Phone (er \cls Sami TL Coane rth O Nene aed iT TUN Net OUTCOMES INTERMEDIATE ne DELLAR » aaa = = 79 ss > ————— a oefiat Se FIRST CLASS sor ci/ se phan «Sts questions oe arian aoaee scien cre natees Seeman Womacenon Bcf page 6 RT vi | a maa + describe places and explain whore they are + glve and respond to suggestions + iscuss future plons «+ talk about the weather + recognise and reuse useful chunks of language + ask and talk about holiday experiences page 24 + talk about free-ime activities + describe how often you do (or cc) things + explain how good you are at things + tall about injures and sports problems + ask about tases page 32 WRITING 2: Short emails page 152 tale about jobs and what they involve ‘comment on people's experiences disuse rules and fleedoms at work talk obout geting used to changes ‘say longer chunks better talk about phones and phone companies, compare products describe what people are wearing ‘iscuss shopping habits page 50 ‘VIDEO 3: Wheelin’ andl dealin’ antiques page 52 REVIEW 3: page 59 WRITING 3: Stories page 154 + describe courses, schools, teachers and students show you believe or sympathise with what people tellyou + talk about oitferent ecucation systems + talk about possible future plans of situations + iscuse different aspects of education + form and say cifferent words from the same root page 60 describe sitferent dishes and ways of cooking food ‘explain what is on a menu ciscuss experiences of foreign food make generalisations + describe restaurants EATING page 68 i The business of cranberries page 76 REVIEW 4: page77 WRITING 4: Making requests page 156et + Ausliary verbs + Narrative tenses + Linking verbs + Present simple end present continuous \BULAR| for Taking about people + The Google Taking about translators in human languages form Feelings + ttonly takes Juan ‘Mann.to change the world! Understanding vocabulary: -€4/ ing adjectives od + Meeting forthe fst eae fo + Asking follow-up questions Stories connected to Speaking @ foreign language Talking about feelings + Response expressions + Juan Mana) + Bumping into an ote school frend + Future plans + Present perfect simple Habit and frequency + Present perfect continuous and past ‘imple for duration + Freestime activities Pleces ofintorest + ‘Things to see and do Weather In Krakow Understanding + Ie disaster tourism vocabulary: Useful Such a total disaster? ‘hunks in texts + The playlist of your Injuries and problems Ife + Describing music + Freesime activities Visiting Krakow Holiday plans + Giving and responding to suggestions + Are you any good? Hidden talent + Taking about tastes + Mustand con't for commenting + Taking about rules + Comparisons + Noun phrases + Smartphones Jobs Describing jobs ‘Work rules and fans Understanding vocabulary: Be used foand got used to + Teribie obs not a thing of the past + Shop til you crop! + Clothes and Describing souvenirs ‘and presents ‘olking about work Rules at wore + Doing what? Ina phone shop Talking about gts + Avoiding repetition + Negotiating prices + Future time clauses, * Zero and fst onattionals + Generalsations and tend to + Second condionals, + Deseribing courses + Education| + What works in ‘education Understanding ‘vocabulary: Forming words Describing food Restaurants + Food for thought + Talking about @ Talking about ‘education = [eon imagine, bet, etc. Ina Peruvian restaurant Talking about restaurants + Describing dishes Contents 3Coe eee + describe fats, houses and areas + explain how big places are + iscuss social anc economic changes HOUSES ‘compare the past and now ask about house rules + talk about exhiblions, fms and the theatre + explain exactly where places are + lscuss nights out + use idioms connected to afferent pats of the body + describe diferent kinds of events + talk about plans that flied to happen and explain wy is page 158, + tell and participate in tating stories describe animals show emotions through intonation talk about challenges and achievements ‘discuss naturel resources and the economy describe character talkcabout your fens and family ‘explain how people you know are similar talk about memories, express regrets talk about relationships VIDEO 6: Greatest jourey page 112 REVIEW 6:page 113 WRITING 6: Reports page 160, u + talk about journeys + expan travel acobiems + decuss immoreton + reflect on past events + use extreme adjectives to make descriptions more Interesting page 114. * tK@bout problems and whose faut they oe MITECHNOLOGY. 227... + iscuss issues around computer garning + talk about apps and gadgets page 122 talk about injuries and iiness with a doctor . discus health myths and facts talk about causes and results + talk about types and sources of news + comment on the news + use reporting verbs to report news + descr famous people and everts + dcuss issues around fame VIDEO 8: Bee therapy page 148 REVIEW 8: page 149. WRITING 8: Roviows page 164 4Ge eee fod od CONVERSATIONS. + Presentpeifect + Describing homes simple and present Social issues ‘Perfect continusus —— . Describing areas + Comparing now and + Anew apariment + Explaining how biga place is + Room to rentin Berlin + Asking about rules + Waiting for 10 bu thepest + Quantiers + Exhibitions, fms end + Big night out Going tothe cineme + The future inthe past —_theatie + What did you do last + eioms night? + Understanding vocabulary Describing events + Past abity/ + Movements and + The stange story of + Animal steries + Helping people to tell stories obligation sounds Maurice Wison + Maurice Wilson + Passives + Challenges and + Natural resources 3 resource curse achievements fact fle + Third conattionats Ways of traveling + Thelongjouneytoe + ‘Talking about + How come? + Shout hove ‘and travel prot new ite Journeys + Blaming people + Phrasal vetos Holiday problems + Understanding vocabulary: Extreme adjectives a z eitbepaeat = Inte aig —— + Describing oomes teyre iat : Swans ‘ops and gadgets rubbish? ; + Adverbs + Injuies end ness + Reportedspeech + Understanding vocabulary: + Taking aboutnews + Invading and eommienting stores ~ onnews + Talking bouttemous ecole ae (Groniniinnens gee 166186 tmatcnias popes 87-108, Auco snips popes 104-213 Contents. §IN THIS UNIT YOU LEARN HOW TO: nor people SPEAKING 1 Workin pairs. Discuss the questions. + Look at the photo of ge class, W 2 Work with a new partner. Discuss the questions.Ya NICE TO MEET YOU | LISTENING 1 ERI Listen to two conversations in which people meet for the first time. Answer the questions for each conversation, 4. Where do they meet? 2 Why are they there? 2 ERE Work in pairs. Try to answer the questions below. Then listen again and check your answers, Conversation 1 1. How is Alfie feeling? Why? 2 Is Holly anew student? 3 When did Alfie start studying French? 4 What does he think his strengths and weaknesses are? 5 According to Holly, where is French an official language? Conversation 2 6 How did Nosh feel about the talk he attended? 7 Where is Noah from — and where is he living now? 8 When did Noah move to his current home? 9 Has Giuliana visited the city Noah is living in? 10. What does Noah do fora living? 3° With your partner, take turns to tell each other as much as you can about the last new person you met, VOCABULARY Talking about people 4 Check you understand the words in bold in the sentences below. Then decide which two words / phrases in the box could replace each word / phrase in bold so you are talking about the same subject. The first one is done for you. Portugese Japan anoonlychild_ sport achilservant married reading translator | Economics Medicine Arabic atwin | Germany _anoffice separated _a warehouse My friend Marcin is from Poland. My husbend's a software engineer. My brother works in a university. Japon, Germany My mum speaks good French and a bit of Russian, My sister's doing a degree in Law at the moment. My parents are really into travelling My friend Imke is the youngest of six kids. My aunt Maria Is single. Think of one more word or phrase that could replace each word / phrase in bold. Work in groups. Use language from Exercises 4 and 5 to say five true things about people you know.GRAMMAR 7 it Auxiliary verbs When we make questions and negatives, we use different auxiliary verbs. There are only three: be, do and have. don't know: (present simple) ‘How's it going? (present continuous) ‘Have you been there? (present perfect simple) Look at these questions from the conversations, Then work in pairs and answer the questions below. 8 Do you know it? b Did you enjoy it? ¢ Have you studied here before? d Where are you based? © What are you doing there? Are you working? 1 How long have you been learning French? 1. Which auxiliary goes with the infinitive (without to)? 2 Which two auxiliaries go with the past participle (often an-ed form) of the verb? 3. Which auxiliary goes with the -ing form of the verb? MEI Listen to the questions from Exercise 7 ~ first said slowly and then faster. Notice that in faster speech, the auxiliary verbs are hardly heard at all. (ERET Listen again to the faster version. Practise saying the questions as quickly as you can. Complete the questions with the correct auxiliary verbs. 1 Where you live? 2 Who____you live with? 3 How long have you _ living there? 4 Where __you born? 5 How iong___it usually take you to get to work / school? 6 What___you do last weekend? Anything Interesting? 7 Why —_____you studying at this school? 8 ____you ever been to an English-speaking country? 9 anyone else in your family speak English? 10 ___anyone you know ever lived abroad? Where? ‘Work in pairs. Ask and answer the questions in Exercise 10. further pract DEVELOPING CONVERSATIONS RSE RS RS Asking follow-up questions After someone answers a question we have asked, we often ask a second related question. This helps us to find “out more details and to keep the conversation going. A: So have you studied here before? B: Yeah, last term. A: Ob really? OK. And did you enjoy it? 8: Yeah, it was amazing, 12 Match the questions (1-6) with the pairs of possible follow-up questions (a). What are you studying? Have you studied here before? What do you do when you're not studying? Do you have any brothers or sisters? What did you do at the weekend? What do you do? oonuns Whose class were you in? / Where did you learn your English? ‘What year are you in? / What does that involve? Older or younger? / What do they do? Where do you work? / Do you enjoy it? How often do you do that? / Did you get anything How long have you been doing that? / What kind of music are you into? eanc 13 Write one more follow-up question you might ask after someone answers questions 1-6 in Exercise 12. 14 EI Listen to six short conversations. What follow-up questions do you hear? CONVERSATION PRACTICE 15 Choose six questions from this lesson that you think are good to ask people when you first meet them. Then think of two other questions you could also ask. 16 Choose one of these tasks. ‘a. Work with the whole class and have conversations to get to know other students. b Imagine you are at a party for language students. Look at File 1 on page 187. Choose a person to pretend to be. Then have conversations to get to know other people. Ask and answer questions in the role of the person you chose. Ne? Unit 1 First class 9TALKING MY LANGUAGE VOCABULARY Talking about languages 1 Work in pairs. How many of the languages in the picture do you recognise? 2 Complete the sentences about using foreign languages with these words and phrases. ee ‘fuentiy picked it up mastering __ struggled 1 Imnot very . but | can hold a conversation ‘and make myself understood. accent express. | accurate get by 2 I know the basics ~ enough to When I'm travelling there. 3 Ireally __ so IJust gave up, 4 get frustrated when | can't 5 Inever went to class. | just people. 6 I'ma bit embarrassed to speak sometimes because know | have a strong with French when | was at school, myself. from talking to 7 I grew up bilingual so | speak Spanish and Japanese 8 I'mnot interested in the language, |just want to be able to read it for my job, 3 Work in groups. Use some of the language from Exercise 2 to discuss these questions. + What languages have you studied? + What languages do you know at least a few words in? What can you say? + How did you learn? Do you use these languages now? How well do you know each one? READING 4 You are going to read an article about ‘hyperglots’ = people who speak many languages. Work in pairs. Look at the photos and the title opposite then discuss how these words and numbers might be connected to the topic. [v2 parrot translator | two weeks globalisation genes 10,000 mistakes 5 Read the article and check your ideas from Exercise 4. 6 According to the article, are the sentences true (T) or false (F)? 1. Mezzofanti spoke 72 languages fluently 2 Some people who heard Mezzofanti speak probably couldn't know if he was fluent, 3 There is no proof that Mezzofanti really was multilingual. 4 Globalisation will create more hypergiots, 5 Hypergiots often posess genetic advantages. 6 Hyperglots aim to speak all their languages fluently 0 7 Workin pairs. Read the comments that follow the article and discuss these questions. + Which comments do you agree with and which do you disagree with? Why? + What dig you find most interesting about the article? + Did you read anything about the habits of hyperglots that could help you study better? Understanding reading texts and improving your vocabulary involves more than just learning single words. You also need tonnotice the connected words and grammar. 8 Find these words in the article and notice the connected words and grammar. | tor evidence growing opportunities 9 Work in groups. Cover the article and complete the sentences. Then check your ideas. 1 But for 2 2 There idence he could use many languages. 3 There will growing inthe future, 4 Top__may genes__ allow get the thelr training 5 They often limited terms ingivdual languages. 6 They opportunities _lenguage closer to home, 10 Work in pairs. Discuss the questions. + Think of two examples where there are growing, numbers of something, Why are they growing? + How is your English in terms of vocabulary, speaking, listening etc? What can you do to improve these different aspects? + What opportunities do you have to practise English?IN HUMAN FORM Michael Erard’s new book investigates the master linguists or ‘hyperglots’ sin Sean © e © °o The 18th century Htalian priest Cardinal Giuseppe Mezzofantis a legend. ‘among linguists. They say he studied 72 languages, 30 of which he mastered. He spoke another nine fluently though not perfectly, ond could hold a basic conversation in at least eleven more. And cal thet without leaving italy! One story suggests he picked up Uxrainian in just two weeks, after meeting a visitor from there. But how far is this true? Certainly, the figure of 72 is too high and some people pethaps exaggerated how fluent he was. He lived at a time when travel was Gificutt and learning other languages was still unusual, Therefore, many reports of his abilities come from visitors who were probably struggling to express themselves in italian, There were ako those who, while appreciating, his good accent and accurate grammar, described him as merely a parrot who said nothing of interest, However, according to Michael Erard, author of the book Mezzofantis Gift, here is sufficient evidence fo believe he could use many languages. Erard also argues thot there are many hypergiots in the world today and that, with globalisation, there wil be a growing number in the fulure. For example, ‘Alexander Arguelles is fluent in around twenty languages and hos studied 60. He stucies nine ours o day, down ffom fourteen before he got married! The Srnec Hungarian translator Kato Lomo worked with sixksen, ond you can watch o YouTube video of Alex Rawiing speaking eleven languages at the age of twenty. A central question of the book is whether hypergiots are born or made. Are their achievements genetic or do hypergiots have secrets that normal language learners can learn from? Erard’s conclusions agree with research on. highly tolented people in other oreas such as sport and music, These people. generally have advantages they are born with: top athletes may have genes that allow them fo get the most from their training: hypergiots seem to possess excellent memories and have brains that ore more efficient in processing speech sounds. However, becoming the best also requires a lat of hard work. Some argue that the cifference between a top periormer and someone who's just very good''is that the top performer has proctised for 10,000 hours instead of 6,000. ‘The fact is that most ordinary language learners lack these natural ‘advantages and simply don't have that much time, So is there any hope for Us? Erard believes there is and that research on hypergiots can offer some Useful lessons. For example, they offen have limited ambitions in terms of individual languages: they happy to get by, orto be only able to read, or not to have a perfect accent, They'e practical: if they can't travel, they [ook for opportunities fo use the language closer to home. Some simply imagine core ek eee Day ioe ee roe MMI HAEISER ARTI Lae @ COMMENTS Jangleamer: {ve actually od Kato's book about language leaming and | think the best advice Is fo ead what youre ‘nforesiad in and read oot _——-bobjob: | know i's wrong, but | kind of hate these people! I'm stuggiing fe lea one extra language. uneenvineed: How does Alexander Aquotes earn & Iving? | think you need fo be rich o be a hypergict! hughd: ———Younove to starteamning languages when youreyoung. = endyw: When people soy theye bad at longvages. they just mean they dor't want fo spend the ime requited to learn | ean say ‘do you work or study’in teen languages. Does that make me ahypergio? The thing about vocabulary in context is geod. never learn single words. | always learn word n groups. Unit 1 First class 11SPEAKING 1 Work in pairs. Discuss the questions. + Where and when do you use English outside the classroom? + What do you do most: read, listen, speak or write? + When was the first time you used English outside a classroom? What did you talk about? How successful was it? + What's been your best moment using English outside the classroom? Why was it good? LISTENING 2 ERE Listen to three people telling stories connected to speaking a foreign language. Match two sentences to each speaker (1-3). There are two sentences you do not need. They helped someone by using a foreign language. ‘Their parents fell in love in Rio de Janeiro. ‘They have an unusual family background. > c d They were involved in a misunderstanding, € Their parents speak together in 9 foreign language. f They filmed an animal attacking someone. They changed their behaviour as a result of the experience. h They work with people from other countries, 2 PUTTING YOUR WORDS TO WORK 3 Listen again and complete the sentences with three words in each space. Contractions count as one word. 1 @ Two Chinese guys me and stopped me. b They started talking really fast, you know, and | atalll © Lasked them to slow down, and then, of my bad Chinese and gesture, | explained 2. He worked in the engine room and she was b My mum said Dad was a really good dancer, —_— very difficult to believe, © They also said it to live in, 3a We goall over the place animals, about whose country unusual wild b We often need local people to act as guides or cooks for the film crews. © Anyway, last year we were filming in Sumatra in a forest Work in groups. Discuss the questions. + Which of the stories did you like the best? Why? + Doyou know any families where they speak more than one language? Why? + Have you ever been on a cruise? When? Where? + Have you ever helped anyone in the street? Where? What did you do? Do you know any ‘false friends’ ~ words that look ot Sound the same, but have a different meaning in different languages?GRAMMAR Narrative tenses 5 Look at these sentences from the stories. Then complete the rules below. ‘ 2 They first looked really surprised ond then they started talking really fast, you know. twas actualy the frst time I spoken to anyone Chinese outside of my class. © They fist met when they were both workingona cruise ship. ¢ Neither spoke each other's language, but my mum had worked in Germany before. € Last year we were filming in the middle of a forest ‘nd one time at dinner | was talking to the guide {and I tried to ask about ‘the people of the inner forest’ ‘We use three main tenses when telling stories: the past simple, the past continuous and the past perfect simple. + Past simple: add ____to the infinitive (without 10) of the verb, Some past forms are irregular, e.g. it + Past continuous: use ++-tng form: ‘ofthe verb. + Past perfect simple: use + past participle. ‘Some participles are irregular, €.. 12 & Look at the sentences in Exercise 5 again and answer the questions. 4. Which tense is the most common in telling stories? 2 Which tense is often used at the beginning of the story to give background information? 3 Which tense shows the events followed each other inorder? 4 Which tense shows the ‘past in the past’ ~ an action that happened before something else we talked about? 5 Which tense shows an action was unfinished or stopped by another action? 13 G 7 Read this story about how another person's parents met. Decide if the past simple forms are correct or not, Correct the ones which ETT 14 are wrong. love the story of how my parents met. My dad was il twenty. One day my dad ‘taked an overnight train to Prague in Czech Republic and during the night he ll asleep. When he waked up, he realised they ‘was in Prague so he rushed to get off the tain, He see a policeman looking at someone’ papers and he suddenly realised he hadn't his passport or money or phone. He "ran back to the train He sat down, but then this guy ‘came up to him and asked him something in Czech. He then said mn English, ‘Whats the matter? and so my dad “explained. So basicaly. this guy, ‘who was called Anton, “helped him. He took my dad home, "given him something to eat, "let him phone his parents to get sotne money ~everything, And later that evening my dad met Anton’ parents... nd he met his sister. And that’ how he met my mother! == PRONUNCIATION ERED Some of the details of the story in Exercise 7 are missing. Listen and write down the eight phrases and sentences you hear. You will hear each twice: first fast and then slower, [EBET Listen again to the faster version. Notice the weak forms of the auxiliaries: was /woz/, were /wol, had /od/. Practise saying the phrases and sentences as quickly as you can. ‘Work in pairs. Decide where each of the eight phrases and sentences from Exercise 8 should go in the story in Exercise 7. Complete the sentences with your own ideas. 1. When I got home, | suddenly realised 2 [didn't recognise her at frst because 3 Iwasrrt looking where I was going and 4. This guy came up to me and 5 had meantto say .., but 'd actually sald 6 | found out later that Work in pairs. Compare your ideas from Exercise 11 and decide which is the most interesting. Ea SPEAKING Choose two of these ideas for stories. Spend a few minutes thinking about what happened and how you will tell the stories. + the first time your parents met + the first time you met your best friend / wife / husband / boyfriend / giririend +a time when you forgot or lost something Important + atime you had a good or funny experience using a foreign language + atime a stranger helped you or you helped a stranger Work in groups. Share your stories. Unit 1 Firstclass 13IN THIS UNIT YOU LEARN HOW TO: + talk about how you fe 1d to good and bad net + talk about your life ne splain why you can't - or don't want to ~ do thin SPEAKING 1 Work in pairs. Discuss the questions. you think the people a + How do you think each person is feeling? Why? + What happened be ure was taken + How does ke you fe Work with a new partner. Tell each other about the last time you felt: y happy verytired, + quite annoye¢ What other words do you know to describe feelings? 4 y eee)ARE YOU OK? VOCABULARY Feelings Match the words in bold in the sentences to these basic meanings: happy, annoyed, tired, bad, sad, angry, worried. 1. We left at six in the morning and didn't get back till Imiinight. l was exhausted, 2 You must be really pleased with the results. They're great 3 She was absolutely furious when she saw the mess that they had made. 4 I'm under so much pressure at work. 'm really stressed about everything, 5 His dog died last night. He was very upset when | Spoke to him. He sounded as if he might cry. 6 I'mso sorry. I feel really guilty about leaving you with all the work to do, 7. Ask her now. She looks like she's in a good mood, ‘She might say yes. 8 Itwas good to see her happy and enjoying herself because | know she’s been a bit down. 9 | was pleasantly surprised by the flim. | really did't expect it to be so good. 10 'm fed up with this weather I's so hot you can't do anything, 've had enough of it! Work in pairs. Answer the questions. 1. Can you find the five prepositions connected to adjectives in Exercise 1? 2 Why else might you feel exhausted? How do you know if someone is pleased with something? How do you know when someone is furious? Why might someone get upset? What other things might you feel guilty / bad about? What things might put you in a good mood? What's the opposite of being pleasantly surprised? LISTENING 6 IEF Listen to two conversations. The first is between two people talking about their friend Karim. The second is between two women, Belinda and Alisha. How do these three people feel? 1 Karim 2 Belinda 3 Alisha HE Do you remember why they feel this way? Listen again and check your ideas. Work in pairs. Discuss the questions. + What would you do or say Ifa friend was upset? Would it be different ifit was a man or a woman? + What kind of things do you do to cheer yourself up if you are a bit down? + Are you good at sorting out problems? + Who do you talk to if you have a problem? GRAMMAR Linking verbs Be, look, seem, feet, sound, taste and smell are verbs, These verbs can be followed by different patterns. inking Look at these sentences from Exercise 1 and the conversations. Then work in pairs and answer the questions below. a That chocolate cake looks nice, b He seemed a bit down, ¢ He sounded as ifhe might cry. She looks like she's in 0 good mood. That sounds like o nightmare. 1. What is the pattern when an adjective comes after a linking verb? 2 What two patterns are possible when a clause comes after a linking vert? 3 Whatis the pattern when a noun comes after a linking vert? SIS Complete the sentences with the correct form of the verbs. You may also need to add other words. 1. Are you OK? You 2 Are you all right? You (ook) 3 Is Julie OK? She spoke to her. (sound) 4 Is Mike all right? He abt stressed, (look) you've seen a ghost. disappointed when | a bit down. (seem)4 ow «4 i 5 Are you OK? You (sound) you've got a cold. 6 Are you all right? You 7 Have you seen Ana? She relaxed when I saw her last! (ook) 8 Hi, You a bit confused. (ook) —— you" re ina very good mood. (look) 8 Match 1-8 from Exercise 7 with the responses (a-h). Yeah, ve just found out I've got a new job. I'm really pleased. b Yeah, | know. She's so much better ater that holiday, Yeah, | feel terrible, | think I've maybe got fu d lam. tm ally behind with work and I'm exhausted. @ Yeah, | don’t understand this. What am I supposed to ¥ Yeah. Well, on my way here | was almost hit by this uy who was driving like an idiot. 9 He's just split up with Jo and he’s quite upset about It hh Yeah. | think she expected to get a better mark as she'd studied so much. 9 Write your own responses to 1-8 in Exercise 7, Then work in pairs. Take turns reading out 1-8 and giving your own responses. DEVELOPING CONVERSATIONS Response expressions We use lots of short expressions to respond to revs, Look at these examples from the corversations. Nolce how we often ask a question ater the response C: Apparent, she's quite and ne just very worried about her, Rt Oh no! That sounds like a nightmare. What's wrong with er? Is It very serious? B: Ve just found out | can't continue to stay where Lam at the moment. A: What a pain! How come? 10 Complete the exchanges with these words. | Congratulations Ohno a shame arelief Wow a pain 1 A:I can’t drink at the moment. I'm pregnant. B: Really? | When is the baby due? 2 A:'m going to Canada to study English. al at's great! How long are you going for? 3A: I'm afraid | can't meet you tonight. B: Oh, what__ 1 Are you sure? 4 A: My brother's not very well B: fm really sorry. | hope it's not too 5 A: ve lost my wallet. ! Did it have much in it? I've found my wallet! A B: Oh no! What A B: Phew, that’s !Where was it? PRONUNCIATION 11 EMBL Listen and check your answers to Exercise 10. Notice how the intonation changes when responding to good and bad news. Then work in pairs and practise the exchanges. CONVERSATION PRACTICE 12 Work in pairs. Each think of a piece of good or bad news. Write a conversation like the ones you heard in Exercise 3. Include response expressions. 13. Try to remember your conversation. Act it out in front of another pair of students. m9 watch the video and do the activities, see the DVD ROM. Unit 2 Feelings 17HUGS AND KISSES SPEAKING 1 Check you understand the words and phrases in bold. Then work in groups and discuss the questions. + How often do you do these things? In what situations? ~ hug people - kiss people on the cheek or lips walk arm in arm with people or hold hands ~ shake hands or bow = touch people on the arm or put your arm round their shoulder + Doyou do any of these things more often or less often than most people in your country? Why? + Have you been anywhere where they do these things differently to you? Where? What do they do? READING 2 Work in pairs. Look at the photo opposite and discuss the questions. + What is the man in the photo doing? Why do you think he's doing this? + Whet would you do if you saw someone like this? Why? + Ate there any famous local characters in your local ‘area / town / city? Why are they well known? 3 Read the article. Answer the questions. 1. What made Juan Mann start his campaign? Who first asked for a hug, and why? How did Mann become so famous? What two theories are put forward to explain the success of the Free Hugs movement? 2 3 4 5 4 Work in pairs. Cover the article. Try to remember the adjectives that went with these nouns. Then look at the article and check your answers. 1 connections 2 a___attempt 3an star 4 a__year 5 his Identity 6 one ofthe shopping districts % skills 8 experiences LISTENING 5 Work in pairs. Discuss what impact success probably had on Juan Mann and what you think happened to his campaign. Then liste and check your ideas. 18 How did he feel when he went out for the first time? 5 6 Work in pairs. Discuss the questions. + Do you think Juan Mann was right to walk away from the Free Hugs ‘brand’? Why? / Why not? + Why do think the Free Hugs movement has been controversial in some countries? + Do you think it has a future? Would it be popular in your country? Why? / Why not? UNDERSTANDING VOCABULARY -ed/ -ing adjectives _ Asmall group of common adjectives can end in both -ed and ing. The -ed form describes people's feelings. The ~ing form describes the things that cause tne feelings. {In the modem worl, its not unusual for people to feel depressed. : twos @ depressing time. = 7 Complete the pairs of sentences with the correct adjective form of these verbs. annoy confuse bore depress shock isappoint 1. 3 Canyou explain it again? I'm stil a bit bb The instructions for this camera are really 2 a He hasa really ___habit of repeating the same stories over and over agein. b V'ma bit___ that he hasn’t phoned me. He promised te 3 a He's been___ for a while, but he refuses to try counselling, b This weather's so___. It’s so cold and wet! 4 a | found the violence in the film quite___,to be honest. b Iwas really ___to see so many homeless people on the streets there! 5 a m____. Can't we go out somewhere? b Ifind her quite _. ll she ever talks about is her children! 6 a Obviously, 'm a bit__that I didn’t get the job. b loved her last flim, but to be honest | found this ‘one quite 8 Complete the sentences so they are true for you. Ifind it really annoying when people The last time | got really bored was when \ always get really depressed when 1 2 3 4 One thing | found really disappointing was 5 The most shocking thing I've ever seen was .. 6 | stil get quite confused about 9 Work in groups. Compare your sentences and explain your ideas. Who do you have most in common with?iT ONLY TAKES JUAN MANN To CHANGE THE WORLD! in the modem world, itis not unusual for people to feel depressed or isolated. It can be hard to make meaningful connections with others, That was certainly how the mysterious Juan Mann (One man’) felt —until the deciced to start giving free hi his own life subsequently transformed him into an international star. On returning to Sydney, Australia, in early 2004, alter travellin in Europe, Mann (who has always kept his true identity secret) had a miserable year, His parents had divorced and and unemployed. It y of his fi he found himself lone was a depressing time as 1 c were no longer around and his famtly was also. elsewhere. Alter spending months hiding away from the world, feeling sad and sorry for himself he decided to change his life and do something completely different what he did! ferent is exa Mann went to one of Sydney's main shopping districts holding a cardboard sign saying ‘Free Hugs’ and waited. He expected to last an hour at the most and had even asked a friend to come along to protect him. He also very deliberately left his wallet at home. And something After fifteen minutes, however, a woman approached him and said that her dog ha that morning and on top of that it was the first anniversary of her daughter's death, so she could ly use a hug, Mann was happy to help! died His ‘Free Hugs’ campaign continued quietly for a he knew filmed couple of years until a songwrite him in action, This friend then added a song by his own band Sick Puppies and posted the video on YouTube, where it has now had over 75 million hits, Mann quiekly became something of a celebrity, was interviewed by legendary American rey and saw Free Hugs imilar groups appearing all over the world Mann seemed to find the success of his project funny as he had been told at school that he lacked the social skills to work with people in need, yet had ended up as a kind of therapist for a who ple needed city. His explanation was that many pe someone to listen to their problems, bu 9 call a helpline or seek counselling were too embarrassed t To some, wth of the Free Hugs movement is a sign U acts of kindness are becor ocially acceptable. I when nobody expects to get something for nothing ind where eed have become the norm, perhaps h to life. Al economic competition and g diffe he movement ollers a nt, softer appro shared experiences in the reat world may be more important to us now hat we spend so much time in virtual online world However, the most incredible aspect of Juan Mann's story has not tit has had on those he shared hugs with o1 ct it has had on on those inspired by his story, but actually 1 himself. Unit 2 Feelings 19IT’S SO GOOD TO SEE YOU! 3 ERE Listen again and complete the sentences with two words in each space. Contractions count as one word. 1 Sorry. Just you. You look so different 2 Ido sales for a film company. 3 That'samazing. 'm really you. 4 I'm working really 5 I'm learning a lot and the money's not bad either, so 1 6 OK. And are you stil living __? 7. She stil talks about you from time __ 8 That's my idea i 4 Work in pairs. Discuss the questions. + Have you ever falled to recognise someone you knew? Why? + Would you like to work in sales and marketing? Why? / Why not? + Do you know anyone who's getting married SPEAKING sometime soon? + Do you know anyone who is out of work at the bump into /,bamp 'int9/ (phrasal verb) moment? lf you bump into someone you know, you unexpectedly + Do you know anyone who trains regularly? What for? meet hem somewhere - when you have not planned i. wht yee den oftite 1 Work in pairs. Discuss the questions. GRAMMAR + Where you live, in what places do you often bump Tn eee into people you know? . —— — + What's the most surprising time you've bumped into Present simple and present someone? Why was itso unexpected? continuous + When was the last time you bumped into someone? _The present simple uses the infntive form of the ver Where was it? What did you talk about? {without zo). The third person form adds ans. is there a famous person you would like to bump | werk in sales and marketing. into? What would you ask them? ‘The present continuous uses a form of the auxllary verb Is there anyone you wouldn't want to bump into? Why? ‘Be an the sng form ofthe verb, We're setting up c new website ot the moment LISTENING 2 EMEE Listen to two people, Carla and Robin, ‘who bump into each other in the street. Are the 5 Look at these sentences from the conversation. Answer the questions below. sentences true (T), false (F) or not mentioned (N)? a We're getting married in the summer. 1 Carla andl Robin went to schoo! together. She's staying with her brother on the coast. 2. Robin has put on a lot of weight since they last met. © (rain on Saturdoys. 3 Carla isn't working today. 1 Which sentence is about a habit or a regular 4 Carla is @ website designer repeated activity? 5 Her work Is very busy at the moment. 2 Which sentence is about a temporary, unfinished 6 Carla lives with her boyfriend. BONG 7 Robin tas partir be moment See eer rie tawtes Retiobin’ paronis et) saparoiae, 4 Do you know what the connection is between these 9 Carla is really into running, verbs? 10 Robin would like to run a marathon. _ VOCABULARY Weather Match the two parts of the sentences. 1 They said itl be hot and humid during the day, and'so ‘They said it's going to be really windy, so ‘Apparently, it's going to be really sunny, so ‘They said it'll be freezing and ‘They said it's going to be boiling hot all week and Apparently, i's going to pour down tomorrow, so ‘They said itil be generally quite warm during the day, but The same as today: grey and miserable, but © it might drop to minus 10°. b on Tuesday it might reach 36°. | hate the heat! ¢ there might possibly be a storm this evening, _ we should take down the parasol orit'l blow away. € Ill probably stay at home and keep out of the rain! f might even get a suntan! g they said it might clear up next week! hit might get a bit chilly at night. ‘Work in pairs. Discuss the questions. + Do you know what the forecasts for tomorrow /the weekend / next week? + Are there any bad times to visit where you live because of the weather? Why? When is the best time tovisit? + What's the coldestt gets in your country? What's the hottest? + How many of the diferent kinds of weather in Exercise 9 have you had in the last year? Unit Time off 29