masterMind

Unit 8: Grammar and vocabulary test A Level 1

Grammar C Complete the sentences with the correct

A Correct the sentences which have mistakes form of the verb in parentheses.
in the use of prefer and rather. Check (✓) 0 I’d prefer you not to read the letter. (not read)
the correct sentences. There is at least one 16 I think Max would prefer his dinner
correct sentence. later. (have)
0 They’d rather us didn’t arrive before two o’clock.
17 I’d rather they their own food. (bring)
They’d rather we didn’t
18 I’d rather than eat this! (starve)
1 I’d prefer not fly there, if at all possible.
19 I’d rather you in here, if you don’t
mind. (not smoke)
2 We’d rather to raise the money ourselves.
20 Suki would prefer a room. (not share)

3 We’d rather don’t go anywhere too hot.

D Complete the sentences.
0 What he says is that he saw the man enter
4 I’d prefer my children to be educated in state schools. the building.
21 you decide to travel there is up to you.
5 I’d rather he not to go at all, to be honest.
22 your parents are has a big effect on
your life.
6 They’d prefer us to hand the forms in by this Friday.
23 they chose to live was in an extremely
remote village.
7 We’d prefer not to take out a loan, if possible.
24 important is that everyone is safe now.

8 I’d rather them gave their profits to charity. 25 You need to give me the money. you
get it is up to you.

B Match the sentences halves. E Choose the correct options to complete

0 Where g the text.
9 What you I’d rather (0) don’t work / not work / not working for
10 What is a company that’s not fully committed to equal rights
for female employees. In fact, (26) where / how / what
11 Who will
I choose to work depends a lot on their attitude to
12 Exactly what will
women. I’d prefer my employer (27) having / has / to
13 How you have strong equal opportunities policies. However, in
14 What’s difficult my experience, (28) who’s / who / how your direct boss is
15 Who makes a big difference to your working conditions.
(29) What / That’s / What’s really depressing is that we’re
a clear is that the problem won’t go away. still having to have these discussions. I’d rather we
b happen is unclear. (30) live / are living / lived in a society where women’s
c is reaching people in these mountainous regions. equality was taken for granted.
d your parents are influences your whole life.
e choose to do then is your decision. Score / 30
f spend your money is up to you.
g you go to college is your decision.
h be in charge is not known at this point.

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 masterMind level 1

Vocabulary C Complete the text with options from the

A Complete the words. The first letter is given.
0 The former tennis champion recently set
up a f oundation to provide education for
deprived children.
1 Social i is when a group in society is
treated unfairly and denied its right to education,
health, and opportunity.
2 A former a to the United States is
thought to be among the dead.
3 Many of these people are r who have
been forced to leave their countries because of war.
4 Sadly, over half of the population still live in
p , with scarcely enough money to feed
and clothe themselves.
5 These people can’t a to buy even the
basics, such as food and clothes.
6 Everyone should have a r to clean water
and food.
7 These people l o under
a dollar a day.
8 He’d lost his job and been u for over
three years.
B Choose the correct words.
0 We will fight social injustice / poverty wherever we
find it.
9 We have a right / responsibility as a wealthy nation
to help poorer regions around the world.
10 A recent report on philanthropic / humanitarian
giving suggested that the super rich are becoming
less generous with their wealth.
11 A famous ambassador / humanitarian, he regularly
donates a portion of his company’s profits to
international charities.
12 She gets unemployment advantage / benefits from
the government.
13 Everyone on the planet should have a right /
responsibility to a basic education.
14 Sadly, there are still many underprivileged /
philanthropic children in this country, living in
terrible poverty.
15 They recently set up a foundation / benefit to
support poor coffee farmers in the region.
box. Remember to use the correct form of the
options. There are two extra words.
philanthropic  ​afford  ​injustice  ​
humanitarian  ​
foundation  ​benefits  ​ responsibility  ​refugee  ​
live on  ​
right  ​poverty
The government announced yesterday that it is sending
another $5 million worth of (0) humanitarian aid to the
regions worst affected by the drought. Huge camps have
been set up to house thousands of (16)
who are trying to leave the area.
Some politicians have criticized the move, saying that we
cannot (17) these sums of money in a time of
economic crisis. Charles Morris, whose (18)
was set up in 2003 to try to help people in the region, has
no time for such arguments. “These people are living in
absolute (19) ,” he says. “They don’t have
access to clean water or adequate food—things that most
of us regard as basic human (20) . Most of
these people are (21) little more than a
handful of rice a day, and it is the (22) of richer
nations to help them. We can’t rely on (23)
donations—we have to have government involvement.’
D Are the following sentences true or false?
0 Poverty is the state of not having enough food.
True False
24 Ambassadors are usually elected members of
a government.
True False
25 Many governments pay benefits to
unemployed people.
True False
26 If you accuse someone of injustice, you think they
have not been fair.
True False
27 Philanthropic actions result in profits for the person
that carries them out.
True False
28 Humanitarian aid is when people are sent to areas
of need.
True False
29 Underprivileged children have fewer advantages
than most children.
True False
30 Refugees are people who leave their homes in order
to help others.
True False

Score / 30

Total score / 60

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 masterMind
Unit 8: Grammar and vocabulary test B Level 1

Vocabulary 13 Social i is when a group in society is

treated unfairly and denied its right to education,
A Choose the correct words. health, and opportunity.
0 We will fight social injustice / poverty wherever we
find it. 14 A former a to the United States is
thought to be among the dead.
1 He gets unemployment advantage / benefits from
the government. 15 Many of these people are r who have
2 Everyone on the planet should have a right / been forced to leave their countries because of war.
responsibility to a basic education.
C Complete the text with options from the
3 Sadly, there are still many underprivileged / box. Remember to use the correct form of the
philanthropic children in this country, living in words. There are two extra options.
terrible poverty.
philanthropic   ​afford   ​
injustice   ​
humanitarian   ​
4 They recently set up a foundation / benefit to
foundation   ​
benefits   ​responsibility   ​refugee   ​
support poor coffee farmers in the region.
live on   ​
right   ​poverty
5 We have a right / responsibility as a wealthy nation
to help poorer regions around the world.
The government announced yesterday that it is
6 A recent report on philanthropic / humanitarian
sending another $10 million worth of
giving suggested that the super rich are becoming
less generous with their wealth. (0) humanitarian aid to the regions worst affected
7 A famous ambassador / humanitarian, she regularly by the famine. Huge camps have been set up to house
donates a portion of her company’s profits to thousands of (16) who are trying to
international charities.
leave the area.
Some politicians have criticized the move, saying that we
B Complete the words. The first letter is given.
cannot (17) these sums of money in
0 The former tennis champion recently set
up a f oundation to provide education for a time of economic crisis. Theresa Hardwick, whose
deprived children. (18) was set up in 2003 to try to help
people in the region, has no time for such arguments.
8 Sadly, over half of the population still live in
p , with scarcely enough money to feed “These people are living in absolute
and clothe themselves. (19) ,” she says. “They don’t have
access to clean water or adequate food—things that most
9 These people can’t a to buy even the
basics, such as food and clothes. of us regard as basic human (20) .
Most of these people are (21) little
10 Everyone should have a r to clean water
more than a handful of rice a day, and it is the
and food.
(22) of richer nations to help them.
11 These people l o under We can’t rely on (23) donations—
a dollar a day.
we have to have government involvement.”
12 She’d lost her job and been u for over
four years.

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 masterMind level 1

D Are the following sentences true or false? Grammar

0 Poverty is the state of not having enough food. A Match the sentences halves.
True False 0 Where g
1 Exactly what will
24 Ambassadors are usually elected members of
2 How you
a government.
3 What’s difficult
True False
4 Who
25 Many governments pay benefits to 5 What you
unemployed people. 6 What is
True False 7 Who will
a clear is that the problem won’t go away.
26 If you accuse someone of injustice, you think they
have not been fair. b happen is unclear.
True False c is reaching people in these mountainous regions.
d your parents are influences your whole life.
27 Philanthropic actions result in profits for the person e choose to do then is your decision.
that carries them out. f spend your money is up to you.
True False g you go to college is your decision.
h be in charge is not known at this point.
28 Humanitarian aid is when people are sent to areas
of need. B Correct the sentences which have mistakes
True False in the use of prefer and rather. Check (✓)
the correct sentences. There is at least one
29 Underprivileged children have fewer advantages
correct sentence.
than most children.
0 They’d rather us didn’t arrive before two o’clock.
True False
They’d rather we didn’t …
30 Refugees are people who leave their homes in order
to help others. 8 I’d rather she not to go at all, to be honest.

True False

Score / 30 9 They’d prefer us to hand the forms in by

this Thursday.

10 We’d prefer not to take out a mortgage, if possible.

11 I’d rather them gave their profits to charity.

12 I’d prefer not fly there, if at all possible.

13 We’d rather to raise the money ourselves.

14 We’d rather don’t go anywhere too hot.

15 I’d prefer my children to be educated in

private schools.

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 masterMind level 1

C Complete the sentences with the correct

form of the verb in parentheses.
0 I’d prefer you not to read the letter. (not read)
16 I think Sandra would prefer her dinner
later. (have)
17 I’d rather they their own drinks. (bring)
18 I’d rather than eat this! (starve)
19 I’d rather you in here, if you don’t
mind. (not smoke)
20 Paul would prefer a room. (not share)

D Complete the sentences.
0 What he says is that he saw the man enter
the building.
21 you decide to travel there is up to you.
22 your parents are has a big effect on
your life.
23 they chose to live was in an extremely
busy city.
24 important is that everyone is
better now.
25 You need to give me the money.
you get it is up to you.

E Choose the correct options to complete

the text.
I’d rather (0) don’t work / not work / not working for
a company that’s not fully committed to equal rights
for female employees. In fact, (26) where / how / what
I choose to work depends a lot on their attitude to
women. I’d prefer my employer (27) having / has / to
have strong equal opportunities policies. However, in
my experience, (28) who’s / who / how your direct boss is
makes a big difference to your working conditions.
(29) What / That’s / What’s really depressing is that we’re
still having to have these discussions. I’d rather we
(30) live / are living / lived in a society where women’s
equality was taken for granted.

Score / 30

Total score / 60

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masterMind
UNIT 8: Skills test
Listening
Listen to Ian and Penny discussing
unemployment benefits. Choose the best
answer for each question.
0 Why is Ian angry about benefits?
A He thinks too many people claim them.
B He thinks they stop people from looking
for work.
C He thinks other people are benefiting unfairly
from his effort.
1 What happened when Penny applied for jobs?
A She got several interviews.
B She didn’t get many answers.
C She didn’t have enough time for all
the applications.
2 Why wasn’t she able to enjoy having some
free time?
A Because she didn’t feel happy about her
financial situation.
B Because she was too busy applying for jobs.
C Because she lost her self-confidence.
3 Why did Penny have to use some of her savings?
A Because the benefits she received
weren’t sufficient.
B Because she hadn’t paid enough tax to
get benefits.
C Because she didn’t claim benefits.
4 Why does Ian think that some young people
are unemployed?
A Because their benefits are too high.
B Because they’re not prepared to take difficult or
low-paid jobs.
C Because they won’t earn enough if they do get
a job.
5 Why does Penny say that people with jobs often
receive benefits?
A Because they continue to receive benefits from
when they were unemployed.
B Because they can’t live on their salary.
C Because of government rules.
© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class.
Level 1
Reading
Read this article about microcredit. Are the
sentences below true, false, or is there not
enough information to be sure? Choose A, B,
or C.
Joanna Kerr was aware of injustice in the world from
very early on. At an age when other children wanted
to learn about dinosaurs or Egyptian mummies,
Joanna remembers constantly pressing her parents
to explain why there were images of such poverty in
the news, when the people around her were living
comfortable lives.
“I think I put them in a difficult position,” she laughs.
“They didn’t want to upset me, but short of hiding the
newspapers or banning me from watching TV, there
wasn’t really anything they could do to protect me.”
While many of us end up suffering from what has been
called “compassion fatigue”—when we are exposed to
the unpleasant realities of drought, famine, war, etc. so
much that we lose the ability to care—Joanna had the
opposite experience.
The older she got, the more determined she was to do
something to help. Not that she likes the word “help”—
she prefers to describe her work as “empowering”
people—in other words, giving them power by providing
the things they need to help themselves. And in her
case, the thing she offers is microcredit.
The idea behind microcredit is that people receive tiny
loans, smaller than anything that banks would bother
with. These loans are used to buy something—for
example a goat or a sewing machine—that is then used
to make a profit, so that after the loan is paid back,
a little money remains.
Joanna spends a lot of time traveling to extremely
remote villages, which often aren’t reached by the
larger humanitarian organizations. She prefers to lend
to women because she says they are more likely to
spend the profits on their families.
“I absolutely love what I do,” she says. “The women
I work with are amazing. They’re so eager to grab
the opportunity I’m offering them. Seeing their lives
transformed by these small amounts of money is
absolutely thrilling.”
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masterMind level 1

0 As a child, Joanna couldn’t understand why some

people were so poor.
A True B False C Not enough information

1 Her parents were always willing to discuss this issue

with her.
A True B False C Not enough information

2 She never lost her desire to do something for

poor people.
A True B False C Not enough information

3 She offers microcredit through an ordinary bank.

A True B False C Not enough information

4 She doesn’t lend money to men because she

doesn’t trust them to use their profits wisely.
A True B False C Not enough information

5 She has seen her work have a big impact on

people’s circumstances.
A True B False C Not enough information

Writing
What do you think is the most serious social
injustice in your country? Why?
Write at least 100 words.

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masterMind
ADDITIONAL LIFESKILLS LESSON
Unit 8 Work & Career: understanding rights and
responsibilities
Objective: to provide further practice of understanding
rights and responsibilities, this time within the area of
Work & Career.
The three-step strategy for developing this soft skill is:
Step 1: Understand what rights and responsibilities
are. (Lead-in, Ex. A, Ex. B)
Step 2: Decide what rights and responsibilities are
valid in a given environment or situation.
(Ex. C)
Step 3: Be aware of rights and responsibilities in
different contexts. (Ex. D, Homework)
You may decide to highlight this strategy at the beginning
of the lesson, and to conduct a short discussion to check
that the students understand the skill and why it is useful.
However, if you prefer to teach this lesson without
discussing the underlying soft skill, this is also possible.
The lesson is designed to be engaging and successful
either way.
For more information about teaching life skills and ideas
for highlighting the soft skill, please refer to p. xii and
pp. T100–T101 of the Teacher’s Book.
MATERIALS:
• board and markers
Lead-in
Write the words right and responsibility on the board.
Underneath, write the scrambled definition of each one
(not in this order):
a moral / or / legal / duty / to behave / in / a / workplace, at home, as members of different groups
particular / way
something / that / you / are / morally / or legally / in this lesson they are going to look at rights and
allowed / to do / or have
Put the students in pairs and ask them to reorder the
words to make the two definitions and then match them
with the correct term. Invite two students to the board
to write the answers.
Answers
right: something that you are morally or legally
allowed to do or have
responsibility: a moral or legal duty to behave in
a particular way
© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class.
LEVEL 1
A
• Put the students in small groups and ask them to
recall some examples of specific kinds of rights
and responsibilities that they saw in the Student’s
Book. If necessary, elicit one or two as an example.
When the students finish, elicit ideas and write them
on the board. Accept any other answers that are not
included in the Student’s Book.
Answers (from the Student’s Book)
rights: human rights, workers’ rights, women’s
rights, equal rights, children’s rights
responsibilities: individual responsibility, social
responsibility, collective responsibility
• Elicit some specific examples of each right and
responsibility, e.g., human rights: the right to have
access to clean water; individual responsibility:
responsibility to follow the law, etc.
ALTERNATIVE
Put the students in small groups and assign each
group a kind of right, e.g., human rights. Have the
students brainstorm a number of specific rights
relating to that category. Have the groups take turns
standing up and reading their rights aloud. The rest
of the class should try to guess which kind of right
they relate to.
• Remind the students that in the Student’s Book
lesson, they looked at rights and responsibilities
in different contexts. Elicit what these were
(as parents, as children, and as citizens of their
country). Elicit some other areas of their life in which
they have rights and responsibilities, e.g., in the
such as in a sports team, etc. Tell the students that
responsibilities in the workplace.
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masterMind
B • Elicit and discuss the students’ ideas as a class.
• On the board, write the following rights
and responsibilities.
Employees have the right/responsibility to:
1 arrive at work on time.
2 get paid for overtime.
3 inform their employer when they’re sick.
4 be clean and well-dressed.
5 have regular appraisals and feedback.
6 join a union without fear of discrimination.
7 do their job according to the job description.
8 have a clean and safe working environment.
9 have regular working hours.
10
job share if they wish to.
• Give the students time to read the statements,
and check they understand all of the vocabulary.
Put them in pairs and have them decide
which statements refer to rights, and which to
responsibilities. When they finish, have each pair join
with another pair to compare ideas.
• Check answers by reading a statement aloud and
having the class call out “right” or “responsibility”.
Answers
1 responsibility 6 right
2 right 7 responsibility
3 responsibility 8 right
4 responsibility 9 right
5 right
10 right
C protect the health and safety of their employees, to
• Have the students stay in their groups of four and
discuss which of the rights and responsibilities listed
on the board apply to all jobs, and which may only
apply to certain jobs. If necessary, as an example,
point out that statement 2 may not apply to all jobs,
since some contracts stipulate that the worker must
work overtime if necessary with no extra pay.
• Before the students start their discussion, write the
following How to say it box on the board. Read the
phrases aloud and encourage them to use these in
their discussion:
HOW TO SAY IT
Where this right/responsibility isn’t valid is in jobs
where …
What’s interesting about this right/responsibility is EXTRA: HOMEWORK
that it isn’t valid in jobs where …
© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class.
LEVEL 1
Possible answers
Statements 1, 3, 5, 6, and 7 probably apply to
all jobs
2 may only apply to certain jobs, e.g., factory
workers, possible some office workers
4 may not apply to jobs where the workers get
dirty, e.g., mining, firefighting, construction
8 may not apply in risky jobs, e.g., police officer,
coal miner
9 will not apply to some jobs, e.g.,
emergency services
10 will not apply to a lot of jobs which cannot be
shared, e.g., actor, musician
D
• Finally, ask the students to work in the same groups
and to now think of rights and responsibilities from
the point of view of the employer (rather than the
employee). Give them time to brainstorm some
ideas, then elicit their ideas and write them on
the board.
Possible answers
Rights: to be given a fair notice period when
the employee is leaving their job, to be informed if
the employee is sick, to have the employee to carry
out their job competently and loyally
Responsibilities: to give regular feedback, to
pay a fair salary, to provide help and support to their
employees as required
Reflect
• Write the following question on the board:
How can you make sure workers take their
responsibilities seriously?
• Give the students time to reflect on the question,
and then put them in pairs to discuss their ideas.
Elicit some answers, e.g., You could pay a high
salary to encourage them to take their job and
responsibilities seriously.
Ask the students to think about their own job
(or their last job, or their dream job). Ask them to
make a list of rights and responsibilities specific to
that job. Have them bring them to the next class to
share in small groups.
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masterMind
Additional LifeSkills Lesson
Unit 8  Study & Learning: understanding rights
and responsibilities
Objective: to provide further practice of understanding
rights and responsibilities, this time within the area of
Study & Learning.
The three-step strategy for developing this soft skill is:
Step 1: Understand what rights and responsibilities
are. (Lead-in, Ex. A)
Step 2: Decide what rights and responsibilities are
valid in a given environment or situation.
(Ex. B)
Step 3: Be aware of rights and responsibilities in
different contexts. (Ex. C, Homework)
You may decide to highlight this strategy at the
beginning of the lesson, and to conduct a short
discussion to check that the students understand the
skill and why it is useful. However, if you prefer to
teach this lesson without discussing the underlying soft
skill, this is also possible. The lesson is designed to be
engaging and successful either way.
For more information about teaching life skills and ideas
for highlighting the soft skill, please refer to p. xii and
pp. T100–T101 of the Teacher’s Book.
MATERIALS:
• board and markers
Lead-in
Write the words Right and Responsibility as headings
on different sides of the board. Elicit the definition of
each from the class and write them underneath (Right:
something that you are morally or legally allowed to do
or have; Responsibility: a moral or legal duty to behave
in a particular way).
© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class.
LEVEL 1
Remind the students that in the Student’s Book
they looked at a number of different rights and
responsibilities that parents and children have.
Divide the class into two teams, A and B. (It’s easiest
if you divide the class down the center so one team is
everyone sitting on the left-hand side of the class, and
the other team is everyone sitting on the right-hand side
of the class.) Invite a volunteer from each team to come
to the board. The students in Team A have to brainstorm
as many different parent and children rights as they can
remember, and call them out to the person at the board,
who writes them under the heading Rights. Team B does
the same but for Responsibilities.
Stop the activity when it’s clear that students are
struggling to remember any more rights and
responsibilities. The winner is the team that recalled
the most.
A
• Explain to the students that in this lesson they are
going to look at rights and responsibilities in the
context of being a student. Write the following rights
and responsibilities on the board:
Students at this institution have a right/
responsibility to …
1 turn up to class on time.
2 do homework that is assigned to them.
3 receive appropriate teaching in their subject.
4 be treated fairly and with respect by teachers.
5 participate in classes.
6 be considerate towards other students.
7 obey the rules of the institution.
8 be treated equally regardless of gender or age
(or any other “grouping”).
• Read the list of rights and responsibilities aloud.
Ask the students to work in pairs to identify which are
rights and which are responsibilities. When they finish,
put them with another pair to compare answers before
checking them as a class.
Answers
1 responsibility  ​
2 responsibility  ​
3 right  ​
4 right  ​
5 responsibility  ​
6 responsibility  ​
7 responsibility  ​
8 right
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masterMind LEVEL 1

B
• Ask the students to stay in their groups of four.
Reflect
Have them add two more rights and two more • Write the following questions on the board:
responsibilities to the list. Why is it important to know our rights and
• Ask them to discuss whether there are any rights responsibilities within the class? What happens when
and responsibilities on the list that they disagree we don’t take our responsibilities seriously?
with and, if so, to say why. Ask them to then discuss • Give the students time to read the questions and
which ones they consider to be most important, reflect on them individually. Elicit some ideas as a
and again, say why. class and discuss them. Focus the students on the
• Discuss students’ opinions in open class, fact that if they don’t take their responsibilities as
encouraging them to give reasons for their answers. members of the class seriously, this can affect the
C progress and dynamic of the class as a whole.
• Explain to the students that they have been looking
at rights and responsibilities within the context of the EXTRA: HOMEWORK
institution. Point out that there are other study and Ask the students to consider a third context: as
learning contexts in which they may have slightly members of a small study group. Ask them to make
different rights and responsibilities. Write on the a list of the rights and responsibilities they have
board: Rights and responsibilities as members of within that group. Have them compare their lists at
this class. the next class.
• Ask the students to stay in their groups of four and
to brainstorm their rights and responsibilities as
members of the class. Point out that some rights and
responsibilities may be the same, but that there will
also be different ones, too.
• When students finish, elicit ideas as a class and build
up a list on the board.

Possible answers
Rights: to receive appropriate teaching, to receive
feedback on progress, to have homework marked
by the teacher, to be treated with respect by the
teacher and other students
Responsibilities: to turn up to class on time, to
participate, to do homework, to be considerate
towards other classmates, not to talk in class

ALTERNATIVE
Do Ex. C as a pyramid discussion. Have students
work individually to note down their own ideas first;
then put them in pairs to discuss their ideas and
agree on a list. Finally, put them in groups of four
to compare their ideas and agree on a list of four
rights and four responsibilities. Have a volunteer
from each group present their list to the rest of the
class. As a class, agree on a final list of four rights
and four responsibilities. You could ask students to
make a poster illustrating these to display on the
classroom wall.

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