Profesorado de Inglés

Prácticas Discursivas en Inglés II

Unit 1
 HOUSING: QUESTIONS FOR DEBATE

1. What do you look for in a place to live?

2. Do you prefer living in a house or a flat?

3. What sort of house did you grow up in?

4. Do you prefer living alone or with other people?

5. Are there any changes you would like to make to your current home?

6. Do you enjoy doing DIY at home?

7. How much do you care about the colour scheme of your furniture and wallpaper?

8. Do you often compare your home to other people's?

9. Is it always better to buy than to rent a house?

10. Is it better to live in the city centre or out of town?

11. Would you like to live in a house in the middle of the countryside?

12. Would you be able to live without running water or electricity?

13. Would you like to live in a house with a games room?

14. How many bathrooms should the ideal house have?

15. How important is it to get on with your neighbours?

16. Would you like to live in mansion or a palace one day?

17. Would you ever consider living in a caravan?

18. Would you be happy living on a houseboat?

19. What makes a home really feel like a home?

20. Do you prefer to stay at home or go out in the evening?

21. Would you like to build your own home one day?

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Housing

Lead in
Where on earth?
1.1 Which countries or parts of the world
do you think these places are in? Look at
the photographs and describe each place.

Example:

This looks like the centre of a largish town or city. It’s probably in a modern western country. Places
like this are very busy beacuse almost everyone has their own car. Too much traffic makes cities like
this noisy and polluted.

1.2 Which of these places is more like the place where you live? Have you ever lived in or
visited places like the others? Share your experiences in pairs or small groups.

1.3 If you had to move, which of th places would you most like to live in, and which would
you least like to live in? Give your reasons. Share your ideas with the rest of the class.
Adapted from: Haines, S., & Stewart, B. (2008). First Certificate Masterclass. Student’s book. Oxford: Oxford University Press. (p.16)

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2. Talk time! Paraphrase the following quotations. Which one do you agree with the most?
Why? Discuss.

Taken from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Student’s book. Newbury: Express Publishing. (p.61)

Make yourself at home

3.1 Look at the photos below. What kind of person do you think each of these rooms
belongs to? Why? Tell your partner.

3.2 In which room(s) can you see each of the following?

What other items can you see?

3.3 Use the adjectives below to talk about the rooms.

3.4 Listen and match the speakers to the rooms in the pictures. Which words helped you
decide?

1. Pamela: 2. Harry: 3. Sarah:

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Follow up!
Would you like to live in any one of the following? Why / why not? If you could change a
few things about your home, what would they be? Why? Discuss in pairs or small groups.

Think Time
2. Have a look at the cartoons below. Which issues are they illustrating? Discuss in pairs or
small groups.

Image retrieved from: http://www.thepolisblog.org/2011/11/is-underground-transport-worth-cost.html

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Images retrieved from: http://luannfan.com/wp-content/uploads/2016/10/xlu_c070409.gif.pagespeed.ic.1-C1BTAbAc.png /
http://www.modernanalyst.com/Portals/0/Public%20Uploads/Fin400-Locked-out-Business-Analyst.jpg

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Reading Practice
1. All shapes & Sizes – Unusual Homes
1.1 Look at the pictures and compare the different types of houses. Which is closer to your
ideal house and why?

1.2 You are going to read some information about various houses which are for sale. Before
you read the text, read the questions 0-15 and decide which one appeals to you.

1.3 Underline key words in the questions and try to think of two words related to each one.
Then skim the text and see if it contains any of these words.

1.4 Read the text again and for questions 1-15, choose from the houses (A-E). Some houses
may be chosen more than once. When more than one answer is required, these may be
given in any order. There is an example at the beginning (0).

Underline the extracts from the text that helped you worked out the answers.

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Taken from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper
Intermediate. Workbook. Newbury: Express Publishing. (p.39 – 40)

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1.5 Which of the houses described in the text is illustrated in the pictures? Which words in
the description helped you decide?

1.6 Vocabulary exploration. Read the text about unusual

homes again and keep a record of useful expressions that may
help you deal with the topic in the future. Use a mind map
format.

1.7 Follow up.

a. Discuss in pairs. What kind of dwelling places do young

people look for while they are studying at university in your
country? Which housing aspects do they consider important?

b. See “Video Lessons & Critical Thinking” section. Work on Tiny Homes. (p. 41)

2. Making your Home Greener

2.1 Read the title of the text and look at the pictures. What does a greener home look like?

2.2 Scan the text and find four ways of making your home greener.

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2.3 Read the text about conserving energy at home gain. For questions 1-7, choose the
correct answer A, B, C or D.

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Taken from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Student’s book. Newbury: Express Publishing. (p. 78 – 79)

2.4 Vocabulary record. Read the text about green homes again and
keep a record of useful expressions that may help you deal with the
topic in the future. Use a mind map format.

2.5 Discuss in pairs or small groups.

How environmentally friendly is your dwelling place? Do you consider

that making your home greener is a relevant issue? Why? Why not?

3. Going Underground
3.1 Read the introduction to the article. Why do you think the couple decided to live
underground? Read the first paragraph quickly and check.

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3.2 Look at the text. Eight sentences have been removed. Read the first paragraph again,
and then look at the underlined words in sentence I. What do they show?

Taken from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Student’s book. Newbury: Express Publishing. (p. 62 – 63)

3.3 Now read the whole article and choose from the sentences (A-I) the one which fits each
gap. There is one sentence which you do not need to use. Underline the words both in the
text and the sentences which helped you decide on your choices.

3.4 Vocabulary exploration. Go through the article again and match the highlighted
expressions to their synonyms below.

2.5 Vocabulary record. Read the text about working the

night shift again and keep a record of useful expressions that
may help you deal with the topic in the future. Use a mind
map format.

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2.6 What advantages and disadvantages of living underground does the article mention? List
them in the chart below.

Pros of living underground Cons of living underground

2.7 Would you ever consider living underground? Why? Why not? Use the information in the
chart and the items below to discuss in pairs.

2.8 Follow up!

a. In small groups discuss the following. Then share your ideas with the rest of the class.

Taken from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Student’s book. Newbury: Express Publishing. (p. 62 – 63)

b. See “Video Lessons & Critical Thinking” section. Work on Edible Landscapes. (p. 41 - 42)

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Content Specific Vocabulary
1. Houses & Homes
A) Types of Houses

1. Match the definitions with the pictures.

2. Match the expressions to the numbers in picture f.

the ground floor - the first floor - the top floor – the basement

Taken from: Gough, C. (2001). English Vocabulary Organiser. Hove: Language Teaching Publications. (p. 62)

3. Go through the vocabulary box below. Are these types common in your area? Answer the
follow up questions in pairs.

Taken from: McCarthy, M., & O’Dell, F. (2010). Cambridge English Vocabulary in Use. Upper Intermediate. 2nd edition. (p. 82 – 83)

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4. Look at these types of houses. Which would you find in a suburban, urban or rural area?
Which one would (not) you like to live in? Why? Why not? Discuss in pairs.

Adapted from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Student’s book. Newbury: Express Publishing. (p. 64)

B) Parts of a House
1. Match the words with the numbers in the pictures.

Taken from: Gough, C. (2001). English Vocabulary Organiser. Hove: Language Teaching Publications. (p. 62)

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4. Go through the vocabulary boxes and fill in the gaps with a suitable word.

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Taken from: McCarthy, M., & O’Dell, F. (2010). Cambridge English Vocabulary in Use. Upper Intermediate. 2nd edition. (p. 82 – 83)

5. Tick the rooms/areas which your house has, then describe them to your partner. Which
rooms/areas would you like your house to have? Use useful language to discuss in pairs.

Taken from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Student’s book. Newbury: Express Publishing. (p. 64)

6. In pairs, complete the spidergrams with things that you can

redecorate in your house. Then, do the role-play activity.

Role Play: You’re visiting a friend who’s just finished redecorating

his/her house/flat. Act out a dialogue commenting on the changes.

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Taken from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Workbook. Newbury: Express Publishing. (p. 35)

2. Finding somewhere to live

a. Look at these notices on a university notice board. Useful vocabulary is in bold. Which of
the features mentioned are common in your country? Then, answer the questions in the
box.

Adapted from: McCarthy, M., & O’Dell, F. (2010). English Collocations in Use. Intermediate. Cambridge: Cambridge University Press. (p. 48)

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b. Complete the following text with the words from the box.

c. Features of a house. What makes you decide to rent or buy a house? Choose the correct
ending for each sentence. Which feature(s) do you consider the most relevant?

Taken from: Gough, C. (2001). English Vocabulary Organiser. Hove: Language Teaching Publications. (p. 63)

d. Match the definitions with these words.

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e. Complete the sentences with these words.

Taken from: Healan, Angela, Katrina Gormley & Diana Shotton (2017) – Close-Up B2. Student´s Book. Hampshire, UK: National Geographic
Learning: Cengage Learning.(p.46)

f. Work in pairs. Choose a situation and role play the conversation. Try and use as much
content specific vocabulary as possible.

1. Imagine that you and your friend are going to study in England and are looking for a place
to rent. Decide on the kind of place you would like by ticking the items in the box. You can
add more features of your own.

Taken from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Student’s book. Newbury: Express Publishing. (p. 64)
2. You want to rent out your house/flat. Your partner is a potential tenant. Use the
vocabulary below, as well as your own ideas, to answer his/her questions.

Taken from: Evans, V., & Obee, B. (2008). Upstream

B2+ Upper Intermediate. Workbook. Newbury:
Express Publishing. (p. 34)

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g. Describing your house/flat/room. In these e-mails people are describing their living
accommodation. Try and explain the expressions in bold.

Imagine you have just moved into a new dwelling place. Write an e-mail to a friend telling
him/her about it. Describe it in details. Refer to its pros and cons. Use the model e-mails to
help you organise your ideas and content specific vocabulary you’ve practised so far. (160
words)
Adapted from: McCarthy, M., & O’Dell, F. (2010). English Collocations in Use. Intermediate. Cambridge: Cambridge University Press. (p. 48)

3. Problems around the House & Minor Accidents

a. Tick the problems you’ve ever had at home. How did you sort it/them out?

b. Make complete expressions for describing problems.

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c. Match the sentences with the responses.

d. Accidents. Complete the short dialogues with the correct form of the verbs in the box.

Activities a-d were taken from: Gough, C. (2001). English Vocabulary Organiser. Hove: Language Teaching Publications. (p. 72)

e. Everyday Minor Injuries. Look at the examples below. Have you ever had a minor accident
at home? What did you do? Talk in pairs.

Adapted from: McCarthy, M., & O’Dell, F. (1994). Cambridge English Vocabulary in Use. Upper Intermediate. (p. 74)

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4. Towns & Cities
a. Here are some of the facilities that you may find in a town. Which ones would your ideal
town have?

b. Suggest three words that would collocate well with each other of the nouns below, as in
the examples.

Adapted from: McCarthy, M., & O’Dell, F. (2010). Cambridge English Vocabulary in Use. Upper Intermediate. 2nd edition. (p. 102-103)
c. Look at these extras from a magazine article about tourist cities. Which one appeals to
you? Why?

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d. Here are some descriptions of negative aspects of towns and cities. Go through them and
brainstorm some ideas about negative aspects of your area.

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f. Use expressions from section 4 to answer the questions below.

Adapted from: McCarthy, M., & O’Dell, F. (2010). English Collocations in Use. Intermediate. Cambridge: Cambridge University Press. (p. 36-
37)

5. Collocations and Expressions

a. Go through the examples below and complete the sentences.

1. Jane’s been away a whole year and now she’s back. We should have a party to
.

2. Our son lives at home right now but he’ll be 21 soon. He’ll finish university and then he’ll probably
.

3. I’ve lived here almost a year now and I’m really beginning to .

4. I’ll leave the keys to my flat with the neighbour. Just go in and .

5. Jane thought she would miss her friends and family when she started her new job in Rome but she
soon found she had no time to .

Taken from: McCarthy, M., & O’Dell, F. (2010). English Collocations in Use. Intermediate. Cambridge: Cambridge University Press. (p. 48-49)

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b. Expressions with house and home. Use house or home in these sentences.

Taken from: Gough, C. (2001). English Vocabulary Organiser. Hove: Language Teaching Publications. (p. 59)

d. Idioms & Fixed phrases. In the sentences below there are some common phrases with
home. Look at the dictionary entries and underline the correct option in each sentence.

1. Make yourself at/as home. 4. Being away for so long you must feel
homeless/homesick.
2. All of our tomatoes are home-grown/-
made. 5. I’ve now made/settled London my home.

3. I ordered some kitchen knives from the

home-shopping/marketing network last
night.

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e. Underline the correct word in each sentence. What do the statements mean? Paraphrase
them.

Extra! What about these sentences? What do the underlined expressions mean?

1. We just have to finish this section, then we're home and dry.
2. He enjoys his job and finds it a challenge but we are both home birds at heart and
enjoy spending all our time with each other and the children.
3. I was worried that they wouldn't like each other but in fact they're getting on like a
house on fire.
4. You should get your own house in order before telling me what to do!

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f. Prepositions. Fill in with: of, within, in, to, on. Then make true sentences about yourself
using the phrases.

6. Phrasal Verbs
A. Fill in the gaps with the correct particle.

1. You won’t forget to put the rubbish before you go to bed, will you?

2. I cooked dinner, so I think it’s only fir that you wash .

3. If you clear all the junk in the garage, there’ll be space for my motorcycle.

4. When you’ve finished playing with your toys, put them in cupboard.

5. Don’t leave your coat on the chair. Hang it in the wardrobe where it belong.

6. It’s too wet to hang the washing. I’ll put it on the radiators.
Taken from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Student’s book. Newbury: Express Publishing. (p. 65)

B. Match the phrasal verbs to their meanings.

1 get away a start living a fixed and routine life
2 hang out b leave a place you live in
3 move into c go on holiday or for a short break
4 move out d spend time socially
5 settle down e start living in a place

C. Complete the sentences with the correct form of the phrasal verbs from exercise 6 B.

1 After finding a good job in the city, Harry decided it was time to get married and
.
2 I’m of my flat tomorrow and my friends are helping me to pack.
3 Lots of teenagers who live in cities with their friends at malls.
4 I can’t stand the pollution in the city! I need to for a few days.
5 Alicia is so excited! She’s her new flat tomorrow!

Taken from: Healan, Angela, Katrina Gormley & Diana Shotton (2017) – Close-Up B2. Student´s Book. Hampshire, UK: National Geographic
Learning: Cengage Learning.(p.51)

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Reading into Speaking
1. City Life vs Country Life
Read the text below and work on the tasks.

City Life or Country

Life
November 11, 2014
BIG METROPOLIS OR BIG GARDEN? CULTURE OR
NATURE? URBAN LIFESTYLE OR RURAL RELAXATION?

It seems that more and more people nowadays are

moving to the city, searching for employment,
entertainment and excitement. However, there are
still many people who yearn for a life in the
countryside. So, which is it? Do you crave the action of the city? Or is the country-life the only way
for you? Oxford CultureMania debates the pros and cons of living in the city and living in the
countryside.

City Living
The Pros
The Culture – In cities
there is no shortage of
sights to see, museums
to visit, concerts to go to,
restaurants to eat at, art galleries to explore, and films and plays to see at the theatre or cinema.

The Convenience – People have everything within easy access thanks to the transport system, or
even within walking distance. That is why they don’t need to drive for miles in order to get to work,
go shopping, or attend medical appointments.

The Opportunities – Living in a city offers people many opportunities that just aren’t available in
small towns or villages. There far are more jobs, flats are more plentiful and many more options for
schools and universities.

The Cons
The Stress – City living can be incredibly stressful
at times: the traffic, the crowds and noise can
sometimes feel overwhelming.

The Crime – There is no doubt that city life is less

safe than country life. Crime rates are generally
higher and some areas of cities can be dangerous.

The Cost – Living in a city is more expensive no

matter if it’s going for a meal, going to the cinema,
buying a home or anything else.

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 Country living
The Pros
Peace and Calm – Cities are filled with people and it is
almost impossible to leave your house without seeing
someone. In the country you can escape the noise of
traffic and the stress of crowds.

Clean, Fresh Air – Take a deep breath confident, in

knowing that the air you’re breathing is not
contaminated by fumes created by cars and factories.

Feel Close to Nature – Being in the countryside and close to nature is incredibly soothing for the
mind and body. Enjoy a breathtaking view or wake up to the sounds of birds singing, not the sound of
traffic.

The Cons
Boredom – There is less to do in the
countryside. There are no cinemas, fewer
restaurants, your friends may live a long way
away and your only neighbours may be trees.

Inconvenience – Going to the bank may be a

full-day trip. Hospitals and medical centres are
further away and this could be a problem,
especially in emergencies. Even buying milk
and the morning paper often involves a drive.

Article retrieved from: http://www.oxfordculturemania.es/2014/11/11/city-life-or-country-life/

1.1 Do some dictionary work and summarise the ideas presented using a mind map format.
Can you think of any other advantages and disadvantages?

1.2 Use your mind map and

the useful phrases box to
discuss in pairs.

One of you is eager to move away

from a cosmopolitan and crowed
city while the other finds city life
more than interesting.

Retrieved from:
https://www.slideshare.net/jessicavivianatole
do/expressions-for-discussions-and-opinions

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2. Urban Issues
Read extracts from the text about
urban issues in India and work on the
tasks.

Major Problems of
Urbanization in
India
Article shared by Smriti Chand

Although India is one of the less

urbanized countries of the world with
only 27.78 per cent of its population living
in urban agglomerations/towns, this
country is facing a serious crisis of urban
growth at the present time. Whereas
urbanization has been an instrument of
economic, social and political progress, it
has led to serious socio-economic
problems.

The sheer magnitude of the urban

population, haphazard and unplanned
growth of urban areas, and a desperate
lack of infrastructure are the main causes of such a situation. The rapid growth of urban population
both natural and through migration, has put heavy pressure on public utilities like housing,
sanitation, transport, water, electricity, health, education and so on.

Poverty, unemployment and under employment among the rural immigrants, beggary, thefts,
burglaries and other social evils are on rampage.
Urban sprawl is rapidly encroaching on the
precious agricultural land. The urban population
of India had already crossed the 285 million
mark by 2001. By 2030, more than 50 per cent
of India’s population is expected to live in urban
areas. Following problems need to be
highlighted.

Urban Sprawl:
Urban sprawl or real expansion of the cities,
both in population and geographical area, of
rapidly growing cities is the root cause of urban
problems. In most cities the economic base is
incapable of dealing with the problems created
by their excessive size. Massive immigration
from rural areas as well as from small towns into big cities has taken place almost consistently;
thereby adding to the size of cities.
[……………………………………………………………….]

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Brush (1968) has referred to this situation in the central parts of the cities as “urban impulsion”
which results from concentration of people in the center of the city close to their work and shopping.
Incidentally many of the fastest growing urban centers are large cities.

This is due to the fact that such large cities act as magnets and attract large number of immigrants by
dint of their employment opportunities and modern way of life. Such hyper-urbanization leads to
projected cities sizes of which defy imagination. Delhi, Mumbai, Kolkata, Chennai, Bangalore, etc. are
examples of urban sprawl due to large scale migration of people from the surrounding areas.

In several big cities wealthy people are constantly moving from the crowded centers of the cities to
the more pleasant suburbs where they can build larger houses and enjoy the space and privacy of a
garden around the house. In some cities, the outskirts are also added to by squatters who build
makeshift shacks of unused land although they have no legal right to the land. The difficulty of
restricting town growth in either case is immense and most towns and cities are surrounded by wide
rings of suburbs.
[……………………………………………………………….]

Simultaneously small towns and villages within the commuting distance of major cities are also
developed for residential purposes. In this way towns are continuously growing and in some areas
the suburbs of a number of neighboring towns may be so close together as to form an almost
continuous urban belt which is called conurbation. Urban sprawl is taking place at the cost of
valuable agricultural land.

Overcrowding:
Overcrowding is a situation in which too
many people live in too little space.
Overcrowding is a logical consequence of
over-population in urban areas. It is
naturally expected that cities having a
large size of population squeezed in a
small space must suffer from
overcrowding. This is well exhibited by
almost all the big cities of India.

For example, Mumbai has one-sixth of an

acre open space per thousand populations
though four acre is suggested standard by the Master Plan of Greater Mumbai. Metropolitan cities of
India are overcrowded both in ‘absolute’ and ‘relative’ terms. They are overcrowded in an absolute
way in the sense that these cities have a real high density of population, and in a relative way in the
sense that even if the densities are not very high the problem of providing services and other
facilities to the city dwellers makes it so.
[……………………………………………………………….]

Housing:
Overcrowding leads to a chronic problem of
shortage of houses in urban areas. This
problem is specifically more acute in those
urban areas where there is large influx of
unemployed or underemployed immigrants
who have no place to live in when they enter
cities/towns from the surrounding areas.

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 [……………………………………………….]

The Census of India 2001 concluded the first ever and the largest survey of household amenities and
assets which points a never-before profile of problem relating to housing in India. The outcome is
both instructive and amusing. Taking India as whole, there are 179 million residential houses, i.e.,
about six people to each house.

Thirty-nine per cent of all married couples in India (about 86 million) do not have an independent
room to themselves. As many as 35 per cent (18.9 million) urban families live in one-room houses.

For about a third of urban Indian families, a house does not include a kitchen, a bathroom, a toilet—
and in many cases there is no power and water supply. Only 79 per cent (42.6 million) urban
household live in permanent (pucca) houses. 67 per cent (36 million) of the urban houses are owned
by the households while 29 per cent (15 million) are rented.

Several factors are responsible for the above mentioned sad state of affairs with respect to housing
problems faced by the urban people. The major factors are shortage of building materials and
financial resources, inadequate expansion of public utilities into sub-urban areas, poverty and
unemployment of urban immigrants, strong caste and family ties and lack of adequate transportation
to sub-urban areas where most of the vacant land for new construction is located.
[……………………………………………………………….]

Slums and Squatter Settlements:

The natural sequel of unchecked, unplanned and haphazard growth of urban areas is the growth and
spread of slums and squatter settlements which present a striking feature in the ecological structure
of Indian cities, especially of metropolitan centers.

The rapid urbanization in conjunction with industrialization has resulted in the growth of slums. The
proliferation of slums occurs due to many factors, such as, the shortage of developed land for
housing, the high prices of land beyond the reach of urban poor, a large influx of rural migrants to
the cities in search of jobs etc.
[……………………………………………………………….]

Transport:
With traffic bottleneck and traffic congestion, almost all cities and towns of India are suffering from
acute form of transport problem. Transport problems increase and become more complex as the
town grows in size. With its growth, the town performs varied and complex functions and more
people travel to work or shop.
[……………………………………………………………….]

Since most of the commercial activities of the towns are concentrated in the Central Business District
(C.B.D.), the centers are areas of greatest congestion. However, other parts of the town are not free
from traffic congestion.

Such areas include the roads leading to factories, offices, schools, etc., which will be thronged with
people in morning and evening; minor shopping centers which grow up in the suburbs; sporting
arenas, entertainment districts which will be busy at night, roads leading to residential and dormitory
towns which will be busy when commuters flock to the cities in the morning to work and return
home in the evenings.
[……………………………………………………………….]

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This puts tremendous pressure on public transport and causes journeys to take much longer period
than they normally would. In most cities the rush hour or peak traffic hour lasts for about two hours
and during that period buses and trains are crammed to capacity, roads are overcrowded with
vehicles and the movement of traffic becomes very slow.
Extracts retrieved from: http://www.yourarticlelibrary.com/urbanisation/11-major-problems-of-urbanisation-in-india/19880/

2.1 Do some dictionary work and summarise the ideas presented in a chart. Can you think of
any other issues that may cause trouble in cities all over the world?

2.2 Discuss in pairs:

 Which major issues has urbanisation caused in capital cities in your country?

You can read the full article online: http://www.yourarticlelibrary.com/urbanisation/11-major-problems-of-

urbanisation-in-india/19880/

2.3 Follow up!

a. Work with a partner and answer these questions. Then, read the text about future
challenges and think about what the future holds for your area.

• Do you live in an urban or a rural area?

• What are the advantages and disadvantages of the place where you live?

• How could your hometown/city become a better place to live in?

Future challenges
Modern cities are full of traffic and pollution. Understandably,
many people believe these problems will become worse in the
future and will make life in cities impossible. But, what if the
biggest challenge for cities is something else?
Cities need energy to survive. They cannot function without
electricity or petrol, which we get when we burn fossil fuels. But
one day, fossil fuels will run out. Have you ever wondered what
city life will be like when they do? We won’t have electricity or
heating and cooling systems. Public transport will come to a halt.
Schools, shops and other services will cease to function.
Fortunately, we already have the technology to deal with this
challenge. The problem is that we are not using it. For example,
all city buildings could use energy from the sun and wind for electricity and heating. In addition,
public transport could become electric.
It’s possible for cities to survive without fossil fuels if we invest in alternative energy. This cleaner
technology will also help make the planet a better place. We need to make important changes now,
so we don’t face major problems later.

Taken from: Healan, Angela, Katrina Gormley & Diana Shotton (2017) – Close-Up B2. Student´s Book. Hampshire, UK: National Geographic

Study Tip!

 Remember you can use the texts for vocabulary exploration. Keep a record of useful
expressions in this section that may help you deal with the topic in the future.
Learning: Cengage Learning.(p.52)

34
35
Oral Sample

Housing

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retrieved from:
http://www.ta
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36
 Housing

Look at the pictures about types of homes and be ready to talk about them.

 Compare and contrast the types of houses illustrated by the photos and say which home
would be better for a family. Support your ideas.
 Which type of home would you prefer to live in? Why?
 Can you think of a good age for a young person to move out of his/her parents’ home?

Spend a few minutes planning your talk. Use language and vocabulary items dealt with in
class. Remember to connect your ideas clearly and monitor your use of English. Are you
ready? Go for it! 








37
38
The World of Work

Lead in
1. Have a look at the word cloud below. How are the ideas presented related to the world
of work? Use a dictionary to help you. Discuss your findings with a partner.

Image retrieved from: http://ellaboratoriodecomunicacion.blogspot.com.ar/2013/02/march-4th-welcome-back.html

2. Work in pairs or small groups. Look at the pictures and label the jobs illustrated. Then
answer the questions below.

a. b.

c. d.

3
e. f.

g. h.

a- How do people make a living? Which of the jobs: are done indoors/outdoors?
Require qualifications? Have career prospects? Offer perks and bonuses? Need the
most training? Is the hardest? Have flexible hours? Need a degree?

b- Which of the jobs do you personally find: rewarding? dead-end? secure? repetitive?
creative? stressful? Use the table below as a guide for discourse management.

Express Opinions Agreeing

I think… / I believe… / In my opinion…/ I couldn’t agree more… / I quite agree with
To my mind… / To me… you…/ That’s true…/ I partly agree… / I
agree up to a point…
Asking for Opinions Disagreeing
What do you think about…? / What’s your I don’t think so…/ I don’t agree… / I (don’t)
opinion…? / Don’t you agree..? Do you feel…/ Perhaps you’re right, but on the
think that …? other hand…/ That’s not quite the way I see
it… / I see what you mean, but…/ I see your
point, but…

Taken from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Student’s book. Newbury: Express Publishing. (p.45)

4
3. Skills and Qualities. Look at the pictures. Which of the qualities in the list are necessary
for these jobs? Justify your answers.

Adapted from: Evans, V., & Obee, B. (2008). Upstream B2+ Upper Intermediate. Student’s book. Newbury: Express Publishing. (p.45)

3.1 What about qualifications? Are any qualifications necessary for the jobs above?

5
Think Time
1. Work in pairs or small groups. Read the quotations below. What do they mean? How
are they related to the world of work? Which one(s) do you agree with? Why? Why not?

 “This is the real secret of life -- to be completely engaged with what you are doing
in the here and now. And instead of calling it work, realize it is play.” ― Alan W.
Watts
 “Pleasure in the job puts perfection in the work.” ― Aristotle
 “Any society that fails to harness the energy and creativity of its women is at a
huge disadvantage in the modern world.” – Tian Wei, CCTV News
 “No work is insignificant. All labor that uplifts humanity has dignity and
importance and should be undertaken with painstaking excellence.” ― Martin
Luther King Jr.
 “What worked yesterday doesn't always work today.” ― Elizabeth Gilbert, Eat,
Pray, Love
1.2 Share your ideas with the rest of the class.

2. Have a look at the cartoons below. May age be a controversial issue in the world of
work? Why? Why not? How important is experience in the workplace?

Image retrieved from:

http://www.crarecruiting.us/age-diversity-
workplace/

Image retrieved from:

http://www.communitycare.co.uk/2015/07/31/social-
work-diary-making-world-better-place/

6
Reading Practice
1. See the World – Working in a Hotel
1.1 Read the title of the text and look at the picture.

a. What does Eva do?

b. What does her job involve?
c. Can you think of other jobs people may have at a hotel?

1.2 Read the text and expand the answers to the questions in exercise 1.

1.3 Read the article again and choose the answer (a, b, c or d) which fits best according to
the text. Underline the extracts from the text that helped you worked out the answers.

Working in a Hotel
Tourism is big business and millions of
people worldwide are employed in the
tourist industry. Many of these do manual
work for very low wages. We look at their
lives and learn how we can be better
tourists! This week we talked to Eva.

Eva works as a chambermaid cleaning hotel rooms. It’s only a temporary job until she finds
something better. ‘I’ve just finished university. It could take months to find the sort of work
I’m qualified for, but I need some kind of income to support myself while I look.’ Her hours
of work are unusual for a chambermaid. ‘Most hotels operate a policy that people have to
check out by noon, but ours is a huge hotel and the arrival and departure times are more
varied. Tourists may arrive or leave at any time of day or night, which means that we have to
work morning, afternoon and evening shifts otherwise we can’t get all the rooms ready.’ The
work itself is also physically demanding.

‘If visitors are paying a lot for a room, they expect it to be perfectly clean. Tour buses tend to
leave straight after breakfast and the tourists have a busy itinerary, so once they have set
off, we get down to work. I have to make at least twenty beds a day on my floor and if the
guests are departing that day, I will change the sheets and towels and give the room a
thorough clean. My manager sometimes checks the rooms to ensure that we’ve done a good
job. The worst thing is when there are large groups of young people. Then, we have to
prepare extra beds in each room. I wish we didn’t have to do that! It usually means the
rooms get really dirty and messy, too!’

People from all over the world stay in this hotel, and Eva has got some interesting stories to
tell. ‘Once, some tourists tried to sell me tinned food from their country because they
needed some local currency! I am also sometimes amazed by the things visitors leave in their
rooms. Some even leave their backpacks and go off to their next destination without them!
A lot of people don’t realise how hard this job is, and it’s nice when people say thank you if
7
they see you’re working hard! Some travellers leave a tip in the room on their day o
departure if they are happy with the service. When I first started doing this job, I didn’t
realise the money was for me, and I used to give it to my boss! She must have thought I was
mad! If I’d checked with my colleagues, I’d have found out a lot sooner that I could keep the
tips!’

Hotels in many tourist destinations are open all year round. ‘Even when it’s not full, there is
always work to do, but at least in winter there are a few more days off. During the summer
season, I worked a whole month without a day off. There were times when I wished I could
go on a coach tour with the tourists and see the city myself! I’ve lived here over a year and I
still haven’t seen all the sights!’

1. What does the writer say about the 4. When do the chambermaids have extra
tourist industry? work to do?

a. It’s a major employer. a. When the manager checks the room.

b. It’s a great place to work. b. When there are more guests than usual.

c. It’s becoming bigger. c. When the tourists have a busy schedule.

d. It pays high salaries. d. When families stay at the hotel.

2. Why does Eva work as a chambermaid? 5. How does Eva say guests have to treat
chambermaids?
a. The hours of work suit her.
a. They should appreciate their hard work.
b. She needs to earn some money.
b. They should offer them food.
c. The work is easy.
c. They should give them money.
d. It’s part-time work.
d. They should leave them a present.
3. When can tourists check in to the hotel?
6. Who is the text probably written for?
a. Only at noon.
a. People who would like to work in the
b. In the afternoon only. tourist industry.
c. Only in the evening. b. People who often stay in hotels.
d. At any time. c. Hotel owners and managers.

d. People who are looking for a good hotel.

Taken from: Healan, A., & Shotton, D. (2012). Close up B1+. Workbook. Hampshire: National Geographic Learning & Cengage Learning. (p.
66)

8
4 Complete the chart below with information from the text:

Pros of working as a chambermaid Cons of working as a chambermaid

1.5 Vocabulary exploration. Read the text about working in a

hotel again and keep a record of useful expressions that may help
you deal with the topic in the future. Use a mind map format.

1.6 Follow up. Discuss in pairs.

a. What kind of jobs do young people do while they are studying

at university in your country?

b. What are working conditions like in those posts?

2. Making a Living – The Night shift

2.1 Look up the expression work shift in a dictionary. What does it mean? Which period of
time does the night shift usually refer to? Now, read the sentences below. Two of them are
correct and two of them are wrong. Cross out the incorrect patterns.

I work nights. I work at night.

I work night. I work at nights.

2.2 Think of possible workplaces where working the night shift may be common. Brainstorm
some ideas below. Read the text and check your predictions.

9
2.3 Six sentences have been removed from the text. Choose from the sentences A-G the one
which fits each gap (1-6). There is one extra sentence which you do not need to use. Circle or
underline reference words/phrases & ideas that helped you carry out the task.

The Night Shift

Most people wake up in the morning, rush
off to work and come home just before
dark to relax a little before getting a good
night’s sleep. However, a growing number
of people are working the night shift,
usually from 11 pm to around 7 am.
1._____ A lot of these people work in hospitals and factories, which have always needed
night workers, but as many workplaces are now expected to be open around the clock,
more and more employees are required to work nights.

There are, undoubtedly, a few incentives to working nights. Many workers find that the pay
is a little better and the work may also be easier. A nurse at the local hospital said she
preferred working nights because it was usually so quiet and there was little to do. A factory
worker explained that she was more productive at night because the manager wasn’t there
checking up on everything! 2. _____ One group said that it felt as if they were the only ones
in the world awake at four in the morning.

Working nights is generally considered quite bad for the health. Humans, like many other
animals, are designed to sleep when it is dark and stay awake during daylight. Our body
clocks tell us to wake up when the sun comes up and to be active during the day. 3._____
This, in turn, can lead to changes in the body that are believed to be linked to diseases such
as obesity, diabetes and heart disease.

Of course, these are long term effects that can appear after many years. When they were
questioned, night workers said that the worst situation was a job that constantly changed
from one shift to another, for example, working days one week and nights the next.
Scientists have also confirmed that this could play havoc with the body clock. To reduce the
bad effects of night shifts, workers are advised to work nights on a permanent basis, instead
of changing frequently. This is not a realistic solution, however, as few people would ask
their employers to offer them such a schedule. 4. _____

There are lots of practical problems connected with working nights; the most obvious is
trying to stay awake. Lorry drivers deny falling asleep at the wheel, but medical staff
sometimes admit to having a quick nap at the hospital desk on quiet shifts. A supermarket
worker suggested that moving around was a good way to avoid dropping off. She said that if
she got too warm she felt sleepy and so a quick breath of fresh night air would usually wake
her up. 5. _____ Staff were also reminded to eat properly because not eating, or eating junk
food, could make workers tired.
10
At the end of the shift, while most people are on their way to work, night workers are
travelling homewards. 6. _____ Strong daylight can make them feel that they can stay awake
for a few more hours. When they reach home, they may have families to prepare for schools
and they may spend a few hours ‘winding down’ before climbing into bed. Some night
workers make their bedrooms as dark as possible and unplug the telephone in order to get
an undisturbed day’s sleep. Next time you fall into bed yawning at 11 pm, spare a thought
for the millions who are eating breakfast in preparation for a hard night’s work.

A. Exposure to the bright morning sun on their way home can also upset their sleep pattern.

B. It would mean giving up their family and social life.

C. In the UK about seventeen percent of the workforce, that is about 4.1 million people, work shifts.

D. Indeed, the company encouraged the staff to go outside during breaks.

E. Most people recommended having a shower before a night shift.

F. When we do the opposite, it disturbs our bodies’ natural rhythms.

G. Some people also like the special atmosphere that can develop among teams working at night.

Taken from: Healan, A., & Shotton, D. (2012). Close up B1+. Workbook. Hampshire: National Geographic Learning & Cengage Learning. (p.
60)

2.4 Complete the chart below with information from the text:

Pros of working at night Cons of working at night

2.5 Vocabulary exploration. Go through the article again and explain the meaning of the
highlighted expressions.

2.6 Vocabulary record. Read the text about working the night shift again and keep a record
of useful expressions that may help you deal with the topic in the future. Use a mind map
format.

11
Content Specific Vocabulary
1. Work
Task 1. VERBS

Read the text in the box below and match the words in bold with their definitions
underneath. Use your dictionary to check your answers.

Brian James left University and decided to apply for a job which he saw advertised in the
paper. He filled in the application forms and, a few weeks later, was asked to attend an
interview. He was offered the job that same day.

As he lived in a small town outside the city, he had to commute every day. He was good
at his job and very soon was promoted. However, the company he worked for was having
problems. Two people were dismissed for stealing and two of their friends resigned in
sympathy; the directors decided to lay off five more because the company couldn't afford
to keep them, and the managing director decided to retire early. The atmosphere was so
bad that Brian eventually decided to hand in his notice.

1. to give up a job. 7. to be given a better job in the

2. to ask for a job, usually by writing a
letter.
3. to be removed from a job, usually
because you have done something bad.
4. same as 1.
5. to stop work and take a pension, usually
when you are in late middle age.
6. to write in the empty spaces on a form.
organization you work for.
8. to be questioned by one or more people
when you are applying for a job so that
they can decide if you are suitable for that
job.
9. to travel to work from home each day,
usually from one town to another.
10. to be dismissed from your job for a
time until more work is available.

Task 2. NOUNS

Read the text which follows and fill in the gaps with an appropriate word from the box
below. Use your dictionary to help you. In some cases, more than one answer is possible.

commission • prospects • candidates • references • manager • salary • promotion • applicants

• increment • vacancy • employee • perks • qualifications • shortlist • pension • salesman •

A computer company had a (1)__________ for the position of (2)__________, and decided
to advertise for a new (3)__________. A lot of (4)__________ with good (5)__________ and
(6)__________ applied for the job, and after all the interviews had finished, the directors
made a (7)__________ of the best (8)__________, then invited them to come back for
another interview.

12
The person who eventually got the job was very happy. After all, he would receive an annual
(9)__________ of £25,000, with a 5% (10)__________ twice a year, a 15% (11) __________
for each computer he managed to sell, excellent (12)__________ such as private health
insurance and a company car, a company (13)__________ to make sure he would be well-off
when he retired, and the chance of (14)__________ from salesman to sales (15)__________
if he was successful. All in all, his future (16)__________ looked very good.

Task 3. IDIOMS, COLLOQUIALISMS AND OTHER EXPRESSIONS

Match the sentences (1-16) with an appropriate statement (a-p). The statements (a-p)
include an idiom or colloquialism connected with work in bold. Use your dictionary to help
you.

1. My brother is a manual worker in a (A) She's always been a high-flyer.

factory.
(B) He put in for a rise.
2. My cousin is a secretary in an office.
3. I need to do some more hours at work (C) Like me, he's a blue collar worker.
so that I can make more money.
(D) He's such a slave driver!
4. The train drivers are refusing to work.
5. I work from 10.00 pm to 6.00 am. (E) I'm glad to say it's business as usual.
6. I work for a very small amount of
(F) Of course, I get paid more for working
money.
7. Jo is unemployed and receiving the night shift.
unemployment benefit.
(G) If he continues like that, he'll burn
8. Jim applied to his boss for more money.
9. Our boss makes his staff work too hard. himself out.
10. Bob works too hard. Yesterday, he
(H) I really hate working for peanuts.
started at 7.30 in the morning and didn't
finish until almost midnight! (I) I think I'll ask if I can work overtime.
11. Our company director was given a
(J) They've decided to come out on strike.
large sum of money when he retired
before the end of his contract. (K) I hate it when I have to carry the can
12. Sarah has great potential and
for someone else.
ambition.
13. My boss made a mistake and made me (L) I wish I could get a golden handshake
take responsibility for it.
like that!
14. Our company is still working in the
usual way in spite of difficulties. (M) Like me, he's a white collar worker.
15. Steve has an unusual job; he looks for
(N) I always knew he'd get fired one day.
top managers and offers them jobs in
other companies. (O) He's a head-hunter.
16. Have you heard? John has been
(P) There's nothing worse than being on
dismissed for coming late all the time.
the dole.

Tasks 1, 2 & 3: taken from: Wyatt, R. (2008). Check your Vocabulary for FCE. Workbook. Thailand: Macmillan. (p. 90-91)

13
2. Employment
Activities taken from: Gough, C. (2001). English Vocabulary Organiser. Hove: Language Teaching Publications (p. 148-149)

2.1 Looking for a Job

Use the words below to complete the text:

qualifications experience section application interview CV

Vocabulary expansion!

 In the USA a CV is called a résumé

2.2 Applying for a Job

Use the correct form of these verbs to complete offer send it off find go into fill in apply for
the sentences:

a. I left university six months ago and I still haven’t __________ a job. It’s more difficult than
I thought it would be.

b. I’ve __________ a part-time job. I hope I get it – it’s four afternoons a week.

c. I’m not really sure what I want to do when I leave school. I might __________ banking like
my Dad.

d. I’ve __________ the application form and __________, so now I’ve just got to wait until I
hear from them.

e. I can’t believe it. They’ve __________ me that job in New York! They want me to start
next month.

Vocabulary expansion!

 When you apply for a job, the employer might ask for references from people who
know you, particularly a previous employer. The person who writes your reference is
called a referee.

14
2.3 Job Advertisements

Use these words to complete the advert:

salary – temporary – training – applicant – requires - experience - rates – leave – apply - position

Vocabulary expansion!

 Your annual salary is the total amount you are paid over a year. Salaries are paid
monthly; if you are paid daily or weekly you get wages.

2.4 Personal qualities

2.4.1 Mark the sentences P (Positive) and N (Negative). Which personal qualities are
relevant in the workplace? Why?

a. She’s very ambitious. I’m sure she will be very successful one day.

b. He isn’t very reliable. He takes a day off sick every two weeks.

c. She’s a bit lazy. She doesn’t do anything if she doesn’t have to.

d. He’s extremely conscientious. He’s often here long after everyone else has gone home.

e. She’s very flexible. She can adapt to most situations.

f. He hasn’t got much self-confidence. He worries about what people think of him.

g. He’s very punctual. He’s never late for a meeting.

h. She’s always on top of her work. Her desk is always tidy.

15
2.4.2 Verbal Expressions. Match the first part of the sentences with the endings from the
box:

1. I wish he was more independent. He tends to rely on…

a. his initiative.
2. I have to keep telling him what to do. He doesn’t really ever
think… b. much common sense.
3. Whatever you ask him to do, he does it wrong. He does not c. his mind.
seem to have…
d. for himself.
4. He’s just so flexible. He’ll adapt…
e. to any situation.
5. You have to tell him what to do and when to do it. He never
seems to use… f. other people people too much.

6. You can always depend on him for an honest opinion. He’s not
afraid to speak…

2.5 Unemployment

Use these expressions to complete the newspaper stories:

unemployed was sacked be made redundant

Vocabulary expansion!

 You are dismissed, sacked or fired if

you do something wrong at work or if
you do not work to the required
standard.
 You are made redundant when the
company closes or does not have
enough work.

Go back and use the following three expressions in the same gaps:

was fired out of work lose their job

Activities 2.1 – 2.5 were taken from: Gough, C. (2001). English Vocabulary Organiser. Hove: Language Teaching Publications (p. 148-149)

16
3. Working Life

3.1 Go through the mind map above and complete the sentences:
1. I took on too much __________ last month and couldn’t finish it.
2. At the peak of her __________ she was managing a sales force of 200 people.
3. Daniel Robertson’s __________ in education lasted almost four decades.
4. I have a very demanding __________, but I enjoy it, nonetheless.
5. At the moment we are carrying out __________ on the design of the new stadium.
6. The scandal ruined his __________ and he never worked in the stock market again.
7. I’m going to apply for a __________ in a supermarket.
8. She had a long a brilliant __________ in show business. At 20, she got her first steady
__________ in a small regional theatre, but it was in 1968 that her __________ really took
off when she was offered a part in a TV series.
From: McCarthy, M., & O’Dell, F. (2010). English Collocations in Use. Intermediate. Cambridge: Cambridge University Press. (p. 64–65)

3.2 Job or Work?

Complete the sentences with work or job:
1. I’m a bit nervous. I’m starting a new __________ next week.
2. I hear you´re a lorry driver. I bet that’s hard __________, isn’t it?
3. I’m looking for part-time __________. A full-time __________ would be too much for me
at the moment.
4. I didn’t really want to go back to __________ after I had the baby.
5. I’m sorry, I can’t stop now. I’ve got a lot of __________ to do.
6. Judging by the car he drives, I’d say he’s got a pretty good __________.

17
7. I’m hoping to find some casual __________ while I’m at college – working in a bar or a
shop.
8. I want to do something a bit different. I wouldn’t like a regular nine-to-five __________.

Extra! This site from the BBC may also help you:
http://www.bbc.co.uk/worldservice/learningenglish/language/askaboutenglish/2009/03/09
0331_aae_work_page.shtml

3.3 Job or Career?

Complete the sentences with job or career:
1. Jack started as the office junior. Now he’s MD. He’s had a very successful __________.
2. I work in advertising. The pay is pretty good but there isn’t much __________ security.
3. I’d go mad if I had to do a dead-end __________.
4. Ronaldo was the best footballer in the world until a bad knee injury ended his
__________.
5. Don’t you think you should stop travelling and get yourself a steady __________?
6. Janet’s planning a __________ in politics when she leaves university.
7. I’d go back to teaching if I could find someone to __________-share with.

3.4 Common Idioms. Choose the correct word in the second sentence to complete the
idioms in bold,whose meaning is given in the first sentence.

1. Laura believed they would ask her to 3. Bill stopped working and went home at
leave. 6 pm.

She thought she would get the bag/sack. At 6 pm. Bill called/named it a day.

2. This fctory operates all day and night. 4. Henry was asked to leave his last job.

This factory operates (a)round the Henry got fired/shot from his last job.
clock/hours.
Taken from: Evans, V., & Dooley, J. (2006). Upstream B1+. Workbook. Newbury: Express Publishing. (p.81)

3.5 Working Conditions

Read the sentences and then then place them in the correct list below:
a. I work very long hours.
b. It isn’t very well-paid.
c. I get a company car.
d. I get six weeks’ paid holiday.
e. They’ve got a good pension scheme.
f. I’m on a pretty good salary.
g. I’m hoping to get promoted next year.
18
h. I can do overtime if I like.
i. You can work your way up quite quickly.
j. They run a system of flexi-time.
k. I get a regular pay rise.
l. I get private health insurance.
m. They’ve said I can go part-time after I’ve had my baby.
n. I’m taking a few days off next week. The kids are off school.
o. I’m ambitious. I want to move up the career ladder.
p. They give us a bonus at Christmas.

Vocabulary expansion!
 Benefits are extras you get from your employer in addition to your salary.
 Perks is an informal word for benefits – “A company car is one of the perks of the job.”

3.6 Job Satisfaction

Here are some things you might look for in a job. Match the beginnings and endings:
1. I need to be doing… a. part of a team.
2. I like to know that I’m helping… b. behind a desk all day.
3. It’s important to feel that I’m… c. the same thing day in day out.
4. I need to be given… d. something useful.
5. I don’t want to be stuck… e. responsibility.
6. I don’t want to find myself doing… f. people

Can you think of any other factors people may consider important in a job? Discuss in pairs.

19
3.7 Problems at work
Use these words to complete the news item below:

strike union low pay rejected

resigned increase demanded crisis

Vocabulary expansion!
 Strike can be used as a verb r with ‘go’:
Teachers have voted to strike.
Miners have voted to go on strike.

Activities 3.2 – 3.7 were taken from: Gough, C. (2001). English Vocabulary Organiser. Hove: Language Teaching Publications (p. 150-151)

3.8 Follow up
Your Turn! What is more important to you – money or job satisfaction?
Watch the video about job satisfaction and keep a record of the main ideas
presented. Which of them do you agree with? Can you think of the factors
that may lead to employees’ satisfaction? Discuss in pairs. Make a word
cloud illustrating your point of view.
Video link: https://www.youtube.com/watch?v=8DOR3AnyLOQ
Word Cloud Generator: https://tagul.com/

4. Work Situations
4.1 Informal Idioms. Read these comments by people about work situations. What do the
expressions in bold mean? Paraphrase the sentences as in the example below:

e.g.: Let’s see how the manager can handle a hot potato like that in the office.

Let’s see how the manager can handle a controversial issue like that in the office.

1. ‘Clare’s babysitting is such a cushy number. All she has to do is to take the children to the
beach and watch them play.’

2. ‘Sylvia’s really at the top of the ladder now. She finally has the success she deserves.’

3. ‘I took the job at Linderhoffs to get a foot in the door, even though it wasn’t well paid.’

4. ‘I slogged my guts out for years in the water company and never got a pay rise. ‘

5. ‘Trevor doesn’t do much, even though he owns half the company. He’s just a sleeping
partner.’

20
6. ‘Erica has a good track record as a sales person. She deserves to be promoted.’

7. ‘Did Charlie get a golden handshake when he left the company?’

8. ‘She got a very generous golden hello when she started her first job after university.’

4.1.1 Complete each sentence with an idiom from exercise 4.1 above:

1. She founded the company, but she’s not very active in it now. She’s just a __________.

2. He desperately wanted to work in the film industry, so he got a job carrying camera
equipment to get __________.

3. When he retired, the company gave him a __________.

4. It took him years to become a chief executive, but he’s __________ now.

4.1.2 Do these sentences make sense? Explain why/why not.

1. She had a good track record, so they fired her.

2. It was a cushy number, so she had to work very hard indeed.

3. I slogged my guts out and was exhausted.

4. She changed jobs and got a golden hello from her new employer.
Activities adapted from: McCarthy, M., & O’Dell, F. (2010). English Idioms in Use. Advanced. Cambridge: Cambridge University Press. (p.
64–65)

5. Making a Living – Collocations and Expressions

Task 1. Choose the correct answers.
1 lf you work shifts, you work… 4 lf you reject an offer, you…

a. part-time. а. decide the offer isn't imрогtапt епough fоr

уоu to соnsidег.
b. either during the day оr night.
b. decide to accept it because it's а good offer.
2 When а соmрапу lays off workers, it…
5 lf you need to take оп staff, you…
а. makes staff redundant.
а. need more staff to complete the work you
b. hires more staff. have.
3 When companies lаuпсh а new product, b. need fewer staff to complete the wоrk you
they… have.
а. withdraw а new product from the market. 6 When you get the sack, you…
b. make а new product available to the public. a. аrе told you've got а promotion.

b. аrе told to leave уоur job.

21
Task 2. Complete the sentences using the collocations and expressions from task 1 in the
соrrесt form.

1 John will ____________________, if hе keeps on being late every day.

2 When companies ____________________ , they always hope it will sell well.
3 We despeгately need to ____________________, if we're going to meet these deadlines.
4 The lаrgеst factory in the area is going to ____________________ half its employees!
5 Never ____________________until you have thought it through рrореrlу.
6 Dad ____________________- sometimes hе works from 10 pm to б am, and sometimes
from 6 am to2 pm.
Task 3. Prepositions

Complete the sentences with the prepositions. Some prepositions can be used more than
once.

about at by for in of on to with

1. We must find а solution __________ the staffing pгоbеm __________ аll costs.

2. You can't blame me __________ the соmрапу being __________ debt.

3. Sally’s reactions __________ the redundancies took me __________ surprise.

4. The company will provide you __________ a special uniform.

5. He’s been out __________ work for years. __________ fact, he hasn’t had a job since
2010.

6. __________ my opinion, people who don’t get to work __________ time don’t care
__________ ther job.

7. __________ behalf of my colleagues, I would like to congratulate you __________ your

promotion __________ manager.

Task 4. Follow up. Do you agree with these statements? Discuss in pairs.

Tasks 1-4 were taken from: Healan, A. & Shotton, D. (2012). Close up B1+. Student’s book. Hampshire: National Geographic Learning &
Cengage Learning. (p. 116)
Task 5. Extra! Go trhough the expressions below and do the exercises that follow:

Vocabulary taken from: Mc Carthy, M., & O’Dell, F. (2010). Cambridge English Vocabulary in Use. Upper Intermediate. 2nd edition. (p. 90)

A- Using the expressions from task 5, say what you think has happened / is happening.

B- Fill in the collocation.

Taken from: Mc Carthy, M., & O’Dell, F. (2010). Cambridge English Vocabulary in Use. Upper Intermediate. 2nd edition. (p. 91)

6- Phrasal Verbs
6.1 Explain the phrasal verbs in bold.

1. There’s nothing in our bank account. We’ve run out of money.

2. John’s been putting money by for his holiday all year; he’s saved over 500 pounds.

3. I had to take out a bank loan to buy my new car. I’ll pay back the money I borrowed over
three years.

23
UNIT 3
Technology
Lead in
1. Work with а partner and answer these
questions.

a. What do you think is the greatest invention? Why?

b. The following electronic devices have

become part of many people's daily lives. How often
do you use each of them? Which ones could you not
live without and why?

● a laptop
● a mobile рhопе
● an МРЗ player
● a digital саmеrа
● a GPS navigator
● Chat GPT
● AI (Artificial Intelligence)

c. If you had the opportunity to learn at home using а computer instead of going to college,
would you? Why? Why not? Which are the pros and cons of distance learning?

d. lf you had to choose ONE electronic device to take with you on holiday, what would it be? Why?

c. Do you think technology has simplified our lives or made them more difficult? Why?

d. How do you think the picture below illustrates the bond between technology and humanity?
2. Read the cartoons below and discuss the following questions in pairs or small groups.

a) What is a generation gap?

b) Has technology contributed to the widening of generation gaps? If so, how has it done it?
c) Are there many things that the old can teach the young or are they hopelessly out of touch
by the time they reach a certain age?
- What things were you taught by your older family members?
- How have they been useful to you in your life?

Imaged retrieved from:

https://sharathkomarrajudotcom.files
.wordpress.com/2014/09/generation-
gap-3.pn
2. Have a look at the images below. Which technological issues are they illustrating?
Discuss in pairs or small groups. Then share your ideas with the rest of the class.
Reading Practice

1. Social Networking Sites

1.1 Discuss in pairs

 Are you on social media? If so, which social media accounts do you have?
 How do you use social media?
 How much time do you spend each day on social media?

1.2 You are going to read an article about social networking. Seven sentences have
been removed from the article. Choose from the sentences A–H the one which fits each
gap (1– 7). There is one extra sentence which you do not need to use.

A New Trend Unfolds

Social networking and microblogging sites such
as Facebook, Instagram and Twitter might not
have been around for very long but they’ve
managed to have a huge impact on how we lead
our lives. They’ve also become a major influence
on the world of business, politics and journalism,
too.

Why have these sites had such an impact?

1 But in recent years they have taken on a
life of their own and it’s now quite rare to find anyone who isn’t involved in a networking site of some
kind. The other strange thing is that people may have many thousands more friends and contacts in
the virtual world than they do IRL (in real life).

Those who are critical of social networking say that people are becoming too involved in the internet.
Some bosses have banned the sites on workplace computers because workers are spending too much
time chatting or tweeting on line. 2 That’s because most will just carry on their own
personal smartphones or tablet pcs instead. There’s not a lot employers can do about that. In fact,
it’s the rise in the use of portable smartphones and tablets that is one of the driving forces behind the
demand for social networking. 3

Another criticism is that social networking is affecting our culture, making us more obsessed with
celebrities and destroying any form of private life we once had. It’s certainly true that a lot of
celebrities use Twitter as a form of publicity and to keep up their public profile. 4 There’s also
no doubt that some people using sites like Twitter or Instagram give out too much information about
their daily lives. Especially annoying are those people who can’t seem to help sharing every boring
detail of everything they do.

But social networking sites are simply a tool and it’s up to users to shape the way they are used. And
quite a lot of what is happening on social networking and microblogging sites is both interesting and
exciting. 5 From pictures from war zones to posting election results, microbloggers often get
there much faster than professional journalists. This is why many media and news sites now use a lot
of content from so-called ‘citizen journalists’.

So what does the future hold for networking and microblogging sites? 6 But considering how
much they have developed in such a short space of time, it isn’t easy to predict exactly how they will
develop in the future. One thing that seems sure is that they will spread even deeper into our culture.
More and more businesses are using them to help promote their products and politicians to keep
their face and ideas in voters’ minds. 7 Whether this will be a good or bad thing depends
on how we use it.

Taken from: Mann, M., & Taylore-Knowles, S. (2013). Laser B2. Upper Intermediate. Workbook. 3rd ed. London: Macmillan. (p. 22 – 23)

1.3 What’s the author’s attitude towards social media? Do you agree with him/her?
Which are the pros and cons of social networking sites? Use ideas from the text and your
own views to complete the chart.

Pros Cons
 1.4 Explore the link to a text your teacher
will post online and add some more ideas to
the chart in exercise 1.3.

1.5 Vocabulary exploration. Read both texts again and

keep a record of useful expressions that may help you deal
with the topic in the future. Use a mind map format.

2. Visions of the Future

2.1 Read the title of the text and describe the pictures. What are these visions of the
future about? Go through the opinions quickly. Which paragraphs in the text do they relate
to?

1. 2.

A Sir David King, scientific adviser to the British Government

lf we don't reduce carbon emissions, the earth will become warmer, polar ice will melt, and the
oceans will rise. Cities like London and New York will have disappeared under the water by 2100. By
that time, Antarctica could be the only continent that is suitable for human life - the rest of the world
will be too hot.
B Francis Collins, geneticist
Fifty years from now millions of people will live past the age of 100 and remain healthy. This will
happen because we’ll be able to study each person's genetic code and find the best way to treat and
prevent illnesses in that individual. In about fifty years’ time, the most important question for our
society might not be 'How long can humans live?' but 'How long do we want to live?'

C J Richard Gott, physicist

During the next fifty years, our planet might be hit by a catastrophe. Humans could disappear, just like
the dinosaurs and hundreds of other species. The best way to make humans safe from extinction is to
start a colony on Mars. This is not a prediction, but a hope. Will we be smart enough to do it?

D Ellen Heber-Katz, biologist

I believe that soon we will be able to repair the human body in the same way that we can replace
damaged parts o f a car o r a washing machine. Five y ears from now, we will be able to grow new
fingers easily, and, a few years after that, new arms and legs. Within fifty years, we will be replacing
your whole body and that will be completely normal.

E Peter Norvig, director of research at Google

Today, people all over the world have access to billions of pages of text on the Internet. At the
moment, they use search engines to find information, but fifty years from now, people will simply
discuss their needs with their computes and the computer will make suggestions and provide usable
information, not just a list of links. Artificial intelligence will be our best collaborator!

F Eric Horvitz, principal researcher at Microsoft Research

In fifty years' time, computers will be much more intelligent than today, and this will change people’s
lives. Computers will help people work, learn, plan and decide everyday stuff. We will actually be
interacting with robot assistants and colleagues! They will help people from different countries to
understand each other by automatically translating from one language to another much more
accurately than now. Intelligent computers will work as scientists, and will start to make important
discoveries on their own.

2.2 Read the texts again and match the predictions 1-8 with paragraphs A-F. There are
two extra predictions that you do not need to use.
 2.3 Pair task. Do you agree with any of the experts? What does the future hold for
us? Brainstorm some ideas in pairs. Think about the areas below:
● entertainment ● transport
● buildings ● health ● work
● climate
● space exploration ● everyday life
● computers

Vocabulary
1.1 In pairs discuss your answers to the questions from the questionnaire. Are you a
computer geek? It’s often said that a computer geek is “a person who is bullied at school,
but is your boss when you're an adult”. Can you explain the irony employed in the
statement?
1.2 Go through the vocabulary items about computers & the internet. Can you add any more
items to the list? Then, discuss the questions that follow with your partner.

1.3
2. I can talk about communication technology
2.1 Go through the computer jargon below. Then, complete the text.
2.2 Video sharing. Read the text and glossary. Then, try and use some of those items to
describe more recent advances as regards video sharing. Can you add any new words?

Activities adapted from: Gairns, R., & Redman, S. (2009). Oxford Word Skills. Advanced. Oxford: Oxford University Press. (p. 88-89)
2.3 Complete the questions with a suitable word. Then, ask and answer in pairs.

Taken from: Gairns, R., & Redman, S. (2009). Oxford Word Skills. Advanced. Oxford: Oxford University Press. (p. 89)

2.4 Go through the pros and cons below. In pairs discuss advantages and disadvantages
of computers / internet today. Use some items from the box and notes below as well as
your own ideas. Try and incorporate as much vocabulary as possible.

Adapted from: McCarthy, M., & O’Dell, F. (2010). English Collocations in Use. Intermediate. Cambridge: Cambridge University Press. (p.60)

10 advantages and 10 disadvantages of using the Internet

Advantages:
1) Information on almost every subject you may think of.
2) Powerful search engines
3) Ability to do research from your home versus research libraries.
4) Information at various levels of study. Everything from academic articles to
ones directed at children.
5) Message boards where people can discuss ideas on any topic / Ability to get wide range of
opinions. People can find others that have a similar interest in whatever they are interested in.
6) The internet provides their users with free mail service.
7) Platform for products like SKYPE / HANGOUT, which allow you to hold a video conference
with anyone in the world who also has access.
8) Friendships and love connections have been made over the internet by people involved in
love/passion over similar interests.
9) Things such as Yahoo Answers and other sites where kids can have readily available help for
homework.
10) News of all kinds is available almost instantaneously. Commentary on that news, from every
conceivable viewpoint is also available.

Disadvantages:
1) There is a lot of wrong information on the internet. Anyone can post anything, and much of it
is garbage.
2) There are predators that hang out on the internet waiting to get unsuspecting people in
dangerous situations.
3) Some people are getting addicted to the internet and thus causing problems with their
interactions with friends and loved ones.
4) Pornography that can get in the hands of young children too easily.
5) Easy to waste a lot of time on the internet. You can start surfing, and then realize far more
time has passed than you had expected. Internet and television together, added to a more sedentary
lifestyle of people, further exacerbate the obesity problem.
6) The Internet has a lot of "cheater" sites. People can buy essays and pass them off as their
own far more easily than they used to be able to do.
7) There are a lot of unscrupulous businesses that have sprung up on the internet to take
advantage of people.
8) Hackers can create viruses that can get into your personal computer and ruin valuable data.
9) Hackers can use the internet for identity theft.
10) It can be quite depressing to be on the internet and realize just how uneducated so many
people have become in today's society.

Retrieved from: https://quizlet.com/129636766/10-advantages-and-10-disadvantages-of-using-the-internet-flash-cards/

2.5 Use a word or phrase from the box in each gap to complete the text. Then, explore
pros & cons of mobile phones. Devise a chart to keep a record of your ideas.

apps · download · gadgets · mobile device · handy · notify

A smartphone is a (1) that is much more than just a phone. It has a whole
variety of functions, depending on what kind of (2) you want to (3)
on to it. For instance, my smartphone is very (4)
when I want to find a location I’m looking for. I just use the GPS. Another
thing it can do is (5) me when I have a meeting or appointment coming
up. It’s definitely the most useful of all the (6) I have.

Adapted from: Mann, M., & Taylore-Knowles, S. (2013). Laser B2. Upper Intermediate. Workbook. 3rd ed. London: Macmillan. (p. 20)
3. Science and Technology
3.1 Go through the idioms below and do the exercise that follows.
Taken from: McCarthy, M., & O’Dell, F. (2010). English Idioms in Use. Advanced. Cambridge: Cambridge University Press. (p.52-53)

3.2 Choose the correct answers.

1 Cloning is а process in biology used to 2 lf а gadget is portable.

а produce better and faster forms of space travel. а it is lightweight and easy
Ь create а living thing that is exactly like апоthег. to саrrу. Ь it is cheap and
3 When you demonstrate а new product or efficient.
invention,
а you sell it to а manufacturer.
Ь уоu show it to а possible buyer. 4. If уоur computer is touch-screen,
а you don't have to рrеss апу buttons
5. А device is something that оr keys to operate it.
а is necessary to make machines and engines ruп. Ь you shouldn't touch the screen when
Ь has been invented for а certain purpose. you аrе using it.
6. Electrical appliances are things like
а robots and spacecraft.
b vacuum сlеапеrs and dishwashers.

Taken from: Healan, A. & Shotton, D. (2012). Close up B1+. Student’s book. Hampshire: National Geographic Learning & Cengage Learning.
(p.46)
3.3 Complete the text using these words.

Taken from: Healan, A. & Shotton, D. (2012). Close up B1+. Student’s book. Hampshire: National Geographic Learning & Cengage Learning.
(p.46 & 50)

3.4 Follow up! Discuss in pairs.

3.5 Phrasal verbs

Taken from: Healan, A. & Shotton, D. (2012). Close up B1+. Student’s book. Hampshire: National Geographic Learning & Cengage Learning.
(p.50)

3.6 Use a phrasal verb from the box in the correct form to complete the text.
break down · come up with · cut off ·get through · look into · put in

THE TROUBLE WITH COMPUTERS

I didn’t think my brand new laptop could (1) already, but it seemed like it had. The
first time I tried to connect to the internet I got (2) . The second time I tried, I
couldn’t (3) at all. The modem wasn’t working. I called the technical support
number and explained my situation. They told me they would (4) the problem.
Then I (5) an idea. I checked to see if the phone line was properly plugged into the
laptop, and once I (6) the line, I had no problem at all.
1.1 Read the quote from the podcast. Discuss in pairs. Can you think of pros and cons
of mobile phones today?

“Mobile phones, once the preserve of the high-powered businessperson and the 'yuppie',
are now a vital part of daily life for an enormous amount of people.” Do you agree? Why?
Why not?

Pros Cons

Taken from: Healan, A. & Shotton, D. (2012). Close up B1+. Student’s book. Hampshire: National Geographic Learning & Cengage Learning.
(P.47)
Pair discussion:

How can robots make our lives simpler? Can you think of any negative
consequences of the advances in robotics? Complete the chart below:

Pros Cons
Oral Sample Technology

Retrieved from: http://go.harveynorman.ie/wp-content/uploads/2017/04/edsgfsfsdfsdfsdfsd_jpg_81544257-720x340.jpg

Retrieved from:
https://www.thongtincongnghe.com/si
tes/default/files/images/2013/8/7/img-
1375869970-1.jpg
Technology

Spend a few minutes planning your talk. Use language and vocabulary items dealt with in
class. Remember to connect your ideas clearly and monitor your use of English. Are you
ready? Go for it! ☺
Oral Sample Technology & Communication

Retrieved from: https://media.mercola.com/ImageServer/Public/2015/October/face-to-face-meetings-fb.jpg

Retrieved from: http://qcostarica.com/wp-content/uploads/2016/09/2352ed5125.jpg

Technology & Communication

Spend a few minutes planning your talk. Use language and vocabulary items dealt with in
class. Remember to connect your ideas clearly and monitor your use of English. Are you
ready? Go for it! ☺