decide which ideas you want to include and organize them. ® Practice your presentation and make any necessary changes. ‘A You are going to prepare a three-minute presentation. First, choose a topic. You can choose from the table below, or think of your own topic. Brainstorm and write your ideas on the word web. Society The world Education How technology has changed society Changes in male and female Ihave changed since | {graduated from college ;chnology has changed roles change in my country jon How entertainment has + An event th Education now and in my changed in my lifetime international importance parents’ generationB Decide which ideas from your word web you want to talk about in your presentation. Write notes about them on a piece of paper or on small cards in the order you want to talk about them. Add details, if necessary, but you don’t have to use complete sentences. ‘pic: Haw technology has changed education The past: boring - teacher, book and blackboard only Now: more interesting because of variety in the dlassraem: DVDs, presentations with video or slide shows, the internet Reculé: better learning ~ more interesting, more access to information © Practice your presentation on your own. Follow the steps below. + Practice the whole presentation and time yourself. You have three minutes! + Ifyour presentation is too long, cut some information and time yourself again. + Practice one part of your presentation at a time to help you learn it. Remember, you want to sound as natural as possible, Jremember when education was very different from how itis now. Teachers and students didn’t use to have all the resources they have now, so learning was more boring. | mean, good teachers made it interesting, but they only had books and the blackboard, and maybe a CD player. Education has really changed since then. Now, D [work in pairs, Student A and Student B. Student A: Give your presentation: Student B: Listen carefully and complete the evaluation form. Then swap roles. Prosentation evalu: ie ee nee a veri | pee Was the talk interesting? ‘Yes/No eee Did the speaker speak slowly and clearly? Yes/No per oe Ve ences Did everything in the talk relate to the topic? Yes/No aithink vou needa Should the speaker add more information? Yes/No telicie understand tie part about Does he sproerneedtocutenyinformaton? Yes/No, Msbeyeu shoul ve more I think you should cut the part about © [Look at each other's evaluation forms. Then help your partner revise his/her presentation notes. F [i Give your revised presentation to the class. 2) REFLECT pay tos coniestl of giving presentations be useful to you in Work and Career and Self ‘and Society? Then and now‘A. Complete the definitions with the personality types in the box. (8 points) ‘academic athletic geeky joker party animal popular rebel troublemaker 1A person is liked by a lot of people. 2A does bad things and causes problems. 3 A constantly questions authority aa tells jokes and does silly things. 5 A person is fascinated with technology. 6 An. person gets good grades and likes learning 7 An person enjoys sport and spends a lot of time exercising. aA loves socializing and going out at night. Complete the sentences with the correct form of a verb connected with memory. (7 points) + Whenever smell roses, it me think of my mom. 2. Icanclearly the first time | went on a plane. 2 If smell freshly cut grass, | of my dad. 4 The taste of popcom me of the circus. 5s The smell of pine trees wonderful memories of my grandma's house. 6 Doyou try to a story before you tell it? 7 Please me to give you back your jacket. [fegildesefibe People’ parsanality types and use phrases to talk about memories. ‘Look again at the vocabulary sections on pages 20 and 22. SCORE: ns ‘Complete the conversation with the correct form of used to or the simple past or past perfect form of the verbs in parentheses. (15 points) Jenny: Did you (1 have a pet when you were a child, Sofia? sofia: No. | got my frst pet when | @) (be) teenager. 118) (want) one for years, and my dream finally 4) (come) true on my 14° birthday when my parents (5) (Give) me a kitten Jenny: (6) your parents {have} pets before? sofia: No, they 7 Well, | think my dad ie) have a fish ‘or something, but nothing like @ dog or a cat, and my mom didn't even o like animals Jenny: Wows (10) (grow) up with a lot of animals. My parents (17) {have) pets all their lives. | remember that when I (2), (be) very small, our two cats (13) sleep downstairs in a basket in the kitchen. My parents (14) just (get) a puppy when | was born, and that dog (1s) (become) my bestfriend! giUSBIYS20) tthe simple past, and the past perfect to talk about the past. flat he gremmarsections on pages 20 end 24 score: 5UNT3 IN THIS UNIT YOU language to talk about A Look at these pictures of two famous cities. Do the pictures give you positive or negative impressions of these two places? Why? sing, roducts, and reed an article about the "Bp teens spend on proms {rite about shopping online in teal stores isten to complaints about product: lems with watch a video about advertising B Ei Think about your own town or city. Are there a lot of ads, or very few? How do you feel about the amount of advertising around you? Discuss your ideas. Learn techniques for persuading ,4 [nes Ee WORK & CAREER Buying power© CTO CRNA le A LANGUAGE IN CONTEXT Read this article. How does Joel Moss Levinson make money? isa highly successful creator and producer of advertisements. He stars in the ads himself, and they are filmed on a small video ‘camera, Apart from the cost of the camera, he has spent almost no money on them. ‘So how does Joe! make money from the ads? Creativity and innovation are the Keys. ‘The advertising industry today realizes that it needs to use new media, such as online videos, to advertise, The videos have to be funny and appeal to young people, so many ‘companies run competitions to get them. The competitions are for homemade videos ‘that they oan use as ads. That's where Joel Moss Levinson comes in: his crazy sense ‘of humor is perfect for the internet. He's wan over $200,000 in money and other prizes, including tips abroad. Joel lives in the U.S.A., but because his ads are online, people inthe UK,, Canada, and many other countries watch them, so the companies can advertise their products all over the world. NOTICE! Find three countries B ANALYZE Read the article in Exercise A again. mentioned in the text Which countries take Function Complete the table with examples from Exercise A. the before their name? We use the definite article the Examples when something has been mentioned before, the advertisements, 1) a (a) when there is only one of something or the reference the universe, the car industry, the BBC () is toa whole group. @ ” ‘with some country names that have plural nouns or the Netherlands, (8) 9) the words States, Kingclom, or Republic in the name, with geographical features. the Atlantic Ocean, the Amazon, the Greek Islands when the noun answers the question which? or what? the cost of the camera (The cost of what?) (10) We use no article « Examples wrth plural countable nouns when talking about them generally, advertisements, (11) 3) (14) with uncountable nouns when talking about them generally. money, (15) with names of people, months, cities, most countries, Joel Moss Levinson, (1) products, etc © PRACTICE Complete the ad with the or put X for no article. WATCH OUT! 7 She makes videos. We believe that) young people have (2) types of ideas The videos are amazing ete looking for and were having a competition fora new ad for‘) X She makes videos Jupiter Chocolate! (3) ad willrun on (5) internet, and Videos are amazing, 6 people all over (7) ‘world will see it. We have lots 7 \ think ads in the U.S. are of @) prizes to give away. (9) top prize is 2 cruise on eras recess ea (9) Nile River! So send your videos to (11) email X | think asin the US. are ages einer eaten sate beter then ain the p — Now you Do It Work in pairs. Talk about what would make a good HOW TO SAY IT. ad for the competition in Exercise C. ‘Young people lke ads that are .., so the ad should have The ad willbe on the internet, soit should lke the idea of using children /a handheld camera / music The children / the camera / the music could