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THiNK TEACHER'S BOOK 4

Brian Hart, Herbert Puchtajeff Stranks & Peter Lewis-Jones

www.frenglish.ru

TEACHER’S BOOK 4 ©
Brian Hart, Herbert PuchtaJeffStranks & Peter Lewis-Jones

www.frenglish.ru

Acknowledgements
The pu blishers are grateful to the followin g contributors:
Blooberry: text design and layouts
Claire Parson: cover design
Vicky Saumell: author of Using the Digital Resources

Ca m b r i d g e
UNIVERSITY PRESS

University Printing House, Cambridge CB2 8BS, United Kingdom

On e L iberty Plaza, 20th Floor, New York, NY 10006, US A

477 Williamstown Road, Port Melbourne, VIC 3207, Australia

4843/24, 2n d Floor, Ansari Road, Daryaganj, Delhi - 110002 , India

79 Anson Road, #06-04/06, Singapore 0799 06

Camb ridge University Press is part of the University of Cambridge.

It furthers the University's mission b y disseminating knowledg e in the pursuit of

education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/think

© Cambridge University Press 2016

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Ca mbrid ge University Press.

First published 2016

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2

Printed in Spain by GraphyCems

A c atal ogue reco rd for this publication is availa ble from the British Library

ISBN 978- 1-107-5 7328-4 Student's Book Level 4

ISBN 978-1-1 07-573 25-3 Student's Book with Online W orkb ook and Online Practice Level 4
ISBN 978 -1-107 -57369 -7 Wo rkbo ok with Online Practice Level 4
ISBN 978-1 -107-57 416-8 Teacher's Book Level 4
ISBN 978-1-107-57423-6 Class Audio CDs Level 4
ISBN 978-1-107-57428-1 Video DVD Level 4
ISBN 978-1-10 7-5743 2-8 Presentation Plus DV D -R O M Level 4

Additiona l resources for this publication at www.cambridge.org/think

Camb ridge University Press has no responsibility for the persistence or accuracy of URLs
for external or third-party internet websites referred to in this publication, and does not
guarantee that any content on such websites is, or will remain, accurate or appropriate.
Information regarding prices, travel timetables, and other factual information given in this
work is correct at the time of fi rst printing but C amb ridge University Press does not
guarantee the accuracy of such information thereafter.

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CONTENTS

M ap of the Student's Book 4

Introduction 6

Teacher's notes and keys

Welcome unit 18

1 Surv ival 25
2 Go ing places 31

Exam Practice and Review 37

3 The next generation 38

4 Thinking outside the box 44

Exam Practice and Review 51

5 Screen time 52
6 Bringing peo ple together 59

Exam Practice and Review 65

7 Always look on the bright side 66

8 Ma kin g lists 73

Exam Practice and Review 79

9 Be yo ur own life coach 80

10 Spre adin g the news 86

Exam Practice and Review 93

11 Space and be yon d 94

12 M or e to explore 100

Exam Practice and Review 106

Pronunciation 107
Get it right! 112
W o rk b o o k answ er key 116

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P R O N U N C I A T IO N T H IN K SKILLS
Train to Think: Thin
rationally
Self-esteem: How adventurous
are you? Writing

Phrasal verb stress Train to Think: Distinguishing Reading Article: Refugees b ring new life to a village
fact from opin ion Blog: From London to Lyon , .Uj,;
Values: Learning from other Culture: Nomadic people
cultures Writing An informal email
Listening Radio interview about migration in nature

Adding emphasis Train to Think: Changing your Reading Blog: An embarrassing dad
opinions Book blurb an d reviews: For and against - Tiger M um s
Self-esteem: Developing Literature: Ab ou t a Boy by Nick Hornby
independence Writing An essay about bringing up children
Listening Radio s how about b ringin g up children in different cultures

Pronouncing words with gh Train to Think: Lateral thinking Reading Article: Lion lights
Values: Appreciating creative Web post: A problem on Answers4U
solutions Photostory: Writer's block
\ j
Writi ng A story endi ng: 1 hanks, you saved my life!'
Listening Talking heads - being imaginative

The schwa sound Train to Think: The PMI strategy Reading Texts: Smart screen s?
Self-esteem: Learning from Article: Great success for teenage teachers: Whe n silver surfers
elderly people get connected
Culture: Wh en pictures learnt to walk and talk: the history o f film
Writing Instructions
Listening A conversation about watching too much T V

Linked wor ds with /65/ and /if/ Train to Think: Exaggeration Reading Blog: The day pe ople started talking
Values: Doing good Article: An Ice Cold Summer
Literature: A k ind of lovin g by Stan Barstow
Writing An essay about social media
Listening Radio show: Radio romances

Encouraging someone Train to Think: Learning to Reading Blog: Me, Myse lf and My take on the World
see things from a different Website page: QU OTA TION SforW ORR IERS
perspective Photostory: The competition
Self-esteem: Wha t cheers me up Writing A s hort story ending: 'Ev ery cloud has a silver lining'
Listening Radio show: Silver Linings

Wea k forms with conditionals Train to Think: The goal setting' Reading Book review: The Checklist Manifesto by Atul Gawande
checklist Blog: Adria n's list blog
Values: Lists Culture: The New Seven Wonde rs of the World
Writing An essay: A Mode rn W onder of the World
Listening An interview abo ut why we make lists

Linking: Intrusive /w/ and /)/ Train to Think: Jumping to a Reading Presentation: Life and h ow to live it
hasty conclusion Quiz: Are you in control?
Self-esteem: Being diplomatic Literature: The Remains of the Da y by Kazuo Ishiguro
Writing An article for the school magazine
Listening A r adio programm e about life choices
Linking: Omission of the /h/ Train to Think: Identifying the Reading Magazine article: Everybody's Tweeting
sound source of a piece of news Article: Bad news
Values: News or not? Photostory: The news clip
Writing A magazine article about an interview with a well-known pers on
Listening An interview with a foreign correspondent

Stress on modal verbs for Train to Think: Spotting flawed Reading Article: They might not come in peace ...
speculation arguments Blog: My all-time favourite films abo ut space
Self-esteem: Wh o we are Culture: Real Humans
Writing A report about a problem on a school trip
Listening A talk about the Voyager mission
Linking: Intrusive /г/ Train to Think: Exploring hidden Reading Article: Ou r undiscovered world
messages Article: Explorers: a friend to the native people Ca ndi do R ondo n
Values: Human activity and the Literature: The Lost World by Arthur Conan Doyle
natural wor ld Writing A short biography
Listening A talk about discoverin g new species

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COURSE METHODOLOGY exert a strong influence - both positive and negative - on

their behaviour and their attitudes. The integration of
Solid skills and language work both emotional qualities and cognitive processes is key
Think is a six-level course for adolescents and teenagers to the successful development of students’ cognition,
from A1 to Cl levels of the Common European Framework their understanding of the world, and their development
of Refere nce (CEFR). Based on a carefully crafted skills and towards becom ing responsible human beings.
language syllabus, the course helps students develop their Think supports you as a teacher in helping your students
recept ive and productive language skills and strategies, and integrate their emotional reactions and cognitive processes.
provides a systematic approach to competence training to It achieves this through an invaluable and comprehensive
help them prepare for their Cambridge English exams. support system aimed at systematically developing your
The authors have put great emphasis on the continuous students’ thinking skills, their awareness of values and
extension of students’ lexical knowledge by including their self-esteem, whilst at the same time building their
two vocabulary sections within each unit, together with language skills and competencies. This in turn will increase
WordWise activities in every other unit. WordWise aims students’ awareness of the issues that are important to
to develop awareness of and competence in using high- their present and future lives, deepen their understanding
frequency wo rds and chunks of language, important of import ant social and gl obal issues, and enable them to
collocations, and phrasal verbs, as well as increasing become more caring and thoughtful young adults.
fluency. In addition, an entertaining and thought-
provoking teen photostory offers natural contexts for the
presentation and practice o f phrases for fluency. These are H TRAIN T O T ! € ■ ■ I
high-frequency lexico-grammatical chunks of language
At the lower levels, Think focuses on building basic
used in spoken communication.
cognitive tools, i.e. capabilities that are required for the
Students are guided through the grammar via inductive development of so-called higher order thinking skills
exercises, whic h support them in their grasp of both form that wil l be addressed later on in you r students’ English
and meaning. The structures are then practised through a language devel opment. Examples o f such basic thinking
sequence of exercises in which students learn how to apply skills include Comparing and Contrasting, Categorising,
them in motivating and communicative activities. Sequencing, Focusing Attention, Exploring Space, Time
Adolescents and teenagers do not always find it easy to and Numbers, and Understanding Cause and Effect.
participate in speaking activities, especially when they The high er levels o f Think focus on the development of
are asked to say what th ey think and feel. Think takes this more advanced thinking skills. The B2 and Cl levels guide
concern seriously. Based on research in teenage classrooms students in developing critical thinking skills. According to
in many different countries, the authors of Think have Cottrell (201 1), these include such things as ascertaining
found that adolescents and teens generally find it easier to the extent to which we believe what we see or hear,
engage in thinking activities if they are embedded in the determining whether something is true, arguing one’s
framework of topics and texts that they can emotionally case, identifying when further information is required and
connect with, and especially those that are far from their selecting information for a given purpose.
day-to-day realities. This remoteness gives students the The act ivities in the books have been c arefully design ed to
opportunity to lo ok outwards rather than inwards, and in offer an appropriate level of challenge, taking into account
so doing f eel less self-conscious. So in the first f ew levels the fact that students are tackling/approaching them in a
o f the course, units often start somewhat remo ved from language they are still learning and not in their own.
students’ own lives, presenting stories o f extremes, set in
faraway places and cultures but whose protagonists - the
heroes and heroines o f these stories - yo ung peop le can
identify with. This helps them to get in closer touch with
ШТ i К VALUES
inspirational human qualities such as creativity, courage, Values are what we need to guide us through our life and
perseverance, passion and care, and makes it easier for to inform the way in which we interact with others. They
them to get involved in the speaking activities leading into are crucial for young people. Parents, teachers, schools and
or following the texts; this in turn makes their learning societies have an obligation to convey positive values to
much easier, quicker and more pleasant. the next generation.
Teaching values is undoubtedly a challenging task. Telling
Based on educational principles teens how they should or should not behave is rarely the
Piaget (1981:3) asserts that all learning involves states of most efficien t way o f inculcating the right values in your
‘pleasure, disappointment, eagerness, as well as feelings students. It might be more promising for you to model
of fatigue, effort, boredom’. The transition period from the behaviour you want to evoke in your students. So, for
adolescence to early adulthood offers its own additional example, if we want our students to become empathetic
emotion al challenges, as it is characterised by the listeners, we need to demonstrate what it means to be a good
individual’s struggle for identity. During this period, many listener; we ourselves need to listen to them empathetically.
teens are overwhelmed by their emotions, and these can Other important elements in promoting positive values in

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www.frenglish.ru
INTRODUCTION

the classroom are: a supportive and encouraging learning less self-centred perspective on your situation, can motivate
atmosphere; and a positive rapport between you and your you to achieve your goals while help ing you weather bad
students. Moreover, exposure to emotionally engaging news, learn from your mistakes and fortify your friendships.’
content (stories) and motivating activities that invo lve And this is exactly what the activities in Think labelled
the exploration of important universal values and making Think Self-Esteem are for. The y help students reflect on
them their own, further enables students to increase their their role in society, their attitudes and those of others. It
awareness of and understand the importance of values, and encourages them to learn from their mistakes, and develop
ultimately, adapt their behaviour accordingly. This is where an insight into their own thinking (meta-cognition) - all
Think offers you significant support, as it gives your students important stepping-stones towards b uilding a strong sense
many opportunities to reflect on and discuss a wide range of of s elf-worth and self-esteem.
important values, including ethical, environmental, health-
Sources:
oriented and artistic ones.
Cottrell, S. (2011) Critical Thinking Skills, Basingstoke:
Palgrave Macmillan
ШТ i К SELF -ESTE EM Domasio, A. (1994) Descartes’ Error : Emotion, Reason, and
the Human Brain, New York: Penguin Putnam
As many teachers have noticed, a lack of self-esteem and
Goodman, A. (201 3) ‘Letting go o f self-esteem’, Scientific
self-worth can lead to an attitude of defensiveness in
teenage students. This fr equently observed pattern can lead American Mind, October
to serious behavioural issues that are usually very difficult Shaver, J.J.P. and Strong, W., ‘Values in education and
to deal with, such as students failing to take responsibility education in values’, in Halstead, J.M. and Taylor, M.J.
for their own actions, bullying and threatening others, (eds) (1976) Facing Value Decisions: Rationale-building
withdrawing from work, daydreaming, or even givin g up fo r Teachers, Belmont
study altogether. Le Doux, J. (1998) The Emotional Brain: The Mysterious
Studies show that attempts to try and help students build Underpinnings o f Emotional Life, New York: Simon &
their self-esteem by repeating affirmations, for example, Schuster
tend to fail or even result in the exact opposite. Goodman Piaget, J. (1981) ‘Intelligence and Affectivity : Their
(2013) claims that ‘the quest for greater self-esteem can Relationship during Child Development’, Palo Alto: Annual
leave peopl e feelin g empty and dissatisfied’ (op cit, p. 27) Reviews
and stresses (op cit, p. 28) that ‘a far better way to bolster Puchta, H. and Williams, M. (2011) Teaching Young
your sense of self-worth is, ironically, to think about yourself Learners to Think, Helbling Languages and Cambridge
less. Compassion toward others and yourself, along with a Universit y Press

U n i t a n d T o p i c a re a C r i ti c a l T h i n k i n g Values Self-esteem

1 Survival Thinking rationally How adventurous are you?

[Choosing relevant facts to make [A sense of purpose: assessing
decisions] positive and negative effects of trying
new things]
2 Going places Distinguishing fact from opinion Learning from other cultures
[Asking questions to make the [Personal values: the benefits of
distinction] understanding other cultures]
3 The next Changing your opinions Developing independence
generation [Checking the evidence that your [A sense of identity: the extent to
opinion is based on] which we make our own decisions]
4 Thinking outside Lateral thinking Appreciating creative solutions
the box [Finding alternative ways of looking at [Social values: how people can solve
a problem] problems in a variety of ways]
5 Screen time The PMI Strategy Learning from elderly people
[A way of making decisions through [A sense of purpose: seeing how
brainstorming] others can help you develop]

6 Bringing people Exaggeration Doing good

together [Understanding what someone is really [Social values: Fundraising for good
saying, despite exaggeration] causes]
7 Always look on the Learning to see things from a different What cheers me up
bright side perspective [A sense of identity: how to
[Taking an optimistic viewpoint] overcome negative feelings]

8 Making lists The ‘goal-setting’ checklist Lists

[Deciding what you want to achieve [Personal values: assessing the value
and how to go about it] of list-making]

9 Be your own life Jumping to a hasty conclusion Being diplomatic

coach [Spotting over-generalisations] [A sense of purpose: not upsetting
other people unnecessarily]
10 Spreading the Identifying the source of a piece of News or not?
news news [Social values: the worth of
[Whether you can trust a source of news] publishing a story]
11 Space and beyond Spotting flawed arguments Who we are
[Detecting lack of evidence in [A sense of identity: choosing things
arguments] that represent us]
12 More to explore Exploring hidden messages Human activity and the natural world
[Understanding what people really [Social values: assessing the effects of
mean] what we do on the world around us]

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U S I N G T H E S T U D E N T ’S B O O K

The first read ing sets the scene for the u n it ...

Objectives, focusing on skills

and language, are clearly
displayed. These signal to you
and your students what you can t
expect to achieve by the end of r
t
n
the unit. v
..
...
.
-.
—
—
—
Reading texts are about
Pre-reading activities contemporary topics that teens
activate students’ prior can relate to. T hey span a
knowledge, get them range o f genres from magazine
interested in the topic o f articles and blogs to webchats
the text and provide a and product reviews.
■
1
tool for pre-teaching key .
..
.
vocabulary.
—

READING ‘,,
,:т щWьf N K ' l N C O t UT SI DE THE BO X l
Look at the photos. Match the
■
R e a d t h e a r t i c l e a g a in . S e v e n s e n t e n c e s h a v e b e e n r e m o v e d .
photos with these words:
—
..
...
C h o o s e f r o m A - H t h e s e n t e n ce w h i c h f it s e a ch g a p ( 1 - 7 ) . T h er e

lions a light bulb

is o n e ex tr a s en t en c e. .
»
.

cattle a battery A But that didn't work at all - in fact, it seemed that the fire actually lit г
a scarecrow a solar panel up the cow sheds an d mad e life easier for the lions. ц
В After a night or two, they got used to seeing this motionless thing next idea as to use a n
11ШЛН1Ш W o r k i n p a ir s o r s m a l l scarecro . Richard hoped that w
and realised it posed no danger.
he could trick the lions into
c
groups. There are peop le in a C Richard's creativity also led to him winnin g a scholarship at one of the '■
t r i b e i n A f r ic a w h o w a n t t o s t o p top schools in Kenya. thinking that there as a person
lions killing their cows. Think of
D The lions kept well away.
there, bu t lions are pretty clever.
w a y s t h e y c o u l d d o t h i s u s i n g th e 3 . And then they ent in to
E H e c o n n ec t ed ever yth in g u p t o s o me ligh t bu lbs , wh ic h h e t h e n pu ^ •
items in the photos. attack the farm animals.
o ut s i d e t h e c o ws h ed.

Read the article and m atch F They we nt in to kill the cattle. Then one night, Richard spent
> s u m m a r i e s A - F w i t h t h e s e c ti o n s G Richard, a responsib le young man, felt terrible abo ut it and decid ed hours alking around in the
1-5. There is one extra summary. he had to do something to keep the lions out without killing them. co shed ith a torch. That
H it has also given him the pleasure of seeing peop le and cattle and night, no lions came, so he
A The lions are finally foole d
lions living together withou t the conflict that used to exist in the past. worked
в An accidental light on the
ofthq
pr oblem
>5 СЕ СК Я L i st e n a n d c h e c k y o u r a n s w e r s to E x e r ci s e 4 . W e r e y o u r Each sequence o f exercises helps
C Som e success with pr edic t ion s in Exer cis e 2 r igh t ?
scarecrows (Rich; students to unlock the text. First,
Е 2 Ш П И I n p ai r s o r s m al l g r o u p s, d o t h e fo l lo w i ng . ho
D The dilemma of t h e Mas ai learners read either for gist or to
people 1 On a s c ale o f 1 -5 agr ee o n h o w impr es s ive you t h ink Richar d' s
мт
E The ou tcome s for an i mals invention is. (1 = no t impressive at ail, 5 = brilliant!) Say why you r
learn' check predictions. Then they re-read
gadg<
and the inventor group has given this score.
a ban for more detailed understanding.
F A n idea t h a t didn ' t qu it e 2 Richard gave a talk abou t his invention. Imagine you were in the
toch ^^
wor k au dien ce. Thin k of t wo qu es t ion s you wou ld as k h im at t h e en d o f Ш.
an indicator box from an old more cattle to lion attacks. And
his talk.
motorcycle - the box that makes no Richard’s idea is being used
a light blink, to sho if h e biker in many different places, to
is turning left or right. lions, leopards and elephants
The readin g text is also availab le for . The bulbs flashed
students to listen to. This pro vides on the basis that fions ere throughout the night,
probably scared o f fire. 2_
you wi th gr eater fle xib ilit y in So Richard had to come up ith
how you approach the text. The
audio also helps to focus students’
attention on the sounds o f the
language. ■ TRAIN TO THiNk
Lateral think ing W o r k i n p a i r s o r s m a ll g r o u p s . H e r e
are more situations. See if you can find p ossible
R e a d t h e e x a m p le .
answers.
' L ater al t h in k in g' mean s s o lvin g pr oblem s by t h in k in g
Train to Think focuses on in a creative way. It means not following the obvious
1 A father an d s o n ar e in a bad c ar c r ash . They ar e
both taken to hospital. The son is taken into the
improving students’ critical thinking line of thinking. Here is an example.
op erating t h e a t re. The doc t o r t h e r e look s at t h e
skills by extending the topic o f the A wo ma n is d rivi ng d ow n a city stree t at 25 m iles p er bo y and says: ’That’s my son!' How is this possible?
hour. The spee d limit is 30 miles per hour. She pa sses
2 A wom an is lyin g awake in bed. S h e dials a n u mber
reading text. The aim is to exploit three cars that are travelling at 20 miles per hour. A
on t h e ph on e, s ays n o t h in g, pu t s t h e ph on e down
a topic that students have already pol ice officer stop s he r an d giv es h er a £1 00 fine. W hy ?
an d t h e n goes t o s leep. W h y ?
If we think too much abou t the speed, we ma y n o t ge t 3 A m an lives on the twelfth floor of a building. Every
engaged with in order to develop a the answer. W hat doe s the situation NO T tell us? It morning, he takes the lift down to the entrance and
skill that they will use across their doesn't tell us, for example, wh at time of day it is -s o a leaves the building. In the evening, he gets into
pos sibl e re as on f or the £ 100 fine is t hat it is nigh t time the lift, and, if there is some one else in the lift, he
whole curriculum. an d the woma n is driving with no tights on her car. Or goes directly to the twelfth floor. If the lift is empty,
another possible reason for the fine is that the street is he goes to the tenth floor and walks u p two flights of
one-way, an d the woma n is driving the wrong way. stairs to his apartm ent W h y ?

39

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IN TR O D U C T IO N

... before exploring core langu age and d eve lopin g listening skills.

Lexical sets are presented

with clear visuals to support
> GRAMMAR VOCABULARY < ............

immediate understanding of
Passive report structures Geographical features
new vocabulary items.
1 Find and underline the sentences in the article which 1 M a t c h t he w o r d s w it h t he p h o t os . W r it e
mean t h e s ame as 1 -5 . Then c o mplet e t h e r u le wit h 1 -8 in t h e box es .
written, pas t or prese nt.
1 reef 2 bay 3 dune 4 canyon
1 People believe that tens of thousands more live there. 5 waterfall 6 mountain range

2 People think that thousands of caves exist in China. 7 volcano 8 glacier

3 Experts say that the Amazo n rainforest comprises around

50% of the all the rainforests in the world. Each unit includes two vocabulary sections
4 We kn ow that over 2,000 species of birds and mammals
live there.
in addition to two grammar sections.
5 We kno w that many peop le died on such expeditions. Lexical sets are related to the topic of the
unit and so can be understood, practised
RULE: An example of a passive report structure is:
Thousands of caves are tho ught to exist in China. and applied in a meaningful context.
We can also say:
It is thought that thousands of caves exist in Ch ina
These structures use reporting verbs like say, think, believe,
know a n d consider.
If we use a passive r eport structure to talk about beliefs or
____ knowledpeof1 ______ afljaa. weusetheидейfarm

Examples of the target grammar are taken directly from

the reading text. Language is therefore introduced in
context, making i t more meaningful fo r students. The listening section follows established
Following language presentation, students are encouraged procedure: a pre-listening a ctivity, a listen-
to personalise target grammar or vocabulary. for-gist task and an act ivit y which tests
understanding at a deeper l evel.
и can ие uimujii ш iu ii up a
2 Rewr ite t h e follo w i n g s en t en c es u s in g pas s ive r epo r t because it's all sand.
structures. Whe n water goes <
0 Experts know that Death Valley is the hottest place on ___,it often
Earth. A ... . __ c an b<
Death Valley is kno wn to be the hottest place because it's just be
on E a r t h If a is act
_______

LISTENING
1 We believe that the ice in Antarctica is disappearing. and can be very da
The ice in Antarctica _______________________ . It can take a very lo
Discovering new species
2 People say that this cave is 500 metres deep. to move even as litt Mat c h t h e ph o t o s an d t h e n ames .
This cave A _______ is :
Queen Alexandra's butterfly honeyeater
ships to stop, becai
3 Experts think that most fish in the deep ocean are blind. monitor lizard rainbow fish tree frog river shark
on three sides.
Mos t fis h ......... ..
. .................. ......

There's usually a riv W h ic h o f t h e c r eat u r es do you t h in k ar e:

4 We kno w that the Sahara Desert contained water only
5,000 years ago. beautiful?, poisonous?, endangered?, dangerous?

The Sahara Dese rt _______________________ . 3 W o r k in

3 L is t en t o s o meo n e givin g a t a lk abou t
5 Experts believe that some deep-s ea creatures have existed min u t es t o t h in k of a
' dis c o v er in g n ew s pec ies ' in P apu a N ew G u in ea.
for millions of years. ex amples of t h e s e fe
W h ic h t h r e e c r eat u r es in t h e ph ot os ar e
Some deep-sea creatures .1 Then compare your
_______________________
men t ion ed?

4 С Ш Я L i st e n a g a i n a n d a n s w e r t h e q u e st i o ns .
/ \
112 1 W h o does t he s peaker wor k for?
2 How many new species were found in Papua New
Guinea between 1998 and 2008?
3 Wh y wasn’t the honeyeater found earlier?
4 Wh at does the speaker say is the 'good news'?
5 She says: ’It’s human beings who are doin g it.'
Cross-references indicate Doing what?

where in the Workbook

you can find further FUNCTIONS 1 THiNK VALUES Ш * .
. .
.
Ш
practice o f the grammar Speaking persuasively
Human activity and the
and vocabulary covered 1 L L i st en a g ai n t o t h e e n d o f t h e t al k . C o m p l e te
natural world
the text.
on this page. Read wh at t h e s peak er s ays at t h e en d of
'... and so t hese animals find it harder and harder to live. The
h er t a lk . Then t h in k abo u t t h e qu es t ion s .
__ of this will be more and more animals becoming
M a k e a n o t e o f y o u r i d ea s .
extinct - and that’s a 2 thought. If w e3______
_____

now, to stop habitats bei ng destroyed, many animals will '... forests are bein g turne d into fields to grow
disappea r and future generations will only see them in books. food, an d trees are bei ng cut down to ge t wood,
I think it's 4 for humans to find ways to live well and
___ and rivers are being used by more an d more
without harming other living creatures,5 ? _____ _ boats, an d so these animals find itharder an d
hard er to live.'
2 In the extract from the text in Exercise 1, find:
1 Can you give any real life examples of what
1 adjectives and adverbs used to make a point strongly she's describing?
2 a question tag 2 Wh at other problems can human activity
3 a conditional clause to show urgency cause (not just problem s for.animals)?
3 Do you think there might be problems if
3 W r i t e t w o o r t h r e e s e nt e n c e s f r o m a s p e ec h w h e r e
people explore the deep ocean? O r caves?
someo ne wants to persuad e listeners that:
Wha t kind of problems?

Practice exercises for key pronunciation 1 traffic has to be reduced in a town

ида лакм W o r k i n pa i r s or s m al l gr o u p s .
2 having a new supermarket in a town is a bad idea
points are available at the back of the 3 a leisure centre is needed in a town Use you r notes from Exercise 1. Decide on
which question yo u are most interested in.
book. These relate to the language Together, prepare a two-minute presentation
of the unit and are accompanied by
Linking: Intrusive /г/
audio material. Cross-references on the
G o t o p age 1 21 . Regular opportunities for personalisation,
Student’s Book page indicate the most
for developing students’ spoken fluency
appropriate point in the unit to exploit
and for promoting collaboration between
the relevant Pronunciation section.
students through p air and gr oup wor k appear
throughout the unit. Look fo r SPEAKING

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T h e se c o n d r e a d i n g t e x t i n t r o d u c e s a n e w l a n g u a g e f o c u s.

Students are guided through the established

reading skills procedure of predicting (Exercise
1), reading for gist (Exercise 2) and reading for
detailed understanding (Exercise 3).

READING
1 L o o k at th e p h o to a n d an s w er
the questions.
Photos and illustrations act as a visual
1 W h a t a r e th e p e o p le d o i n g?
2 Wh y do you think they are hook for teens. They also provide a
doing it?
springboard into the text itself: motivating
2 Read the article and check your
ideas. Explain the play on words
students to read the text, gett ing them
in the last sentence.
to predict content and often illustrating
A n I c e C o ld S u m m e r meaning o f key vocabulary.
3 Read the article again and mark
the sentenc es T (true), F (false)
or DS (d oesn't say).
In the summer of 2 014, a weird and wonderful craze
1 Pete Frates wanted to play
swept acro ss the world. Everywhere you looked people
professional baseball.
were pouring buckets of freezing water over their heads.
2 He was diagnosed with an
The craze soon had a name - 'The Ice Bucket Challenge’ 6 BRINGING PEOPLE TOGET HER
illness called ALS in 2014.
and the idea behind it was to ra ise money for chanty.
3 If you did the Ice Bucket Despite the popularity of the challenge, not топ у people
Challenge you didn't have knew where ft had come from. In fact it was the idea of an
GRAMMAR
to pay any money.
Ame rican called Pete Frates. He had been a prom ising coile Linkers of contrast
4 You had to film yourself seemed to have a bright future with the Boston Red Sox. Hi
1 R e a d t h e e x a m p l e s e nt e n c e s a b o u t t h e a r t ic l e a n d u s e t he m 2 Rewrite the sentences using the word
doing the challenge. cut short when he fen ill with a disease called amyotrophic
to comp lete the rule. in brackets.
5 Barack Oba ma refused for short). ALS attacks the nervous system and can cause s
to give any money to the paralyse, it can also kill. Frates ‘wanted to do something to 1 Most people thought the ke Bucket Challenge was brilliant. 0 I didn't know anyone at the party but I
charity. awareness to help sufferers of ALS. He fad a simple but bri However, there were people w ho disagreed. still had a good time, (in spite of)
6 Some peop le felt the Ice 2 Des p ite its popularity, many people didn't know where the In spite of not knowing anyone at
The idea wa s that you cho se a couple of friends and chaDer
Bucket Challenge was a idea had come from. the party, I still had a g ood time.
bucket of freezing wa ter over their heads. If they did this thr
bit dangerous. 3 Pete Frates found the time to raise money for charity in spite of 1 I studied hard for the test. I failed it
the charity. If they refused, they paid $10 0. To prove they he
7 Nearly 10% of the UK being quite ilL (despite)
24 hours to post a video of their challenge onlne. Then itw
population donated 4 Altho ugh he was challenged, Barack Oba ma decided not to 2 He doesn't earn a lot of money. He
nominate two more people and challenge them.
money through the pour water over his head gives a lot o f it to charity. (However)
Ice Bucket Challenge. Soon it had gone viral with plenty of celebrities worldwide jo 3 I'd seen the film before. I still really
5 I didn't do the challenge even though four of my friends
8 Some people thought it Bolt, Lady Gaga, Oprah Winfrey, Taylor Swift, Cristano Ronal enjoyed it. (although)
nominated me. (
gave the wrong message US president George W. Bush. The US President Ba ra * Ote
6 Many peop le did the challenge without donating. 4 I started to eat less. I didn't lose any
about water. Minister David Cameron were also challenged although th weight, (in spite of)
Nevertheless, the charity still made a lot o f money.
5 It wasn't very warm. We had a good
time at the beach. (Nevertheless)
PJJLE: To contrast ideas and facts, we use these linking
Students can disco ver the rule for themselves, words: although, even though, however, despite, in spite o f and 6 I don't speak a word of Chinese.

nevertheless. I understood what he said, (even

via an inductive approach to learning grammar, 1 Despite an d _____ are followed by a noun phrase or
though)

a gerund. They can be used at the beginning or in the

with the help o f scaffolding. middle o f a sentence.
3 Rewrite this idea using each of the
linkers from the rule box.
2 Altho ugh a n d __ are followed by a full dause. They can
This su pported approac h cont inues th rough be used at the beginning or in the middle o f a sentence.
I felt really tired. I stayed op td l
midnight to celebrate the newyear.
to the grammar practice stage, which always 3 However an d _____ introduce the contrasting idea
and come at the begin ning of a new sentence. They are с в аз зя ш ^
begins with a controlled task. followed by a comma.

who yc„ talk to.

Nevertheless, for a few hot months of summef back in 201< > ITHiN VALUES
Challenge brou ght millions of people from A over the plane
'cooT cause. Doing good
1 Wo rk in group s of four. You are going to run an internet
fundraising challen ge for a charity. Use the points b elow to
help you organise you r ideas.

1 Decide on a charity.
• Wh y are you choosing this charity?
• What will the charity use this money for?
2 Decid e on a challenge
• What is the challenge?

Think Values invites students to • How are peop le chosen for the challenge?
• What do you have to do if you refuse to do it?
consider their broader opinions 3 Think of a famous person to get involved.
• Why this person?
and values through reflection
• What do you want them to do?
on the rea ding text. Expressing 4 Extras
• What other things can you do to help your campaign?
opinions in pairs/groups provides (T-shirts, write a song, etc.)

support, while also offering extra 2 Е З Я З П а Present your ideas to the class. Each student in
your group should talk about one o f the points above.
fluency practice.

These cross-references, w hich appear in the

Be aware of common errors related to verb patterns. Teacher’s Book, indicate appropriate points in the
Go to Get it right! on Student's Book page 122.
unit to exploit the Get it right! section at the back of
the Student’s Book. Get it right! provides exercises to
help students avoid com mon errors as identified in
the Cambrid ge English Learner Corpus.

The Cambridge English Corpus is a multi-billion w ord c ollectio n o f real-life written and spoken English. It includes the
Cambridge Learner Corpus, the world ’s largest collection of learner writing, comprising more than 50 million words o f
exam answers written by students taking Cambridge English exams. We carefully check each exam script and highlight all
errors made by students. We then use this information to see wh ich words and structures are easy and difficu lt for learners
o f English, and ultimately, wo rk out h ow best to support and deve lop students.

10

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INTRODUCTION

In units 1 ,4, 7 and 10 yo u’ll find the p h ot o sto ry ...

Each episode of the Each story begins with several

photostory involves the photos and accompanying
same four British teens but text. Students can also listen
is a complete story in itself. as they read.

P H O T O S T O R Y : e p is o de 2
Look at the photos and a nswer the questions.

Look at what the teacher has written on the board.

Wha t do you think the homework is?
How doe s Emma feel about the homework?
Do you thinkJustin is bem g helpful?
The four friends from
left to right: Liam,
Emma, Nicole, Justin.

See how the story concludes

in the video found on DVD or
class presentation software.
The video picks up precisely
where the photostory ends.
TEAC HER OK, ev eryo ne, s o this is wha t 1want you to do
by Friday, OK? A short story, of five hundre d words.
EMMA Five hundred words'? She can’t be serious!
4 THINKING OUTSIDE THE BOX
E M M A An d s h j
TEAC HER ... and th e story has to e nd wi th the wor ds, tomorrow. I
"[hanks, you saved my life!’ An original DEVELOPING SPEAKING

*
EMMA What? This is awful. I can’t do that. I’m hopeless LIAM Sounds!
at writin st£ria s
n g stp v
TE A CH E R
|Work in pairs. Discuss what hap pens next in the
stories an •story. Write d own your ideas. W o r d W is e
want som Further comprehension •kVc think Emma watches a film and acts an idea. Expressions with go od
creative! (
questions guide students v ____
t Watch to find out how the story 1 Use the phrases in the list to complete these
1 — ------------- 1----------------------
---------------- ------------------
through the story at a deeper continues.

leve l before target language Match the sentence beginnings and endings.
WordWise takes a word or
embedded within it is explored. i Emma sees a woman who
>2 The woman works for
phrase which has a number of
JUSTIN We ll, I 3 The woman is desperate because different meanings in English
got to do is 4 Emma tries to help and provides analysis and
you ’ve see n 5 Whe n Emma gets an idea
EMMA N o. n o 6 Emma gets the keys out
practice using them.
LIAM Well, the
7 Emma's realty happy about
EMMA You dor 4,____________________________________________________
book, seen but she c an’t get the keys out. s ______ Emma’s such a nice person.
JUSTIN Wh ydc
the last thing the wom an says,
got to write
is looking for something,
idea and tb
EMMA OK, well this isn’t gettin g me anywhere. And The he ro со using something she got at a shop,
Key phrases for a particular speaking
I’ve got to go home. I ’m off - I’ll see you lot later. And NICOLE Give к rise owner of an art gallery,
thanks for all the help, Justin! You're a real pal - n ot she goes to a shop nearby,
function are explored in the
JUSTIN Hey, what d id I do? she hasn’t got a spare set of keys. Functions section. Students have the
LIAM Well, you w ere a bit out of order, Justin. You can
see that Emma'n пгяььш! mil aitaadv anil ciai liuln'i opportunity to practise these in the
exactly hel/ P H R A S E S F O R F LU E N C Y
context of a communicative task.
Phrases for fluency 1 Find these expressions in the photostory,
t h e m ? H o w d o y o u s a y t h em i n y o u r l a n ^
focuses on authentic 1 (She) can’t be serious. v
language that students 2 (What's the ending) again?
FUNCTIONS
can use in conversation to 3 Calm down.
Expressing frustration
4 That’sjust it
make them sound more 5 Giv e it a rest. 1 Read the photostory again. Whic h of these things
natural and fluent. They 6 (You were a bit) out of order. does Emma not say? What do all the sentences
have in comm on?
see these phrases in context Use the expressions in Exercise 1t o complete
I can’t (do that). I give up.
and at a level graded for the sentences.
I'm hopeless (a t...) I'll never (come up

them in the photostory. 1 I know you told me before, but what's your
name ?
This is hopeless! with anything).

No chance. This is pointless.

2 A Let's go for a walk in the park.
в A walk in the park? Yo u _______ ! Think about the woman w ho loses her keys. Write
It's raining! three things she might have thought using the
3 a Com e on, were late! expressions in Exercise 1.

в _______ ,we ’re not late at all, we've got I'lh 'g et the keys out.
another fifteen minutes.
4 a Your hair looks really stupid!
в O h, .... ,Michelle . I'm tired of how you
criticise me all the time. You're really
WRITING
________ , you know? A story
s a l don’t feel like going ou t Let's stay here and
Write a story. The story must end with the words:
watch TV.
в ... You never want to go out. 1banks, you saved my life!’

Write 120-150 words.

11

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... and in units 2,5, 8 and 11, a culture text.

( ------------------------------------------------ 'N( N
-------------------------------- ( -------------------------------------------------------------------------------- N

The focus o f the C ult ure section is on ge ttin g This rea ding is also Here, students have the opportunity
students to think and talk about life in other available for students to develop their ability to deduce
countries and how it compares with their own. to listen to. meaning from context and increase
4 _________________________________________________________________ V_________________________ their receptive vocabulary.
V. /

Culture SPEAKING
Discuss in pairs or small groups.
1 Centuries ago, there was a listof the ‘Seven Wonders of the Ancient t left the place for ever and never went back
1 Imagineyou could choose oneof the seven
World'. Do you know any of the things or places that were on that list? 2 put something into a hole int he ground
wonders to go and see. Whichone would it
3 grew, developed very successfully be and why?
2 СЗ Жй Read and listen to the article about the New Seven Wonders
4 unfriendly and aggressive, wanting to attack Thinkof two things from your countrythat
of the World. Which one is: 2
5 a famous thing or person that represents agroup or country you couldcampaignto be included ina
• theoldest? • the newest? «• ••• ••■ 6 exciting public shows orevents list of seven wonders of the world. Give
7 one thing coming after another reasons to support your choice.
НМГ 8 made bycutting

The New Seven Wonders of the World WRITING

Recently, an online poll was held to choose the New Seven Wonders of the World.
Over 100 million peopl e voted. Here are the seven winners - in no particular order.
Essay