=> speakout 7” Advanced Plus Students’ Book with DVD-ROM Frances Eales « Steve OakesCONTENTS ‘Tailblazer verb patterns transformation: word stress collocations | read about atralblazer page 8 prepositional phrases ster nouns ‘Alifeatatime | continuousand perfect | adjectives: needing and | word stress: adjectives page 11 aspect iving ‘Sharing economy? | presenting survey results | collocations: sharing, | Intonation: chunking read about the sharing page 16 economy economy Generation rent page 16 iene conten 24 rey rey vy The best mistakes page 20 and elated expressions learning; lloms: feelings. | connected spec chllnking | ead about the value of Betting something wrong, Another way page 23 rominal relative clauses cllocations education | word stress Think again page 26 leading a discussion: ‘managing interaction creatity sentence stress appropriacy Intonation Teachers and learners age 28 Wiemann ut 32 33 vy Ready ornot —_| expressing modality job hunting sentence tress page 32 Fired! passives honesty;metaphors | connected speech ‘ead about people who were page 35 Fred for socal media mistakes ‘What Im sayings. | evading a question allocations polities | stressand intonation: cet | read advice for public page 38 structures figures Future job age 40 Role model parle cluses nfvence;tree-part—|wordsress:multivord eres | read an amazing star of rok page #6 mutword verbs model nd her eomier tink this way |intoductoryieand ite [sac media nak ore page a Have a gol persuasive echniguesin | persuasion [worsress nionation [read abou the eewtor pt page 50 Presentations Persuasion pepe 52 Dvo-ROM: —-BJOVDCLIPSANDScRIPTS-—=—CEISTREET INTERVIEWS (SCLASS AUDIO AND SCRIPTSCONTENTS Paemenn Emr Gu ‘suggest solutions te problems lIsten to a ado programme about a game-changing | decide on which person gets help ‘write an arc website Tsten toa presentation of survey results| ‘conduct survey, present survey results “Generation rent: watch an extrac from a BBC | design a co-ving space ‘ite a proposal fora coving space documentary about acoriving space cuss your attitude to mistakes participate nan experiment about memory listen toa radio programme about an alternative way | speak about your own education and take notes wre summary of eaming educational values listen toa discussion about creativity in education _|lead alscusson: improve interaction management watch people talking about diferent learning ciscuss the qualities great teacher needs | wite about learning experiences experiences listen toa question and-answer session about nding | tke part in ajob interview write 2 cover emall 2j0b hold a mediated discussion Isten to political interview ciscuss questions about politics participate ina radio interview 410 things you need to know about the future: | recommenda future coreer write a fact file fora job watch an extract from a BBC programme about how ou lives wil change in the future discuss role models and other influences in your life Istento 9 88C radio programme about the intemet | talkabout breaking out of your echo write a report on the eects of socal media ‘echo chamber chamber ‘on relationships Tsten toa presentation about an exciting activity | ive persuasive presentation watch people talking about influences when buying |sella product ‘wite a short apnion piece thingsCONTENTS EUNMGnNs EADING ieee | Good ft noun pases caecatons compounds. Jwordstes:compounds | read about secresof page 56 long-term fines ELA) Three apples a day _|fontng headers and als [fashion and loks| ranking read how loos canbe ee i - seeing S Magicblet Informal turseaking | wellbeing intonation: gaining a trn page 62 Culinary journey page 6 Cements Ci] New in town concession clauses poge 68 tes binomials word stess connected speech | read about people adapting Tain other words | indirect speech summarising veros | weak sounds | Faux pas fatking about customs | conventions intonation sage 76 [21] itferences page 76 Happy ending? page a0 subjunctive fim word tess: lr €ad about how sed endings 1a films become happy ones More than words | sdverbials felatonships adverb- [stress and intonation read wo poems page 83 asjectve clloestions Classicjoumeys | telling anecdotes rove eonnected speech read eboutclesiejoumeys| page sé Great Expectations. age 88 Peete ea TPP iesthe tie things understanding complex |idiomsfor choices; Jord tes read abouta book that page 2 sentences connotation Can change how we make easions EES Our of pine? [prepositions phrases [nays of eading ‘connected speech | page 95 | Them rus? ging opinions wife intonation: voice range | read about the problem of prge 38 Lies vac Europe 9) Decisions page 100 IRREGULAR VERBS page 103 LANGUAGE BANK page 104 VOCABULARY BANK page 120CONTENTS talk about fads in iness and other flés Usten to swoman alkabout what tS ealytiketobe | discuss the pressuretolookanddressa_|writea description a model certain way listen to people discuss their own idea of staying | suggest ways to meke a workplace healthier heathy Rick Stein: from Venice tolstanbul: watch | descibea food memory write abouta food memory an entrac from a BBC programme about the feelings fod evokes choose a city to move 10 listen ta redo progremme about being an page 104 LANGUAGEBANK GA Read the comments about Slat and his project. Undertine the correct alternatives Dazzle: | admire him for ‘tryitrying something so radical and 'm impressed that he's capable ‘to do/of doing so much so young, ve never had that srt of driv; I'l probably end up doldoing something more ordinary with my lie. D2RZ: It's hard to imagine im to fiveliving anormal life. He seems destined for ths sort of putsuit, asf his ambition was always to “doldoing something extraordinary. ‘may9'5: | can't help ‘to wonderiwondering what they're going to do with all the plastic they takeout ofthe ocean, After going to such great lengths to gatherfor gathering it together, 'é hope there's ‘no need "to come up wthfor coming up wth ancther invention to eal with the rest ‘Sunny: There's simply too much rubbish to removelfor removing. I's impractical and it isn’t worth #0 fundsfunding project tke this | think our aim shouldbe to stoplat stopping the pollution at Sonar: He's doing this to matefer making a difeence, not for the money. Some trailblazer do things wit a view to “getgeting rich, but he's not like that. Nothing wrong with wanting money, but I'm inclined to see/seing people like this guy ina diferent light. 'B Workin pairs. Which of the sentences in Exercise 6A do you agree with?? A Work in groups and choose a problem below that interests you or think of another problem. Brainstorm answers to the ‘questions Rubbish in city streets + Gare of the elderly + Water scarcity +The isolation of young, + Youth unemployment mothers +The increasing gap + Ahealth system between the rich and tunder stress. the poor + Noise and air pollution 1 What are the causes ofthe problem? 2 What solutions can you come up with? 3. Which of your solutions is the most origina? © Choose one solution to present tothe class. Prepare to talk about the causes of te problem, how you found your solution, and how the solution works, While you tsten to other students’ presentations, think of some questions to ask. VOCABULARY Jy PREPOSITIONAL PHRASES AFTER NOUNS 1G A Read the profiles of three trailblazers. What motivated each person? In what way has each one had an impact? Complete the profiles with prepositions. © Check what you remember. Cover the profiles and answer the ‘questions. Use the noun in brackets and a suitable preposition. 1 Wiy did Marierne put herself through college? (necessity) ‘Why did she move into the field of technology? (talent) Why did she start the movement IANTHECODE? (aim) ‘Why does she deserve recognition? (success) ‘What effect did the sight of deforestation have on Jadav Payeng? (motivation {6 When did he learn about how to plant trees? (course) 7 Wy ci he continu planting ater the project ended? (hope) 8 Wihy has he received awards? (consequence) 9. How did young Michelle Payne feel about riding? (passion) 310 What could have deterred her in her aims? (risks) 411 Was she wiling to speak about chauvinism inthe spor? (hesitation) 42 Wias Michelle's victory in the Melbourne Cup important? {impications) 'D Check your answers in the profiles. Underline the nouns and circle the prepositions. speakout TIP When you keep a record of nouns, include the prepositions that commonly come after them, eg. the necessity of «talent for. 9 A choose six nouns and prepositions from the profiles and write questions (on any topic) to ask the other students. What's the main motivation for you to learn English? 'B Ask and answer the questions, [>-page 120 VOCABULARYBANK Mariéme Jamme enegaese- born British businesswoman Markeme Jamme has succeeded against significant dds, After being ven away toan orphanage and surviving the horrorsof being trafficked toFrance, Mariémesaw the necessity *__ getting an education and later found shehada talent? generating slesin the tech industry She snow aleading tech ‘entrepreneur wn recently launched the ‘movement IAMTHECODE with the aim *__ supporting girtsin STEAMD (Sclence, Technology Engineering. Arts, Mathematies and Design) Her success {achieving so much no doubt comes \fomher grit and determination, but perhaps cambe attributed to her maxim: ‘You can ‘make If someone believes in ou. Jadav Payeng he sight of deforestation ont ASG vicjuttstand was the ‘motivation _ the forest man of India’ to devote hisifeto planting trees. tn the course*_ taking part in a fhe-year government treeplanting scheme, jadav found the Inspiration for his remaining e's work: When the project ended he simply continued to plant trees, n th hope «veatinga forest capable of supporting the wildlife that once lived there~and he has succeeded, with the forest now covering 300 hectares. Asa consequence *___his work Jadev has been the recipient of many awards. “My alm has always been to do good forthe country. he says Michelle Payne he youngest of 10 Mb ciltcn Meee alwaysbad a passion *_ horse riding. Determined to succeed inthe sport, the young Australian was no stranger to therisks ®"_niing surviving a numberof serious falls that threatened toend her career When in 2015 ste became the frst woman everto win ‘the prestigious Melbourne Cup, she had no hesitation "___ condemning the male- dominated nature ofthe sport, declaring "Women can do anything and we can beat ‘the world. The implications *_a ‘woman winning cannot be underestimated ‘and in 2016 she received the Don Award for the sportsperson who has most inspired the nation,ALIFEATATIME VOCABULARY ADJECTIVES: NEEDING AND GIVING 4. Lookat the pltures and discus. 1 Would you help the people? How? What alkaesilay ei rate ere terete ven ted bya stranger? B Match the beginnings 1-4 with the endings a-d. 41 Though their house was tiny, they were always unstinting in their generosity 2 No matter how bad things got, she was always compassionate towards others 3. Many donor companies wish to be ‘thought philanthropic rather than commercial 4 After sic months on welfare, with no hope of finding work, a) he was destitute and unable to provide forhis famiy. b) but are their aims genuinely altruistic ‘or are they int for their own benefit? ©) “Imay be hard up mysetf but that won't stop me from helping people in need. ) often inviting homeless or other vulnerable people in for a meal, © Workin pairs and answer the questions. 1 Which expressions in bold in Exercise 18 are about 2) financial dfculties? By giving to charity? © giving without holding back? 4) being capable of getting easily hurt? €) feeling care towards others? 2 What s the opposite of hard up, Listen and check. Practise saying the sentences in Exercise 18 quietly to yourself and then aloud to a partner to check the word stress. 3 Tick the sentences you agree with. Then discuss your ideas in pairs. Give examples to support your ideas, 1. Unstinting generosity comes easier to those who have litle, 2 Arich philanthropic person probably has other motives than simple generosity 3. No one should be on welfare for long; it's always possible to find work 4 A compassionate society can be measured by how it treats its mast vulnerable citizens. That could be any of us, as in the future we could find ourselves hard up or in poor health. 5 When people help others I don't think itis for completely altruistic reasons. (> page 120 VOCABULARYBANK LISTENING 44 D4 Listen to a radio programme about an unusual charity organisation and answer the questions. 1 How does 52 Lives work? 2 What sor of help did a) josie, b) the woman with the broken floor, ¢) Vietor receive? B Listen again and complete the sentences. 41 The simple key to the idea is 2 Josie needed help because 3 It’s not the material things that make the big diference to the recipients, but 4 The first woman Jamie helped had got away from The point of Victor having his teeth out was to minimise the tisk of infection when © Work in pairs and discuss. 1 Would 2 programme lke 52 Lives work in your country or hone environment? 2 What sort of problems might arise? How could they be solved?CE CONTINUOUS AND PERFECT ASPECT 5 A Look at the sentences from the radio programme and identify the tense of the underlined phrases. 1 what ve leamt over the weeks | guess at 52 Lives is that ‘even though we give people tangible things and things that they need, that *hasn/t been what’ changing their life 2 | got the idea when ‘was shopping online for some second- hand furniture and | saw a wanted’ ad 3 [she] and her children *had escaped quite a horrible ‘domestic violent situation. They'd lived in a garden shed for alittle while. 4 What are the latest things that people ’have been asking for? 5 hat ste most unusu thing that anyone has ver asked for? 6 There was a man called Victor in America, from Alabama, and hed had heart surgery 7 What do you thinks ids, this webste, ul be doing fe years from now? BB Work in pairs and discuss the sentences (1-7) in Exercise 5A. 11 Which sentences have the continuous aspect and which have the perfect aspect? 2 What continuous tenses do you know? Which can you find above? What do they have in common in terms of meaning? 3. What perfect tenses do you know? Which can you find above? ‘what do they have in common in terms of meaning? Match the underlined verb phrases with the meanings. 2) an action before a particular time in the past ») an action ina time period up until now ©) an ongoing action at a point in the future ) an ongoing action at a point in the past €@) an ongoing action in the present fa epeated action D> page 104 LANGUAGEBANK complete the sentences with the correct form of the verb in brackets in either the continuous or perfect aspect, Sometimes ‘more than one form is possible. pe vteerenninennestan _Imerwer, ether people who ae bik, ease er i (change)? | Jaime: Occasionally, but to be honest, more often is people -whowe? (help) n the past who now» _ (fer op other people. Afew months ago we helped ale ny called Harry who + (contrac) a disease that enough money for a hoist to help him move around. We raised || the money forthe host inno time, and by next Friday we ____ (aise) the money they need fora motorised nai. His mum was so touched by what people ___ (do) that now she (Get up) her own Telping site where she ® ns SPEAKING ? A Work in pairs, Student A: turn to page 128. Student B: read the information below and make notes. Prepare to explain the situation to Student &, ‘Susom is 87 yeots old cna lives in. Fengo, Nowth Dakota (USA), where ‘winter temperatures average below freezing, A month ago, in ‘catly December, she was phoned. bby cman who said that a roo! in her apartment block was being tepatred and she needed to pay round to collect the money, which they did. Later she was phoned by someone purporting to be from the [Police who explained it had been icon and that the conman would be coming around again, asking for an aclitional $200. They instructed hero pay him and they ‘would then arrest him. This was another scam, Susan no longer has ‘enough money even to heat her ‘partment and winter is coming. She feels embarrassed and stupid ‘and has no family to help, 'B Work in pairs, A and 8. You can only help one of the two people. Argue the ‘case for your person, and in the end ‘agree on who to help, € Tell the rest of the class what you decided in the end and why.WRITING ‘AN ARTICLE; LEARN TO VARY COLLOCATIONS BA Read the article and choose the best title. 8) Whats on your Wish List? ) Wishful Thinking You Wish! Have you ever wished you hod « genie lof your ov? ane who woud gon Deere cr Et ‘Tetsu tnt pal se 100 chances fave xpress ‘wih, hope oon asin How it war that ng the ay sie manta oe othe wishes ond ot 6. the most por wish is chosen ond the funder of thes, Bil fi, spend the it dy aking that wish comet. Ase as, peopl gt 24 has of inks roi to ces nw hing that dn ext pres ‘hat gots ome way ova iliig the spin rice Sa wht Kin odes do pl come up wi? Chk on he #0 baton sl down on youl nd any of examples. Aspisions range from wh cul ike ode hots, his enagr was ined for cae with top ptogeper fT wsh people woud stp ond bl jst on homeless psa ody wi Banker ink (Bi went ut on stituted packs pos nh sts). Samet Gn so sec is cet of a wish — xing xi ting one down, Wt chou te seth thee dos the’ so mich bd news if god to see sameare ou thu erg in cctv Kind of way. that ie open, hn is tes foo, B Underline the best alternatives (more than one ‘may be possible) and give a reason for your choice. 1 The article is meant to be read by web designers/ students/travellers/onyone/entrepreneus. 2 The style ofthe articie is academie/formal/informal. 3. The article is probably for a(n) financial newspaper! ‘online magazine/suburban newspaper 4 The aim of the article i to persuade/inform/ entertan/describe/provoke. 5 It keeps the reader's attention by using quotations/ ‘examples/humour/anecdotes. © Workin pairs and discuss. 1 What isthe purpose of each paragraph? 2 st the features of an informal article and find an ‘example of each, 3 Tur to page 128 and check. Find examples of the features that were not on your lis. ‘9 A Work in pairs. Close your book and brainstorm a list of verbs that go with the nouns ‘wish’ or ‘wishes? Then ookat the article and check your ideas. 'B Compare the collocations in the article with the extract from an online collocations dictionary above. Verbs: ‘make a wish (-siently ask for something that you want to happen) Halen blow out the candles and ‘made a wish get/have your wish (-get what you want) She wanted him to leave, nd she got her wish, grant/uifll sb's wish (=qve them what they wart) Fis parents would now be able fo grant nis wish, express a wish (=say that you want to do something) He expressed a wish fo goto the United States. respect sb’s wishes (=< what they want) We have to respect his wishes. Ignore sb's wishes Its important not to ignore the wishes ofthe patio roflect sb's wishes (-show wha thor wishes ae) The counclis the voce ofthe pepe so it must rotect thar wishes. btinu/olabal ongmandictionares.com ‘The Longman Collocatons Dictionary and Thesaurus 10 A Work in pairs and brainstorm verbs and adjectives that collocate with the nouns in the box. Then use a collocations dictionary to add ideas. website design research experience 1B Complete each website description with an appropriate collocation. 1 The ste allows you to get experience of building your own blogsie 2 The designers caried out research over several years to find exactly the right combination of gaming and maths for a teenager. 3. The website is very easy to with simple-to-follow links 44 The creators ofthe site have a fantastic, innovative design 5 People share their travelling on a shoestring. 6 The design is similar to other music- streaming websites but the functionality is much ‘more sophisticated. 7 The results on the site are. on research, from crowdsourcing of thousands of contributors. 8 The website was only two years ago and now everyone | Know uses I. LL A Write a draft article describing a website that your classmates are unlikely to know much about. ‘Aim to motivate readers to visit the site. 'B Work in pairs and read each other's draft. Find ‘the nouns (including synonyms) that occur most frequently. Work together and use a collocations dictionary to vary the verbs and adjectives that collocate with those nouns. Rewrite your draft, putting in a greater variety of collocations (220-260 words). experience of13))) SHARING ECONOMY? Tinsel VOCABULARY COLLOCATIONS: SHARING ECONOMY L.A Look tthe photos. How are they part of the ‘sharing economy’? What other examples do you know? Do you think that ‘Sharing isan appropriate term? B Complete the collocations in bold with the words in the box. ‘access collaborative driven economy fringes model online on-demand terms SHARING... FOR A PRICE (Once a game-changing movernent. the so-called sharing | economy has long since gone from the outer to the mainstream, and, al along economists and consumers alike have grappled with the terminology surrounding this Business ‘Aso referred toas* ‘consumption, another tesm that emphasises the ‘sharing’ element, businesses that fall under these umbrella ‘came into existence once transactions became the norm, However there has been disagreement, above al regarding he extent to which certain businesses really are about Sharing’ and a feeling ‘that they are instead profit ‘As many businesses dont actually ivolve sharing the term * ___ economy came into use, focusing more oa the notion that the provder ofers* access 10 4 product 0° service = fora price. Inthe end, has this evolution altered our idea of what sharing i about? C Which collocations do you think are the best forthe businesses you discussed in Exercise 1A? How would you answer the {question at the end of the article? D Workin pairs and take turns. Close your book Student B: say the first word ofa collocation from the atic in Exercise 1B, Student A: say the whole collocation. Student B: use the collocation in a question Student &: answer the question. B: profit ‘A proi-drven B:Do you thnk che economy i run by the government or profit driven corporations? ‘A:A mix of bath lwoutd think. How ebout you? intonation: chunking ations: sharing economy PRESENTING SURVEY RESULTS 2 A vouare going to isten tothe results ofa survey on the sharing economy. Look at these questions from the survey and the pictures above. Which question would you find the most difficult to answer? Why? Sa (ome alo (= How many examples of sharing economy businesses ‘ean you think off What are the differences between them? Which have you used? (Which would you lke to find out more about? ‘Which would you lke to try? ‘Which would you never use? In what way are they ‘sharing’ and in what way are they for-profit businesses? "= What do people's willingness to use the services or ‘not depend on? 8 B15 Usten to the presentation. Which of the survey questions do the speakers report on?3 A complete the phrases by writing one word in each gap. Then listen and check your ideas. 2) Onthe people expressed a curiosity about businesses that had less relevance for them bo one example, people who dont have pets to be particularly interested in getting information about the pet-related services. © Our was simply that these businesses had some novelty for them 4) andtheirinterest___reflected amusement more than a genuine desire touse the service ©) Another__of thisis the number of people who asked for more information about the parking services, who, asit tured out, dont actually have f) __speaking though, there was, limited interest in trying out (services) that the survey participants hadrit used in the past, a) The seems tobe that people are partial to what they already use or know about. 1) One might human nature that this reflects BB Put the phrases from a)-h) under the correct headings. Generalising Exemplitying Hedging/Speculat 4-4 Workin pairs and look at these notes. Which survey ‘question in Exercise 2A are the notes about? Consensus/exaneples:. i — having’ if eomenunity based 09, Stet (neigiinurhood sed sos network) or if mney echinat at inwolued, 29, Freesyse (or gnving/aetting honsehold iff ee. for fre) tut come ave profit drivin, Uber = snap traditional basinesste, undercut rote ase of shavings tern nok a probe We Rew wha ik mens Comment peony to word (ke shaving’) taking om mew etnias overt spent seams inevitable 7 ‘businesses opie mend to monstice = unye community base re services wil eventually Be rmneised B Decide which of you will report each point in the notes, and report them using the phrases in Exercise 38. [> page 104 LANGUAGEBANK LEARN TO CHUNK LANGUAGE 5 A Look at the sentences in Exercise 3. How could you chunk (group) the phrases? Mark the places where you think there are natural pauses between chunks. (on the whole, / people expressed a curiesity about businesses / that had less relevance for them 8 [16 Listen and read the sentences aloud with the speaker. Pay attention to chunking and pausing, G A Work with another student. Write down four sentences that you said when reporting the notes in Exercise 4B, © Mark the chunks and then say the sentences, paying attention to chunking and pausing. ? A Work with a different student. Write a short survey (minimum five questions) about one of the topics below. ‘Avoid yes/no questions. 1 Internet usage 2 Music-listening habits 3. Smartphone usage 4 Sleeping habits 5 Dealing with stress 1B Work individually. Ask @ number of other students the questions. Make brief notes on their answers. © Work with your original partner and compare your answers, Write brief notes following the model in Exercise 4A, with consensus, examples and comments. 1D Present your survey results to the class.)) GENERATION RENT, Work in pairs and discuss the Watch the programme and take notes In what ways does it ‘questions. present a positive image of ‘The Collective’? How does it express 1 Have you ever experienced a'to- doubt about the project? living’ situation, for example a flat sfiata Gc dornttonye How Was ke Read the questions the reporter asks, some of which are Nat inion ieee! paraphrased here. What do you remember about the answers? you wantin a corlving space for you 1 What do residents get out of it? to feet comfortable living there? How 2. How do residents integrate (or not with the local community? much private space would you need, 3 Is the amount of private space enough for a young adult?” and what parts of @ heme could you ‘ to be single to be here? Share with others? 5 iflicts between occupants dealt with? 3 Consider a target group’ of young 6 How much does it cast to lve this way? ener an pare ee 7 Doesn't the pravision of services go against the idea of being afford ther own at, What fects radeneaanits and services would they nee eet tive’ serve the needs of young Londoners, or Read the programme information. In does it exploit them? a what ways do you think the facts jatch the programme again and answer the questions in and serces reflect the needs ofthe Ee ene ere B target group of young Londoners? if How similar isthe description to your Workin pairs and complete the sentences with filler words or | I ideas in question 3 above? phrases. Then watch the programme from 3:50and check your | answers. a 1 Inatraditional house share, if you've got . ‘ eet personalities that don't quite work youre stuck " in that small space together, whereas here there are so many people, 7 Anew building complex in north 2 Youare stuck, but they've matched us on age, and London is offering a different kind of interest and career, so it works for us. [ accommodation aimed at millennial, 3 Once you add in all of those costs, you'e rally not | __ ising small private spaces with far off from what you would pay fora house share. quirky shared spaces. The Collective’ 4 All those things that get done for you, is that not going against has 550 small bedrooms (which ‘the whole idea of being independent? ‘Mummy's they call twodios i.e. studios gone now and you've got todo these things yourself arranged in wos) and communal 5 Ws about convenience. Rather than worrying about your areas that include a spa, restaurant, internet and your utilities, and life admin, you can games room, library and rooftop fecus on making fiends with plastic igloos — with most bills 6 young working Londoners, that are the life blood included inthe rental price. Is this af this economy, get completely ignored coliving a good deal, or ust another way to exploit young Londoners in Work in pairs and discuss. the property market? Video journalist 1 Is The Collective a game changer, or does it esemble existing Dougal Shaw went along fora tour coliving arrangements that you know of? of the building, which has just 2 Ifyou were (or aren the target group, would you tke to lve in welcomed its fist inhabitants The Collective? Which aspects would appeal to you, and which would you find difficult? A bedesign a co-living space Work in pairs. How would a co-lving space for the following ‘groups differ? What facilities and services would one group need that the others wouldn't? + Thee Blind people + Artists Single parents with children Listen to two people planning a co-living space. Make notes on: + who the space is fr. hy they chose that group. hat Facilities and services the spa + any problems they anticipate. + proposed solutions to the problems. Listen again. Underline the alternatives you hear. PHRASES: ‘kind of space that addresses/meets their specific needs Their bedrooms can actually double/actas their private rehearsal spaces. That would seem/seems to me tobe the key consideration/challenge some attention/thought should be given to acoustics. People living around this residence might have a personality clash/ an issue with the noise That would kill wo birds with ane st problem for sure, solve the public relations Knowing/Conceming my musician friends, the biggest problem would actually be These kinks/snags can be worked aut in practice, A few setbacks/hiccups are inevitable. Work in groups and choose a target group from the list in Exercise 5A, or define a group of your own choice, Plan a co-living space, using your ideas from Exercise 5A to focus ‘your discussion. Make notes on your decisions. Briefly present your plan to the rest ofthe class. When listening to other students’ presentations, ask questions about their plan and how they might address issues that arise, a proposal Read the following proposal for a coliving residence. What aspects of the residence do you think prospective residents will find attractive, and which might they not be comfortable with? Foothold neehiesRocke a-Rock Hous norton Benet Write a short proposal (220-280 words) for your co-living residence. Make sure the key selling points are prominent, Read each other's proposals. Which do you think best serves its target group? Which do you think is the mast attractive for investors?15 (( LOOKBACK ChIP TOY ‘1 A Add letters to complete the expressions. 1 Theone thing that’s had the most p__ i____ton my life inthe past yearis 2 The one area where society really needsam ener eae, 1, wasag__e-c_ _gidea which brought about ap —ms___tOne way our life is different asa results 4 Sometimes. historical events __sinm___n a change in how people think and live; for example 5 Iflcouldbeap____rin any field, it would be ‘and|wouldconductp___ts_____stofind cut 6 Whenoneishungy.thec w______misto eat, but ether options include © Complete four of the sentences, Discuss your ideas with other students. ao 2 A Complete these questions by adding a verb phrase in the correct form. 1 Are you able to concentrate while 2. Are you trying to refine your English with a view to 3 Gan you imagine yourself 4 To what lengths would you go 5 Doyou think i's worth 6 Areyou inclined 7 Doyyou think that, when you get old, you'll end up 8 Inalife or death situation, are you capable of... 9 Is one of your aims in life 10 Has itever happened that you couldn't help 1B Ask other students your questions, and answer theirs. BY RaT Mees 3 A complete the words related to needing and giving. ‘The psychology of, Studies show that phil people arent necessarily wealthier or more comp ‘than the average person, but they have discovered a joy in “unst. generosity towards the ‘vin ‘Our society. A surprising number ofindividuals who donate regularly talked les about Pal ‘motives and more about the pure satisfaction they foundiin giving. Meany, looking at those who give less frequently, most find teaser toturn away from whole group of ‘dest___ people than one 7har individual. An appeal featuring, 2 photo ofa poverty-stricken family on wel elicits more donations than an article describing the situation ofall the poor ina given city or country. 1B Discuss in pairs. Which ideas in the article do you agree or disagree with? ere) PERFECT ASPECT 4. Work in pairs and discuss, What tense and aspect is used in each sentence? What is the difference in meaning, if any, between the sentences in each pair? 1 a) Ive never been able to remember names, sol b) Im always forgetting people'snames, so 1 2 a) By the end of this year, Il have been wing. by By the end ofthis year I'lhave lived 3a) Ayear from now my lifestyle will have changed completely specifically ) A year from now llbe living in a completely different way, specifically. 4 a) Id been studying for most of my life, so adjusting to the real world ») Ive been studying for most of my life, so adjusting to the real world 5 a) | was planning on studying another language, but. by Id planned to study another language, but... 18 Complete one sentence in each pair so that itis true for you. Then tell other students and find out about their ideas. ‘Te never been able to remember names, so | avoid using people's names altogether so that ‘noone notices when | dont say theirname. sa aa 5 A Correct the mistakes in the phrases in bold. 4n the hole, most ofthe people surveyed "tendency to fee that there weren't enough places for young adults to meet in public "The census seems to be that public spaces were designed for children, families and the eldery. “To slight one example, a group of university students were kicked out of a playground for being 00 ol, then sent away from the park benches, "presumptuously for being too young, ‘Another illustrator ofthis is that nearly ‘everyone we surveyed seid they meet their friend in cafés, but hated spending so much on coffe. ‘One might specialise that young people would opt for cafés anyway, a they are so used to frequenting such paces. "Genetically speaking though ‘our compression was that young people desperately want to spend ther time na healthy way without the cost. To that end, we have afew suggestions to make regarding public spoces 1B Workin pairs and discuss. To what extent do you agree with the opinions expressed? What suggestions would you make to improve the situation?Aaa THINK AGAIN p: 2,1 Discuss your attitude to mistakes: Participate in an experiment about memory 2.2 Speak about your own education and educational values pe ttee te eee en re ers Py ror nn ease Pe eee ee eee ec 233 Listen to a discussion about creativity ineducation 2/4 Watch people talking about different learning experiences PY ere nee aed pe Seer eerttan Sheet re? TEACHERS AND LEARNERS p2824) )) THE BEST MISTAKES VOCABULARY LEARNING LA Lookat the photos, What might have happened to make people respond like this? 1B Work in pairs. What do the words/ phrases in bold mean? 11 Motivation is the crucial element in learning. 2 Ineed to get lots of praise for my efforts ifm not to feel discouraged. 3 I think a teacher should never deride a student for making a mistake, 4 When | don't know something in English, | can usually make an educated guess about i. 5 Im something of a perfectionist, so don't speak in English unless I'm sure will say things correctly, 6 Mistakes can be highly benef learning. 7 Hearn best when I'm engaged in a topic or conversation, and stop paying. attention to my English 8 | steer clear of making mistakes when | speak English, for example, by simplifying what | say. Match the words in bold with the definitions a)-h). a) avoid ) the most important thing, 9) mock, make fun of 4) very good for €@) positive things said about someone 4) involved £8) try to answer, usually based on some information fy) someone who can't bear making mistakes (informal) Ito speakout TIP ‘When noting new vocabulary, decide how much of a phrase willbe useful to help you remember and use it later. Look for and note typical grammatical collocations with associated prepositions eg, ridicule sb for, a crucial element in. Lookat the examples in Exercise 18. What patterns would you note for praise, deride, beneficial engaged, steer clear? 1D Work in pairs. To what extent do you ‘agree with the sentences in Exercise 18? Give examples to support your opinions. ee) Pe ae AE a a Telit -4 Whatfeeing do leamers experience on making a mistake? Most report negative sensations ~a sinking feeling in the pit of the stomach, a sense af embarrassmentor even shame. Regardless ofthe subject mater, the dese toavoidmaking mistakes appeas to be univesa despteresearch uhich indicates we should welcome errorswith open arms tseemsasif going through the process of guessing —and geting the answer wrong ~ can increase the likelihood of ealing information ater. ‘none landmark study ofthe teaching of maths sigiticant contrasts emerged between Japan and the USA Inthe USAleamers were given procedures and ‘expected t follow them, and praise as only given provided tat answers were cotec. In contest, Japanese leaner nete expected ntl ostuagle with he answer on thet own and were rarely if ever, praised for caret answers, Whether or not they made an err wasn focused on, but ater the teas forthe errand possible routes othe cotect answer. Hvvevaceeeeeee nce eeeeee veeeeereee se acne eee nena 2 A Read the article on the value of making mistakes. Which ideas in Exercise 18 are discussed in the article? What is the article's perspective on them? Read the article again re the sentences true (7), false (F) or not given (NG)? Where possible, underline the phrase that helped you decide 1 Many people experience physical symptoms when they make a mistake 2 Inthe USA, praise was given just for making an effort the focus was not on being right 3 Japanese teachers get their students to look at why they made an errr. 4 American educators are supposed to write things down, 5 Inone experiment, one group hed more time to look atthe target words than the other. 6 Involving oneself and one's mind in the learning process is considered important. 7 psychologist sai thatthe lack of stress in the experiment doesnt reflect most classrooms 8 Teachers are more ily than students to value correctness hiehly © Work in pairs and discuss. What did you understand about these topics, and what is your opinion about them? 1 The difference between approaches inthe USA and Japan, 2 The experiment on guessing. 3. The professor’ ideas about using game-the activitesTM UTE LEVETTEAALEEETAL Japan fr ousrps the USAin maths scores. his because ofthe ‘emphasis onthe constucie use of errr asa teaching technique? 50, perhaps U.S. educators should take note Another expeviment explored the eet of ‘unsuccessful retival when learning individual words. One group of participants was asked to ample gapsin a sentence and ifin doubt to guess the missing word, after which they were tld the correct answer, corey guessed answers any, were excluded from subsequent testing, Meannhile a second group simply studied sentences already containing the words. The otal amount oftime allotted was the same for both groups, so the fist group had significantly es exposure tothe target items. Nevertheless, the fist group wha had actualy made a numberof mistakes - scored significantly higher when tested onthe items later. Explanations forthe postive effec of unsuccessul retrieval point the ky factors of cagnitive and personal engagement, which have lang been known to enhance the laming proces. ‘A lang as you have engagement, people wl lem, an educational psychologist commented. Infact would ay that unless youhave engagement, peape won't earn’ She also highlighted another crucial element: ‘What is key tothe process inthis experiments that nothing was at stake ally - there was no ansequenceto the err, and in fat the quesing itself was rather game. like in nature. Participants knew that they could net always be expected togete ght answer, and they wre not derided forthe socalled eros, But forthe stress created by afar of ero, | beliveall leaner could learn more effectively and probably have more enjoyment doingit? Without heeding the results rm this type of experiment, practice may ‘never benefit rom the evidence at hand Perhaps it's time for teachers and learners le to rethink their quest for instant perection; otherwise we may be missing out onan enormous opportunity fr learning CEU UEETED AGATE een LYN IF AND RELATED EXPRESSIONS, 3 Look at the expressions from the article and underline the phrase that i closest tothe meaning. 1 itseems asf = apporently/probably provided (that) «an the chance that/ifand only if rately, if ever = never/almost never whether or not» if something is tue or faseif something ‘you're not surelif you don't care if any = if there are some/ifi's obvious as long as = once in awhile/ifand only if Unless = fit doesn't happen that/ifit happens that 10 but for=ifit weren't for/except in the case where 11 without ~ifit weren't for/not having 12 otherwise = if this happens/if this doesnt happen D page 106 LANGUAGEBANK 4 A Read the quiz opposite and complete the sentences with the correct form of an appropriate expression from Exercise 3. Two items are not used BB Do the quiz and compare your answers with another student. Check your score on page 128, C Do you agree with the analysis? Which of you accepts mistakes more easily? Give examples from your ow life. UPTIGHT Can you accept your own mistakes? Can you put up with others getting things wrong? Or does it drive you crazy when things don't go perfectly? Take this quiz ‘and find out how uptight you are -or not! Circle the ‘answer that fits you best. ow do you fel about your oun mistakes? © magine you went toa cnner in yourjeans ana everyone else as wearing formal clothes hat would you do? 2) | wad go sight home feole even otied what was wearing byt ra 08 mine sy and make Fanyone comments © Woutd you rather do ajob on your own or with others? 8) On my own, sa | could be sure of getting it right. lave, make mistakes. +) lath other peonle Few people set better results working alone How you feel about others’ mistakes? © imagine someone bumps into you onthe street, quite hard. Which response fits you best? 2) Did they do it on purpose? then | woud feel ely any. +b) Itdoesn't bother me at all ‘that they apologise. © Your caris parked ina carpark, and someone backs into it leaving a tiny scratch Would you make them pay? 2) | would, as would have to pay tohave i repated ) I wouldnt, the scratch really ‘was tiny and difficult to notice © Acastier gave you change for a purchase, and You thnk she gave you too much. Do you keep it? ay Yes, Henew her.’ her mistake and that's her loss | dont think mary people, would give the money back ) well, | would certainly count Itin font of her and give her back the extra Everybody makes mistakes, eb keaes 5 A B)21 connecren sreec:tinking Listen to six questions and write down the answers. 1B Mark the links between final consonant and initial vowel sounds. Seldom, ever C Prepare your own questions to prompt the ssame answers. Then work with other students land ask your questions. Pay attention to the linking when answering.ral GA Workin pairs. You are going to try an experiment similar tothe one in the article ‘on page 21 Student &: turn to page 128. Student B: tum to page 133. © Workin pairs and discuss. 1 How did Student B feel about guessing Something likely to be wrong? 2 How do you usualy try to memorise new words and expressions? 3. How importantare the following when you study and memorise words and expressions? + Seeing the words + Hearing the words + Saying or writin the words + Using them ina sentence + Repetition of some kind + Knowing you will be tested ? A Work alone. Turn to page 133 and write the words that you can remember next to the other words. B Work in pairs again and discuss. 1 How many ofthe words did each of you remember? 2 How isthe experiment simitar to the one describes in the article? Were your esuts simila? 3. Doyou think theres any value in guessing? © As aclass, compile the results for all ‘Student As and all Student Bs. Which group remembered more of the original items? 1 Sorry, ma bitunder the weather, sore throat and cough etc, can’t make it today. 2. Shehated the way he looked athe. It made her flesh cra Like he thought every woman shouldbe in love with him, ‘And that was the problem ~ she was. ‘3 My wife and kis have left me, ve ost Job, atm coming apast atthe seams. I'm desperate {for any advice 4 Inthe Attn week of sr ‘the factory gates and “Management has its “They have t give in kes, workers are stil blocking refusing to return to thel jobs. back to the wall’ sad one worker 20 0ur demands, or they go bust ele UW VMPLUS IDIOMS: FEELINGS & A imeach of the following extracts from the article underline anicliom expressing feeling. What does each one mean? Most report negative sensations — a sinking feeling in the pit of the stomach, a sense of embarrassment or even shame. the desir to avoid making mistakes appears tobe universal despite research which indicates we should welcome errors with open arms. Work in pairs and write two new sentences using the idioms. ‘DA Read texts 1-8 below. Where does each one come from? How can you tell? © Underline the idiom expressing feeling in each of the texts, © Match comments a)-h) with the ic a) wonder if she's really ill! That's terrifying, | wonder what happened next ©) Tid be very happy, too! <4) ‘Something must have happened to him in the past to. make him so angry! €) He sounds rather frightening. He would make me feel uncomfortable ) ‘Id be in pretty bad shape too if | were him!” 8) itseems as if they have no choice, but | bet they find a way out! by That must have been incredibly uncomfortable! ioms. 'D Work in pairs. Write questions beginning How did you feel when ...?0 prompt answers using the idioms. Work with a new partner and ask and answer the questions. [> page 121 VOCABULARYBANK 5 tmagine,Tarived at the pienc in my jeans and Tshirt, and saw that everyone was dressed really smactly. [fel ike a ish out of water. 6 He awoke to the sound of foots sound of footsteps and breathing, and realised a stranger was in the room. His blood ran cold as the footsteps moved closer 7 Oh you're so fine And t'm on cloud nine, ‘Cause | know you're mine, ‘And our stars align 8 Dusty stared angrily ae the ‘man on horseback 35 the rmidéay sun beat down On them. "Got 2 chip on Your shoulder, cowboy! asked the man. Maybe thst lenoe i off: He went fr is sgn, but Dusty was aster:ANOTHER WAY fans one List any words COLLOCATIONS: EDUCATION in the collocations in Exercise 18 Which have a) three syllables ‘Work in pars. What sort of primary and secondary education did b) four syllables c) more than ‘each of you have? What did you like or dislike about your experience? four syllables. Complete the sentences with the words in the box. Underline the stressed syllable in each of these words. curriculum fostering individuality initiative nurturing Then listen and check. path respect potential standards striving mieten hing in education is complete the sentences with one The most important 1a environment, 2 context where you are cared for word. Then listen and check and helped to grow. = BANK 2 finding your own discovering what interests you intife. 3 _for excellence, and never settling for second best, 4 .g00d relationships, that is helping people to get Tong in a positive way. Work with other students and 5 fulfilling your ‘and becoming as good as you're discuss. able to be 1 Which of the values in Exercise 6 aquality, educational content of a high standard. 1B were characteristic of your 7 rigorous meaning challenging, even dificult, primary education? requirements 2 Which do you think are the mast 8 taking the and doing things first, not waiting to Important fora school to have? be told to do them, 3 Which do you think are irrelevant, 9 mutual _ ‘or the belief between people that the ie. not the school’s job to other is as worthy as oneself, provide? If not, whose role isit to 20 a focus on _ , or not treating people as ll the same, provide them? rather as unique. 4 What other features of education For each word circle the collocation or phrase itis part of, fe ARRLISTENING 4 A Workin pairs and discuss. Do you think children learn ‘more effectively in a classroom with a teacher, or outside of a classroom in a play context? Why? B Read about the radio programme and discuss. 1 What was the experiment? 2 What would you like to know about Sugata Mitra and SOLE? Write three questions. BBC Radio 4 The Educators: Sugata Mitra Sugata Mitra, Professor of Educational Technology at Newcastle University imagines a future where children teach ‘themselves, Mitra is best known for his Hole-in-the-Wall experiment, ‘whereby computers connected to the internet were placed in the Wall of indian slums, and local children taught themselves how to use the computers and the internet, ané to understand English - they did whatever they wanted to~ all without adult supervision, ‘What he learnt from that experiment led Professor Mitra to develop a similar mode inside the classroom. Now he and his team have set up several learning in the cloud’ locations in schools, each called a ‘Self-Organised Learning Environment’ or ‘SOLE-A key element is the ‘Granny Cloud, a group of volunteers available va Skype to support children in their SOLE learning. in this radio programme, Sarah "Montague finds out how the concept works, C BYR Listen to the radio programme. Note any answers to your questions. 5 A Ona blank page, write the following headings and note any information you remember under each topic. 1 Elements ofa SOLE 2 Where the Granny Cloud idea came from 3. Children’ feelings about SOLE B Listen again and complete your notes. Work in pairs and compare your notes. Then turn to page 132 and compare your notes with the model, 1D Work with other students and discuss. 1 Would you like to have learnt in a context like a SOLE rather than a traditional learning environment? Why/Why not? 2 Think of potential difficulties if this idea were introduced in your country, GRAMMAR NOMINAL RELATIVE CLAUSES 5 A Look at the nominal relative clauses in bold in the sentences below and ‘complete the rules box. 1 In this programme, Sarah Montague finds out how the concept works. 2 What Mitra learnt from the original experiment led him to develop a similar model inside the classroom. 3 Who he was looking for were adults with computers and spare time to help, 4 The students do whatever they want In order to find answers. 5 Whoever wants to use the computers can doo. 6 Children have to decide when to ask a granny’ ‘Annominal relative clause acts like a noun. Each nominal relative clause starts with a relative pronoun. Find 2 relative pronun that means: a) anything that ) anyone who ©) the things that/which 4) the people who @) the way that f) the time that sain D> page 106 LANGUAGEBANK B Correct the sentences using nominal relative clauses. Two sentences are already correct. 1 I practise speaking in English with who I can find, 2 Good subtitle films are exactly thet which I need to improve my listening 3 ve learnt alot of English without any teacher telling me how to 4 The language what we're studying today isthe same in my language. 5A good app for vocabulary learning is just the thing what I've been looking fo. 6 Little and often. That's just why Ike toleamn 7 Lrevise vocabulary wherever mon public transport. 8 What Ido, | don't seem to be able to manage phone calls in English 9 Id like alist of who the best new novelists in English are 10 | keep a record on my tablet of everything what we've studied. C Work in pairs. To what extent do you agree with the sentences in Exercise 6B? Give examples to support your opinions.