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    Headway Academic Skills 1. Listening, Speaking, and Study Skills

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    Vika Tymoshchyk

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    © All Rights Reserved
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    LEVEL 1 Headway Academic Skills Listening, Speaking, and Study Skills Student’s Book Emma and Gary Pathare Series Editors: Liz and John Soars OXFORD CONTENTS 1 Starting out LISTENING Listening calege pS SPEAKING Checking hfomaion 6 Listening for specific information Checking and coafizming information lifleasacllege student > Sentence sess Listening for gst 2 Academic life LISTENING Aerdenirostnes _pi0-11 SPEAKING Telingaboutthecoleeenvionnerép 12-13 Predicting Finding out more and speaking for lnger Asking questions (1) Giving asummary 3 Caring forthe environment Asking questions (2) LISTENING Wering together plo Taking notes (1) Listnig for eumbers pl? Taking notes (2) 4 Modern architecture SPEAKING Talingabout numbers p18 19 Talking about numbers (1) Talking sbout numbers (2) Word stess in numbers Givngapesetation p19 Presentations (1) LISTENING Howserinthefunue 922-25 Listening for reasons Making listening easier 5 How we learn LISTENING Learning sles p28-29 Listening to new information Knowing Your learning style 6 Living with technology LISTENING Technology improving ves 34-35 Taking notes (3) Usngerteria 7 Language and culture SPEAKING Giingreaion: p24 Giving reasons Planing acampis 2 Presentations (2) SPEAKING Ging opinions p30-31 Disagrecing Taking tars SPEAKING Presenting infomation 36 Presentations (3) Preseningthe fats p37 Usinga checklist LISTENING Exeaseme do you seek Engh? 0-4) Understanding a situation Taking notes (i) Desig on the main points 8 Living in the city LISTENING Important cies pic Focusing on organization Taking notes 6) 9 Improving your memory LISTENING Memay p52-53 Review Taking nites (6) Taking notes (7) 10 Staying healthy LISTENING Life begin 4058-59 Reviewing steteges SPEAKING Stating your presentation i213 Contractions Presentations (4) SPEAKING Conpaing cites p49 Pauses Presentations (5) SPEAKING Improving your presentation delivery Presentations (6) Preseninga asestudy p35 Presentations (7) SPEAKING Ginga concusion 150-61 Presentations (8) VOCABULARY DEVELOPMENT Whatiswocebulry? pS ‘What can we learn? Functional language Letter namet ReviEW VOCABULARY DEVELOPIMENT Keeping erecord pi Organizing vocabulary (1) Organizing vocabulary (2) nEVIEW ps RESEARCH Choosing fou p20 ‘Choosing a focus (1) ‘Choosing a focus (2) REVIEW pa ‘VOCABULARY DEVELOPMENT Bulg your vocabulary (26 Words that go together (1) Linking wos Building your vocabalary REVIEW 7 VOCABULARY DEVELOPMENT Haw strong & your ophion? 32 ‘Making inguage stronger REVIEW 3 VOCABULARY DEVELOPMENT Word that go gether ps ‘Words that go together (2) RESEARCH Asking esearch questors p28 ‘Asking research questions REVIEW VOCABULARY DEVELOPMENT Synonyms pt Synonyms. REVIEW ps [RESEARCH formation cures 50 Finding sources Giving references REVIEW, 1S ‘VOCABULARY DEVELOPMENT Wordfonies p36 Word families Knowing vocabulary well REVIEW 157 VOCABULARY DEVELOPMENT Desrbig objects p62 Describing things RESEARCH tong tallgether p62 Bringing tall ogther REVIEW Po LISTENING SKILLS Listening fr specific information + Listening for gist CChecking and confirming information + Sentence stress VOCABULARY DEVELOPMENT What canwe learn? + Functional language + Letter names LISTENING Listening at college 1 Lookat the photos. Work with a partner. Match the people with the information they give you at college. 1 C7 instructions for registration 2 Gi formal prepared talks 3. advice and feedback on a project 1 advice on borrowing books and doing research C1 dlassroom instructions admin officer @©11 Listen to the teacher giving instructions. Girelo the correct answer. 1 Turn to page 28 / 38 / 48. 2. Finish the exercise in 5 / 15 / 50 minutes. 3. Work in pairs / alone / in a group. 3 EEEEMOEME ©12 Look at the student's notes. Listen [PSTN to the conversation and complete the notes. We often listen for specfic information, eg. names or numbers. When you are listening for specifi information: 1 read the questions you have to answer carefully the information you nee write down the key information, 4° Unit ~ Starting out 4 ©13 Listen to three announcements. What is the general idea of each one? ‘Match a-c with announcements 1-3 a Cl choosing a talk b Ol buying / collecting something Life as a college student 5 @©14 Listen to the start of Dr Lewis's lecture about college life. Which sentence gives a summary of each part of the lecture? 1 a Dr Lewis wants students to enjoy college. College life is not the same as school life. ‘You need to work independently at college. It’s best to work in the library. ‘The most important thing is to pass your exams. Students should work hard at all times. 2 3 Boece oe 4 You should behave like an adult. You must hand in your work on time. Beene eens Sometimes we listen for gist, ie. general meaning ‘When you ae listening for gist 1 look at pictures, visuals, and titles before listening 1» don't worry about details. Listen forthe main idea HS 1d ctoaae calles lange Couieacts Vewnreean ie colleve anal ee eter as Listen again and complete the contract. STUDENT CONTRACT Working independently Completing work Being professional Team to use the care about _ «be interested in + read + work hard + behave ech eee + arrive + ask + hand in your work + find out 7 Work with a partner. Write five differences between college and school. 8 Workin a group. Decide on the three biggest differences between college and school Unit 1 + Starting out 5 SPEAKING Checking information 1. Work with a partner. What information do you need when you start college? Where can you get the information? STUDENT INFORMATION Fire actio 2. Match the questions with the answers. 11 Whats your Engish teache’s name? a_t'sinroom DA. 1. Which room i the English las in? b IesHs 45772. 3. Could you tell me where the cafeteriais? c MrPrice. 4 What's your ID number? 4 It’snextto the lsrary, 3 @15 Listen and check your answers. 4 Work with a partner. Write four similar questions, then ask and answer them, 5 ©16 Listen to the complete conversation. How ‘many questions did the student ask? STUDY SKILL Checking and confirming information You can ask questions to check information. Can you say that again please? People can ask you questions to confirm information. You can use polite expressions when you reply. Yes, that’s right Im afraid that’s wrong. 6 @16 Read the expressions in the Language Bank. Listen to the conversation again. Tick (¥) the expressions you hear. LANGUAGE BANK Checking and confirming Checking Confirming Can yeu spel that, please? Yes, thats right. Can you repeat that, please? No, it’s Can you say that again, please? No, that’s not right. Did you soy...? tm airaid thet's wrorg. Isthis/that right? 6 Unit I » Starting out 7 @17 Listen to the expressions. Underline the PSTDSIRT OEE stressed syllables. 1 Canyoumpellithat please? In English, we stress the important words when we speak. 2 Can you repeat that, please? It’s next to the brary. 3 Can you say that again, please? an you spell that, please? 4 Did you say ‘three’? | Stressed words and syllables are longer and louder. 5 Is this right? —— — —_ 6 7 3 9 = ed Yes, that’s right. No, it’s ‘seven’ not ‘eight’. No, that’s not right. Tm afraid that's wrong. 8 @17 Listen again and repeat. 9 Lookat the student ID card. Then complete ID card a with your details. Student ID Number 7569033 Department Business Course code ing33 Tutor J Smith a ® Student ID Number Student 1D Number Department Department — Course code ae Course code Tutor a Tutor 10 Work with a partner. Ask questions and complete ID card b with information about your partner. Unit + Starting out 7 VOCABULARY DEVELOPMENT What is vocabulary? 1 (EQQEESHUNVENI Use the words and expressions in the box to complete the table. Wien wellearn vocabulary, we canearr- a singe words eg. college, student, advice = mult-word tems, eg. getup, phone number = expressions,e, Yes, that’s rit information Yes,that'sright. lookfor course code ‘Canyou repeat that, please? teacher room number Imafnidthatswiong. Did yousay...2-_ independently information 2 ©16 Look at the expressions in te table and tick (v) the correct function. Then listen to the conversation again to check. Cen yougive me.. Yes, that’ ight. Can yourepest that, please? | think you should an youspell thet, please? Bra anaes We often use expressions as function language, for example 1 checking information, eg. thisright? = confirming information. e.g Yes that’s right sacking for help, e.g Could you help me, please? | 1 siving advice. eg, Ithink you should 3 @©18 Listen and repeat the letters. 4 @19 Listen and complete the information. In the English alphabet there are 26 letters abedefghijkimnopqrstuywxyz MY TEACHERS Five of them are vowels, ¢ [.0,u Business 1S ‘The rest are consonants: bs cof Maths (77 = L English 163. 5 Work in a group. Ask for the other students’ names, and ask where they come from. Check the spelling and write the information down. 8 Unit + Starting out REVIEW 1 @U0 Listen and match speakers a-d with the types of information 1-6. There are two types of information you do not need. 1 Di feedback on a project 2. information about timetables 3 D2 advice on how to research 4 Oi announcements 5 C2 instructions for registration 6 C2 dlasstoom instructions 2 ©1100 Listen again and write the person who is speaking. tutor adrin officer Ubrarin teacher asc bd 3 @ 1M Listen and complete the information on the registration form. City College Registration Form Student information First name Sumame: Marley Date of birth: 09/03/1992 Fulltine / Pasttine: 1D number. Course information Maths course code: English course code: Contact details Email: smarley@eitycollege.2c Mobile: 4 Complete the sentences with the words in the box. sy afrid right spell help should 1 Can you_that, please? 2 ‘Your ID number is 762004, isn’t it?” ‘No, Im that's wrong.” 3 Could you____ me, please? 4 Can you__ that again, please? 5 Ithink you — talk to your tutor. 6 ‘Are you studying English?’ ‘Yes, that’s 2 LISTENING SKILLS Predicting * Asking questions (}) + Giving a summary Finding out mare and speaking for longer * Asking questions (2) VOCABULARY DEVELOPMENT Organizing vocabulary ()}and (2) SPEAKING LISTENING Academic routines 1 Here are some important things in college life. How important is each one in your opinion? Decide between Very important (vv), Important (¥), or Not very important (). 1 group work assessment independent work tutorials fice time seminars 2. Work with a partner. Compare your answers. 3 ©21 Listen to the introduction to a seminar. Tick (v) two main points of the introduction. ‘The tutor wants the students to: 1 berelaxed. 1 come to every seminar. 1 know about their new course. 1 discuss ideas. 4 ©11 Listen again and answer the questions. 1 Whatis the tutor’s name? 2. How many students are in class today? 3 Ina seminar, who can speak? —— ‘Students in Seoul, South Keres [RETENEMIN Work with a partner. Read some questions which students 5 Work with a partner. Read some questions which students ae) will ask, and predict the tutor’ answers. Tohelp you to understand a listening How are we assessed? ‘When do we do independent work? Questions Answers tet try to predict whatitis about before | - you lsten.To help you predict = lookat the ttleand pictues. = think about what you already know When do we have free time? about the topic, 6 @212 Listen and check your predictions. 10 Unit2 + Academic life 7 ©23 Listen to three more questions that students ask. Make notes on the tutors responses. Do we have to buy any books? Wo do Laskift need help with my independent work ‘When we work na group, can ve choose who we work with? 8 Work with a partner. Answer the questions in exercises 5 and 7 about your college. 9 @24 Listen and write down the questions. Braet) 1 In English, come words ae stressed, nd others ae unstressed, 2 Howare we assessed? 3 When do we have free time? 4 Unstressed viords are shorter and quieter than stressed words. 10 © 24 Underline the stressed words and syllables in the Questions in exercise 9. Then listen again, check, and repeat. M @25 Listen to Kaoru giving Maha a summary of the seminar. Tick (¥) the things that Kaoru mentions. 1 assessment C0 planning time Li college website OD books i number oflectures 1 independent work Maka n @©25 Listen again. Does Keoru givea good RETEST summary? Why? Why not? Ate We often give a summary of something w effective summary, you should: ‘= decide on the most important points mn to To give an 1 think about the speaker's opinion ofthe subject. seep the summary shot and simple Unit 2 + Academic life 11 SPEAKING Talking about the college environment 1 Some students are asking questions. What are the questions about? ‘Write the correct topics. library lectures projects assessments presentations 1 How often do we attend these? ‘Where do we go to attend these? 2. How many books can we borrow? What time does it open? 3. How often do we have to give them? ‘Who do we give them to? 4 Do we only have these at the end of term? ‘What type do we get? 5, Do we do these in groups or alone? How long do.we get to complete them? 2. Work with a partner. Ask and answer the questions in exercise 1 about your college. 3. Read the Rule. Put the words in the correct order to make questions. 1 you/ How / do / lectures / often /? / have 2. work | When /? / do / you / do / independent 3. do/ What / do/ every / you | ?/ day 4 work | do / Where / independent /you /? / do 5. do/ Where / have / you / ?/ tutorials 4 © 26 Listen and check your answers. 5 Work with a partner. Ask and answer the questions in exercise 3. 6 Work with a partner. Ask and answer these questions. When you answer, add more information. 1 Do you drive to college? 2. Do you study English? 3. Do you do sportsat college? 4 Does your day start early? 5. Do you study in the library? Breyer ‘What i the difference between these two questions? Where do youstudy? Do you study in the library? | Questions with Wh- question words often get answers with more information. Poured Yes/No questions can make a conversation short. Do you study in the librery?” No.” To give longer answers to Yes/No questions, you must add more information. No. prefer studying at home, orin the coffee shop if lam at college. TD Unit2 + Academic life RULE Question forms Toask about dally routines, we use questions in the present simple. Where do you study? How do you get to college? This is the form of the questions Wh question word + do/does + subject verb +...? Where do you study?" "When lam at college, I study in the coffee shop, but | prefer studying at home, 1 @27 Listen and write the questions in the correct column, ur veice goes up oF down atthe end of 2 question. Ths is called intonation. 1s Whe questions: Where do you study? 7 a Yes/No questions: Do you get up early? 8 @©27 Listen again. Underline the stressed words and mark the intonation. 9) Work with a partner. Ask and answer the questions in exercise 7 LANGUAGE BANK How often every doy How often do we hovea tutorial? ‘once 0 week How often does the library open at the weekend? twice a fortnight three timesa | month year 10. Read the expressions in the Language Bank. Work with a partner. Ask questions to find out if your partner is a good language learner. ARE YOU A GOOD LANGUAGE LEARNER? ‘What do you do outside the classroom to help with your English? Do you...? Yes No How often? look at English websites og —_ read newspapers or magazines in English C] watch films in English oo have conversations in English oa listen to the radio in English oo revise grammar goog — learn vocabulary oo Tl Compare your answers with your partner's answers. Are you a good language learner? Unit 2 + Academic life 13, VOCABULARY DEVELOPMENT Keeping arecord | Match the ways of recording vocabulary with the pictures. usinga set of cards using a wallchart keeping a notebook using a computer recording yourself unene 2 What are the advantages and disadvantages of methods 1-5 in exe Which one works wel for you? diagram opposite, with the college vocabulary in the box. library essay project —_lecturehall Arr | Topies and sub-topics college are places and work: topic —sub-topic vocabulary college places library, lecture hall 4 Work witha partner. Add more words to the diagram. Complete the table with the words. utor/ tatoo toleern/learner lecture hall/tolecture/lecturer/lecture study room/student/to study library librarian admin department/admin officer presenter/presentation/to present Places Chasstype/ activity | People Complete the two sub-topics, places and work on the | classroom presentation library project lab essay lecturehall cafeteria YYou can use sub-opic to help you to orgarze the words more, eg, sub-tepics for Verbs STUDY SKILL Orn Org tutorial tutor Word families Itis a good idea to record and learn the words from a word famiy together A librarian is person who works in a brary, Vi Unit2 + Academic life REVIEW 1 © 28 Listen to the start of a tutorial. Answer the questiors. 1 What is the main purpose of the tutorial? a to introduce the tutor b to give instructions for an assignment € to review this week’s lectures 2. When will the tutor give details of the next assignment? a in next week's tutorial b at the start of this tutorial ¢ at the end of this tutorial 2. You are going to listen to another part of a tutorial. Predict the order the tutor will advise the students to follow when doing assignments. do the research write up the reports decide on the focus submit the assignments on Tuesday divide up the research tasks put theassignments in a folder DD discuss the notes a 3 ©29 Listen and check your answers. 4. A student needs some information about life at college. Look at the student's notes and write the questions to find out the missing infomation. | rurons | how many a week? 1 | room number? 2 ASSIGNMENTS ruber of essays to write aterm? 3 submit ~ email, paper ..? 4 PRESENTATIONS se PowerPoint? 5 alvaysin groups? 5. Underline the stressed syllables and mark the intonation in the questions that you wrote in exercise 4 6 Work with a partner. Do a role-play between a student and a tutor. Ask and answer the questions. Use your own information and ideas when you answer. Unit 2 + Academic life 15 Bac m UMVIM IE LISTENING SKILLS Taking notes () an (2) SPEAKING SKILLS Talking about numbers (I) and Q) + Word stress in numbers » Presentations (I) RESEARCH Choosinga focus () and (2) LISTENING Working together 1 Work with a partner. Answer the questions. 1 What do you know about Earth Hour? 2 What can you tell from the poster? What are the key words? ‘What does the picture tell you? 3. What do you want to know about Earth Hour? Write three questions. i Read the introduction to the talk and Geld the key words. ‘Then find a key word that Dr Smith explains. Hello, I'm Dr Andrew Smith, professor of Environmental Studies at Braunton University. Today Im here to talk about « global event called Earth Hour I'm sure some of you have heard oft, right? Well, the global success of Zarth Hour shows that ordinary people all over the world really ‘want to stop pollution ~ by ordinary people, | mean people like you and me. For those of you who don’t know, let me tell you a litle bit about Earth Hour before I explain why I think itis such an important event. 3 ©3i Read and listen to the introduction. Does Dr Smith stress the key words? 4 ©32 Listen to the rest of the talk, Gircld the key words for each part of the talk in the table. EARTH HOUR Lecture and discussion Are you worried about the environment? Do you want to ‘go green’? Talk by Dr Andrew Smith Room B24 Tuesday 17th 2 p.m. When you are listening to a talk or lecture, try to identfy the key words which give you the most important information. Key words are often repeated and stressed Sometimes speakers expain or give examples to show What the key words mean. media > newspapers TV, radio Always makea note of key words you hear. Global rend important Earth How people Earth Hour isan important glcbal event. sydney 2007 plan tumoff tghts one hour March stop millions people switch off laughing rowing meda publicity farrous buildings important unites pecple certainly computer 5. Work witha partner. Use the key words and write the main points in the table. 16 Unit3 + Caring for the environment Listening for numbers 6 Read the questions in the table below. Choose a type of answer from the box for each question and write itin the table. umber lengthoftime year 1 what year did Earth Hour start? year 2 How long do people tum of the lights for? 3. How mary people tured off their lightsin the Fist year? 4 How mary people wer involved in 2008? 5 How many cities were involved in 20092 6 How many counties were involved in 2007 7 © 33 Listen to parts 2and33 of the talk again, Add the answers to the table in exercise 6. Bye eme tat | Numbers | You need to be fast when you take notes about numbers. | m use figures not words 2 15 | = use abbreviations: mformillion hh for hour | ‘min for minutes Years Look at how we say years | 202 twenty twelve | 1987 nineteen eighty-seven | 1800_ eighteen hundred 8 ©34 Listen to a student giving a summary of the talk about Earth Hour. ‘Write the numbers he gives in the table, the year Earth Hour started how long people tum lights off for the number of people who turned of their lights inthe frst year ‘the number of countries involved in 2010 9 Compare the student’s answers with your answers in exercise 6, Which answer did he get wrong? 2018 1964 2,000,000 Unit 3 + Caring for the environment 17 SPEAKING Talking about numbers 1 35 Listen to a presenter talking about China. Write the numbers. bicycles in China towns in China cies in China _— —______| Chinese people traveling to work by bicycle | | Seer aa |__| | bicycles in the bike park 2. RECENT Pat -s on thousand and million where necessary. 1 There are million of types of plants and animals on Earth today. 2. There are over four million types of insect. 3. The Earth has thousand of types of birds. 4 The Earth has over five thousand types of mammal. A me een) ‘We don't add -s to hundred, thousand, and milion when we say numbers: four mllioncars ¥ —_twothousand people v three hundred bicycles ¥ However, when we don't say an exact number, we add -s and we use of: rilions of cars ¥ thousands of people ¥ hundreds of bicycles ” 3 @36 Listen and check your answers. Practise saying the sentences. 4) BREESE Look at the chart and complete the sentences. 95 1 ____ 80 million people in the Philippines. 90 2 ______80 million people in Germany. Bis 3 Ethiopia ____a population of __80million. 4. Egypt_____a population of ___ 80 million. s 5 Vietnam population of. __ 85 million. % 70 Aree eo) Pilppines Germany Ehiopie Egypt Vitram Country populations Weecan use there s/there are and has/have to talk about numbers. his There is one Earth Hour event every year. They have fifteen minutes for questions Sometimes it is not necessary or possible to give an exact number. We can say: about/around two hundred ——_under/fewer than fifty. ‘almost/nearly a milion. over/more than a thousand. There are more than 60 milion people in the United Kingdom. | South africa has a population of almost 50 milion. 5 Work with a partner. Look at the chart in exercise 4. Ask and answer ‘questions. about the population in different countries. “How many peopie ive in Germany?” “There are about 80 millon people in Germany.” 18 Unit 3» Caring for the environment 6 © 37 Listen and underline the numbers you hear. ‘There are about thirteen / thirty Ithas around sixteen / sixty. ‘They have nearly seventeen / seventy. ‘They have nineteen / ninety. ‘There are more than sixteen /sixty. thas fewer than fifteen / fifty. thas almost eighteen / eighty. ‘There are under fifteen / fifty ‘Work with a partner. Take tums to say a sentence from exercise 6, choosing one of the numbers. Your partner must decide which number you are saying. Giving a presentation 8 Workina group: Look at the photos and notes, What environmental problems do they show? What other environmental problems can you thinko® 9 Work with a partner. Choose an environmental problem. Write down the key words and three main points for this problem. 10 Makea poster about the problem you have chosen. Include some notes 0 Underline the stress on your key words. Practise saying the words. Now say the words without looking at them. rye | Ina presertaton, key words are the most important word. They | tell the audience what the important information and ideas are. To givea good presentation, you need to: 1» decide on yourkey words. w repeat the key words cleat. To ay the key words well, you need to: a mark the stress, for erample environment practise saying the words To find out how to mark the stress, you ca: checkin aditionary. w= ask your teacher. 12. Workin a group. Show your poster and give a short presentation. Listen to the other presentations. Are the key words clear? Bees Some pairs of different rumbers sound almost the same. The main difference i the stress. What is the | difference in stress between 15 and 50? Look at the numbers: 15 fifteen 50. fifty Which other paits of numbers are stnilar? + Only 20,000 polar bears worldwide. + By 2050 two thirds will disappear. + Threats — melting sa ice from climate change. + 1960 122 million cars worldwide. + 2010 —over 800 millon. + By 2020, possibly over 2 bllion. + Over 60% living species are in rainforests. + They absorb CO) - they are the “lungs ofthe Earth’ + Every day we lose an area bigger than New York City. Unit 3 Caringfor the environment 19 RESEARCH Choosing a focus 1 ‘Use the words in the box to complete the table with the topics. Then add a focus for each topic. ‘endangered animals green transport factories and industry solarpower airpolution gorilas green energy bicydes endangered animals gorillas 2 Look at the diagram showing how a researcher chose a research focus. Write the words on the diagram. Which Where Topic STUDY SKILL Choosing a focus (1) Aresearch project can look cificult at fist. You cannot research whole topic. You need to choose a focus For example: Topic green trensport Focus: bicycles Endangered animals J>[ 2] Arica | Mountain gorilas Focus: endangered gorillas in Africa STUDY SKILL Choosing a focus (2) To choose your focus, ask questions, for example: Topic: green transport Which? bicycles Where? China Focus: the use of bicycles in China 3. Workin pairs. Complete the diagrams with the words in the box. ‘Then write the research focus. windenerty Where? South America Which? — steel Where? 1 [Topic] ai pollution >| cars [>| Where?| Focus: 2. [Topic] factories and industry J>[Whieh? [|__| [china] focus: 3, [Topic] green energy [>| Europe b> Which? Focus: 4 Workin pairs. Choose one of the topics in the box below. Then usea diagram and ask questions to choose a focus. animalsindanger water ar pollution climate change 20. Unit3 - Caring for the environment Houses on the edge of anice cliff REVIEW 1. Read the introduction to a talk. Circld the key words. Introduction environment. This week we'te looking at the World Wide Fund for Nature, the WWF, one of the leading international groups working for the environment. A key area of the WWF's work isin biodiversity. Stop and think fora moment - think of all the different types of plants and animals, in the world, the different flowers, trees, animals — this is biodiver affected by humans and the damage we do to the environment. Biodiversity can be badiy | Hello everyone. Ted's session isthe second of cur lectures focusing on organizations and the | 2 @38 Read and listen to the introduction. Underline the words stressed by the speaker. Are they the same as the key words? 3 &39 Listen to the WWF's two areas of focus. Write the key words in the table. protect key places animals plants important biodiversity 1 2 4. Work with a partner. Use the key words to write the two main points in the table above. 5 You are going to listen to more of the talk. Read the questions and write the type of answer for each question. TH year lengthoftime umber | | (| How many tourists vist the Mediterranean each year! umber How long wil it take fora bg increase in vistors to happen? How longis the European Mediterranean cozstine? How many projects does the WWF have inthe Mediterranean region? ‘hen did the WWE start? 6 @310 Listen and write the answers to the questions in exercise 5. 7 @3N1 Listen and write down the numbers + nouns. a A milion people € :——=— —t e d 8 Work with a partner. Sey the exact numbers in exercise 7. Then say the numbers not in their exact form using of, for example: millions of people. Unit3 + Caring forthe environment 21 LISTENING SKILLS Ustening forreasons + Makinglistening easier SPEAKING SKILLS Giving reasons + Presentations (2) VOCABULARY DEVELOPMENT Words thet go together (I) » Linking words + Building your vocabulary LISTENING Houses in the future 1 Work with a partner. Answer the questions 1 What were houses in your country like in the past? 2. What are they like now? 3 Do you think buildings will be different in the future? How? 2 @4J Listen to the introduction to a discussion. What are the two experts going to talk about? 3 @4i Listen again and complete the information about the two experts. ‘Modern apartments in Cambridge, Massachusetts Name Name Csr z Nationality —__ - Nationality —__ Job Job 4 Here are some of the main points from the discussion. Read the sentences and predict the correct answers. Houses will be very / slightly different. Houses will be more expensive | cheaper to build. ‘We will need a few / lot more houses. Rooms will be smaller / bigger. cee torehoees eae Houses will get power from the wind / sun. 5 @422 Listen and check your answers. Do any of the answers surprise you? 2 Unit 4 + Modem architecture 6 ©42 Listen to the discussion again. Write the reason for each main point in the table. 1 Houses wil be very | new building materials, rowing popuiaton, environment different. because of 2 Houses will be easier | and cheaper to build. ] 3 Wewillneedalot | more houses. 4 Rooms willbe smaler. 5. Al buildings willhave solar panes 7 ©43 Listen to the reasons given in the discussion. Complete the table in exercise 6 with the words and expressions the speakers use to give their reasons. Ara ene Ree Speakers usually give reasons For thei main points. They can use: = because: The house s expensive because its big 150: The house sbi, soit is expensive. = to +infntive: You need electricity to heat the buildin ‘When taking notes, always make ante of reasons the speaker gives forthe main points. 8 Work with a partner. Use your notes from exercise 6 and discuss the main points made by the speakers. Do you agree or disagree? 9, REREAD Work witha partner. Answer the questions. 1 Which of these strategies did you use when you listened to the discussion? 2. Which do you always use? 3. Which do you need to use more? BU) Cau ona In classroom listering activites, you can use strategies to make listening ease. Before you listen: t= look at the infrmation onthe paper. including pictures 1 read the question. sm ty to predict answers. While you listen: 1» focus. Don't look around. ‘= dont worry if youmissan answer.Go on to the next one. 15 use short forms to write answers. Unit 4 + Modem architecture 23 SPEAKING Giving reasons 1. Work with a partner. Look at the pictures of different kinds of campuses. ‘Match some of the words with the pictures. ‘old modem big small itech outoftown green Ivey quiet central 2. Work with a partner. Which of the campuses are similar to your college campus? 3 ‘Work with a partner. What kind of campus do you prefer? Why? Bitrate When you ae discussing things, you need to give reasons for your ideas. Two useful words are: because /so [prefer on old campus) because I lite treditional architecture Ilike traditional architecture, so I prefer an eld campus| ‘The sentences mean the same thing. 4. Match the sentence parts and add because or so. ove sing technology — Ineeda small ampus. Ikea quiet campus | don't ikea quiet campus. Ike being dose to nature < Idon'thare my own cr. I get lost very easily Use | prefer a hi-tech campus. ke busy places with ets to do |don'tike too many people ound Ipreferacentral campus lke a green campus. 5 @ 44 Listen and check your answers. Knowledge Vilage, Dubai 6 @45 Listen to the first part of the sentences. Complete the sentences with your own answers 7 Think about your campus. Write three things you like about your campus, and three possible improvements you would make, COLLEGE CAMPUS Like Improvements 1 2 3 8 Work with a partner. Discuss what you like about your campus and what improvements you would make. Give reasons. 24 Unit 4 + Moder architecture Planning a campus 9 10 " n B 4 6 6 ‘Your college is planning a new campus. The college wants student ideas on the new design. Put the factors in order of importance for you. Ci the look of the campus Ci the size of the campus i the location of the campus GO the number of outdoor. green spaces CG the number of sports and leisure facilities Work in a group. Compare your answers and discuss your ideas. Give reasons for your ideas. Asa group, decide which three factors from exercise 9 are the most important. In your group, plan the new campus and its facilities. Make notes of your ideas and draw your campus plan, Read the expressions in the Language Bank. Work in a group. Prepare to present your plan to the rest of the class. LANGUAGE BANK Making plans We are going to have. There bs going to be There are going to be. There willbe We will have Practise presenting the plan to your own group. Aree ene) ‘When you talk toa group, you need to: 1» look at your audience. ss make eye contact = speak clearly suse good bod) language. Present your plan to the class. Listen to the presentations from the other ‘groups and take notes. Work in a group. Discuss the other presentations, Which is the best campus plan? Who gave the best presentation? Why? Unit 4 + Modem architecture 25 VOCABULARY DEVELOPMENT Building your vocabulary | EEEEUETTAING Match the verbs in the box with the nouns below. ge do get. attend hive: Junch / a break information / a book ! a good mark an assignment / some independent study a lecture / a presentation / college a presentation / a summary weene 2 ‘Underline the places where the words are linked. 1 attend apresentation 5. eat in the cafeteria 2. giveasummary 6 research a topic 3. get information 7 give an answer 4 have a break 8 ask a question ‘When we speak, we link words together. We link ‘words when one word erds with a consonant sound and the next word starts with a vowel sound, | {et information = get information 3 © 46 Listen and check your answers. Then listen again and repeat. 4 ‘Complete the table with some of the verbs and nouns from exercise 1. attend lecture in thelecture hall from the library inastudy reom from the tezcher in thecafetera| in the auditorium, in dass Ree een When you lean a noun, eg. lecture, ask yourself these questions: 18 Which verbs does it collate with? attend alecture sive alecture | = Where does the action take place? in thelecture hall This wll hep you to lean words that go together and to bud your vocabulary. 26 Unit 4 - Modern architecture Arras | make abreak. havea break ¥ | tekeinformation x —_getinformation. v ‘When you learn nouns, learn verbs that go with them. REVIEW 1. Read the main points froma talk about studying architecture. Predict which of these statements are true (T) or false (F). 1 Architecture students are usually the same type of person. —_ 2. Some architecture graduates are imaginative, others are practical. 3. Architecture students have to be good learners. —_ 4 Allarchitecture students work as architects when they graduate. 5. You will only get work in the country where you studied. —_ 2 @4z Listen and check your answers. 3 ©48 Listen to a student talking about which college she goes to and the courses she is taking. Underline the stressed words. 'm from China. I study at DTU, the Design and Technology University. 'm studying architecture and my courses include Design, Computer Graphics, Physics, Maths and, of course, English. 4 ©49 Listen and choose the reasons she gives for taking these courses. architecture love designing buidings / want to geta good jpb design, computer graphics, maths physics will help me get a good job / Ihave no choice English Ineed it for my studes and work /1 ned it for traveling 5. Work with a partner. Compare your answers. 6 Complete the table with the courses you are studying and your reasons for choosing them. 7 Work with a partner. Tell your partner which courses you are taking and why. Use because and s0 to talk about your reasons. Unit + Modern architecture 27 Les Aien crcl LISTENING SKILLS Usteringtonew information + Knowing your learning style SPEAKING SKILLS Disagreeing + Toking tums VOCABULARY DEVELOPIMENT Making language stronger LISTENING Learning styles 1 Think of five things good learners do. Make notes. + Good learnersreview their notes before the next class. 2. Work with a partner. Discuss your notes. Decide on the three = ‘most important things that good leamers do and write them 7 below. Which ones do you do? . — —— $a = .— 3. @51 Listen to the introduction to a talk. Complete the learning styles on the ’ diagram. Learning style Learning style Auditory. e Explanation Explanation Explanation ears by listening a | | | Examples Examples Examples Someone explains 4 ®52 Listen to the next part of the talk. Add the key words. for each explanation to the diagram. ec tee noe When you listen for new information, you should listen for: key words. 1 anexplanation of the new information. = examples of thenew information. 5 @52 Listen again and add an example for each explanation. 28 Unit + How we leam 6 ©53 Listen to the sentences and decide if you agree or disagree with each cone. Write your answersin the table. agree= A disagree=D_ not sure 7 @54 Listen and find your three scores. Write them in the table, 8 ©55 Listen and write the names of the learning styles a-c in the table, 9 Work with a partner. Compare and discuss your scores. Do you agree? Think of three ways you can use this information. 10 EERE Work with a partner. Look atthe list of learning rr a activities. Which do you think are best for each learning style? Write A (Auditory), V (Visual), or T (Tactile) listening to documentaries using dagrams are pictures STUDY SKILL Knowing your learning style Teingpnectl fas ‘Most people have an individual lemming tye. Good learners krow thelr own eg nes learningstle Yourlearningstyle couldbe: auditory visual tactile eemeon ties ‘You can do different things to improve your listening in English. Using different colour pens t= Viulleames: watch TV documentaries. doing role pay in cass = Auditory leamer: jon an English discussion group to share ideas nding models ts Tectile leamers join a racial dass to learn anew sk. recording lecture: and notes taling in groups Tl @56 Listen and check your answers. - 12. Work witha partner. Answer the questions. 1 Which activities in exercise 10 do you enjoy doing? 2. Do your choices match your learning style? 3. What other activities would be good for your learning style? 4. Which activities from today’s lesson match your learning style? UnitS + How welearn 29 SPEAKING Giving opinions 1 Work with a partner. Read the statements, Find two that you both agree with and two that you both disagree with. ‘People always dream in colour.’ ‘Childhood is the best time of your life.? ¢School should start when you are four years old.? ‘Mobile phones should be banned in restaurants. ? ‘Winter is better than summer.? 6A good education is more important than money.? ‘Family is more important than friends.? 2 @57 Listen to some people giving their opinions. Tick (V) the expressions they use. 3. Read the statements and decide if you agree or disagree. 1 We learn more by talking about our ideas than if we work alone. 2 The best way to learn cbout something is to read about it. 3. A good teacher is the most important thing for learning at college. 4 You can only learn if you want to learn. 5 You learn the same way now as you did when you were a child. 4, Read the expressions in the Language Bank. Then work with a partner and discuss your opinions. LANGUAGE BANK Opinions ‘Giving your opinion Inmvy option, Ithink Giving someone else’s opinion According to. He/She thinks Agreeing I ogree That’sa very goed point. completely agree. You're right. Disagreeing Idontagee. Icdont think that isthe case. I don't think so. That's a good point, but Unit § + How we learn TM Read the statements, Write a response disagreeing with each one. Everyone should go to colle That's agood point. but there aren't enough places for everyone at the moment, 1 All students should study Maths. 2. Group work helps me to learn more than when I work on my own. 3. Colleges should spend money on gyms, not libraries. Bites {tis important to be polite when you disagree. When you disagree, you should give areason. That's « good pont, but | thirk group works more impertent. | eo are. Inmy opinion group works eset ‘Work with a partner. Say each statement in exercise 5 and listen to your partner’ response. [s it the same as yours? Can you continue the discussion? [EEEEMINETINY Match the problems with the pictures a-c. 1 someone is not speaking enough C1 someone is speaking too much someone thinks the other person wasn't polite when they interrupted Brea ‘When you work ina group, you should take turns at spezkng. Including people in the discussion ‘Acommon problem in group work s when a person doesnt speak enough ‘You can help other people speak by using these phrases with their name: What do you think, Marianne? | What's your opinion, Raoul? Interrupting someone “Another problem is when a person speaks too much. You can interrupt, but remember to be polite. Excuse me Can! soy something here? 8 Can you think of any solutions for each problem in exercise 72 Make notes. 9 Work in group. Discuss the pictures, the problems, and your notes. Decide ‘on the best solution for each problem. UnitS + Howweleam 31 VOCABULARY DEVELOPMENT Howstrongis your opinion? 1 (REEESENIENIIN| Work witha partner. Read the expressions and answer the questions. Tagree. I totally disagree. That's exactly how I see it. I don’t think so. I'm not sure. Yes, I suppose so. No, I don’t agree. 1 Which words show that the person agrees or disagrees? 2. Which expression shows that the person is undecided? 3. Which words make the expressions stronger? Bie en Vie can use these expresions to expres strong opiion: agree. completely agree. That's exactly how Isee it Non agree. Idon'tagree atalt I totally esogree. ‘We can use these expressions to express a less strong opinion: | Yes, suppose so. | tdon'tthinkso. | That's a good point, but 2 Complete the expressions with the words in the box. You can use some words ‘more than once. totally completely excellent really atall__ good Strong gee 1 sage. | eee I dont agree Thatsan_—————— point. | | sagree ___amvereigpin |! dont are. | 1 dont thinks, Lessstrong | agree. dont think. Thats2______point.__| 1dovagre. 3. Work in a group. Discuss the statements. Give your opinion, and agree and disagree with other students. 1 The most important thing at college is to pass all your exams. 2 The destruction of rainforests is the most important environmental problem in the world. 3 Childhood is the best time of your life. 32 Unit 5 + How we learn agree disagree REVIEW 1 ©58 Listen to the start of a lecture about multiple intelligences. Answer the questions. 1 How many different types of intelligence will the lecture be cbout? 2. Whose theory about multiple intelligences is this? 2 ©59 Listen to the next part of the lecture. Complete the table with the names ofthe intelligences. mathematical naturist linguistic musical interpersonal 1 lear languages / spoken, written language 2 analyze problems / thinklogically 3 bodily kinesthetic 4 spatial 5 compose, perform music 6 understand other people / work well in groups Tintrapersonal 8 recognizing, naming / environment 3 ©5q Listen again. Complete the table in exercise 2 with the missing key ideas. 4. Write the expressions in the box in the correct place inthe table below. Ithink What's your opinion, Raoul? completely agree. CCan| say something here? bh my opinion 1m afraid | dont agree. ‘hat’sa very good point. What do you think, Marianne? Ident think thatis the case. xetseme,.. 5. Write two statements about learning. You learn more when you work in a group. 6 Work in a group. Discuss your statements from exercise 5. Express your opinions, and agree and disagree with other students. Unit + Howweleam 33 6 Living with technology LISTENING SKILLS Taking notes (3) + Using criteria SPEAKING SKILLS Presentations @) Using a checklist VOCABULARY DEVELOPMENT Words that go together (2) RESEARCH Asking research questions LISTENING Technology improving lives 1. Work with a partner. Answer the questions. 1 What technology have you used today? 2 What did people do before they had this technology? 2 @61 Listen to the description of a simple technology, the bicycle ambulance. Label the diagram using the words in the box. patient trailer personwhopedals passerger bicycle 3. You are going to listen to some information about bar codes. Before you listen, think about what happens when you buy things at a supermarket. Work with a partner and put the steps in order. Ci the cashier scans the items Ci pay for the items Ci put the items on the counter D queue up Ci put the items in bags 4 @62 Listen to the information about bar codes. What two problems have bar codes solved? 1 LD They save time and money. 2D They help shop assistants to use machines. 3D They help shop assistants to sell more things. 4D They allow shops to have fewer shop assistants. 5 @6.2 Listen again. Make a note of key words and of any words you don't understand. bar cede Sometimes when you are taking notes, you hear new words that you didnt recognize. When you hear new words, use these strategies tohelp you understand, 1 Make anote ofthe word and any words that gowith t (don't wory about spelling. Askycurselt these questions Is there an explanation or example in the tak? What do! know abut the topic? Do the visuals help? 1 Check the word inthe dictionary or ask someone. 6 Work with a partner. Discuss the meaning of the words you wrote in exercise 5, Then check the meanings of the words in a dictionary. 34 Unit 6 ~ Living with technology 7 You ate going to listen toa podcast about the two developments in technology exercises 2 and 4. Before you listen, predict and complete the table with the information in the box. every chy /iramemergency allover the word / mainly in developing countries 20 items =$1/ Titem = around 5100, cost of maintaining an ambulance// time needed to check prices ‘When used Iman emergency every day Where used | Cont Prablemit solves 8 ©63 Listen to the podcast. Work with a partner, Check your answers. 9 ©6.3 Listen again. Are the sentences true (T) or false (F}? 1 Cl Hospitals are often a long way from villages. 2D Ambulances aren't very expensive 3. Cl The bicycle ambulance can carry only the person why is il. 4 Cl Bar codes were first used in the 1970s. 5 Cl Scanners are quite difficult to use. 6 C1 Bar code technology has an impact on everyone. 10 Work with a partner. Prepare to give a summary of the tvo developments in technology. Put the parts of your summary in order. 1 your opinion CO description of item Ci description of problem Tl Work with apartner. Take turns to give a summary of the two technologies. n © 64 Listen to the last part of the poccast. The speaker ‘is talking about how to choose the best technology. Complete the table with the speaker’s criteria and questions. 1 cmcurtvs | Which hashad the bigest formoney —_| Which the best —— : — | Which the mest 2 3 ese citeria to evaluate something. For example: Which is the best form of ‘transport. car, train, or pane? Possible criteria: 1 speed— Which is the fastest? ‘= ernironment — Which ste least damaging? ost— Which isthe best value for money? 1B Work with a partner. Evaluate the two technologies using the questions in exercise 12. Unit 6 + Living with technology 35 SPEAKING Presenting information 1 Look at the picture of 21st-century classroom. Label the furniture and equipment in the classroom. book shelves smartboard —_acjustable chair | exgonomiedesk laptop projector - 1 ee ae 2 Read the expressions in the Language Bank. Look at the picture again. Complete the sentences. 1 Atthe top there is « 2. There is a student typing on a inthe middle. 3. On the right there are some 4 There are some students sitting on ___inthe foreground. 5 In the background a teacher is pointing toa LANGUAGE BANK Describing a picture This picture shows on the left at the top on the right: ‘at the bottom in the foreground in the middle inthe background. 3 Check your answers with a partner. 4. Work with a partner. Cover the picture, Describe it to your partner from ‘memory. Then change roles. Who gave the most complete description? 5 Lookat the presentation side, What does it show? Aree ae) ‘Numbers are very powerful. Use them in presentations to have more impact. To use them wel make numbers simple 4 millon NOT 3865488 explain the numbers: 20,000 that’s 10% compare numbers 650, that's 50 more than lst year. use only afew important numbers Internet users in the world 1,800 million—2009 = ‘360 million 2000 . 6 Read part of a presentation about the Internet. ‘Complete it with the information from the slide, “As you can see, there are many!_users in the world now. The first figure shows the number of users in 2009 — approximately ® worldwide, ‘This number is much bigger than the number of users in 2000 ~ So. according to statistics, the number of Internet users in the world is growing quickly.” 7 @©65 Listen and check your answers. | LANGUAGE BANK Explaining your numbers 8 Read the expressions in the Language Bank. Underline the expressions used | PUIning y in the presentation in exercise 6. ‘Asyou can see According to statistics 9 Work with a partner. Practise presenting the information on theslide above. | The rt gure shows | 36 Unit 6 - Living with technology Presenting the facts 10 Workin e group. Your topic is “Technology in the past 50 years: Choose a w focus for your research, a Saving people's lives b. Making people’s lives easier In your group, decide which development in technology you will research. Then complete the table below with your information. Focus What? Who? When? Vity? Key numbers and words Source n Prepare to explain your group’ technology development to the class. Use the checkli the Study Skill box to help you. Atryeio me eels Use checkist to help you prepare before you give presentation, For example: Ghecklist To do Prepare (1 review Language Barks 1 make sides or poster with key words, numbers, anda picture Practise lean key words 1 sy ey numbers correctly OF practise loud _} 13 Present the technology development to the class. Listen to the other groups. ‘Which is the best technology? Who gave the best presentation? Early mobile phone Unit 6 + Living with technology 37 VOCABULARY DEVELOPMENT Words that go together ‘1 EQEEIETIIN Write the words that go with problem and solution. lookfor have abig find amajor offer face Verb agood theman solve aneffective the best have a problem ao Collocations are words that go together. Many verbs, — nouns, and acjectives have collocation. -_ solution Pores problem have aproblem: verb «noun a

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