Foundation

97322_AEMG_PTAS_F_TB_Txt_Fpp_2A-1 further corrected.
indd
97322_AEMG_PTAS_F_TB_Txt_Fpp-PRESS.indd 1 1 22/05/2017 3:31
30/06/2017 1:16 pm
PM
TO BE UPDATED
This publication is a joint venture between

AEMG, Shandong Education Press, and
Macmillan Education Australia.
97322_AEMG_PTAS_F_TB_Txt_Fpp-PRESS.indd 2 30/06/2017 3:31 pm

Contents
Digital resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
PART E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
How to use this book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Oral presentations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Unit 1 Identity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1a Unit 3 Family. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3a

PART A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 PART A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Family vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Who are you?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 ‘Like’ and ‘as if’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Using apostrophes to show ownership . . . . . . . 47
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
PART B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 PART B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Oral presentations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
PART C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 PART C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Present continuous tense. . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Family expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Group work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Expressing opinions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Lying about identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Adjectives of comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Let and allow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
PART E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Beliefs and values. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 PART E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Nature versus nurture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Unit 2 Memories . . . . . . . . . . . . . . . . . . . . . . . . . . . 2a
PART A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Unit 4 Social interaction. . . 4a
Memories of childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 PART A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Trying to make friends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Dinner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Collocations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
PART B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Counting and measurement. . . . . . . . . . . . . . . . . . . . . . . 64
Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
The use of ‘would’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 PART B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Actions in the past. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Expressing certainty or doubt. . . . . . . . . . . . . . . . . . . . . 68
PART C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Write a news report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Places. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 PART C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Conversations and greetings . . . . . . . . . . . . . . . . . . . . . . 74
PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Collocations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Stay or move. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
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Contents
PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Unit 7 Sport and leisure. . . . . 7a

Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
PART A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Letters or text messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Sport and leisure survey . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
PART E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Valentine’s Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
PART B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Favourite sports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Unit 5 Education. . . . . . . . . . . . . . . . . . . . . . . . . . . 5a Prepositional idioms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
PART A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
PART C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Proposals and reports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Connectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
PART B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Competitive sport for children. . . . . . . . . . . . . . . . . . . 137
Work or travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Future tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Understanding poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
PART C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Synonyms and antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Syllabification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Features of an essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
PART E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Conjunctions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Reading comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Commas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
PART E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Unit 8 Language and
Malala Yousafzai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8a
PART A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Unit 6 Journeys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6a The development of English. . . . . . . . . . . . . . . . . . . . . 149
PART A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Travel and transport. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 PART B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Shakespeare’s English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
PART B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 American English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . 110 A rich and complex language. . . . . . . . . . . . . . . . . . . . . 159
Informal debate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 PART C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
PART C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Class discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Sailing around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Australian English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Persuasive language of tourism. . . . . . . . . . . . . . . . . 118 Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Waltzing Matilda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
PART E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Past perfect tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 PART E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Clarity of meaning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
iv

Contents
Unit 9 The natural Unit 10 Self-evaluation

world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9a and testing. . . . . . . . . . . . . . . . . . 190
PART A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 PART A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Climate change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Reading comprehension test. . . . . . . . . . . . . . . . . . . . 190
Homework tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Listening test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
PART B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . 178 PART B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Oral presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 PART C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
PART C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Speaking test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Providing evidence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Impromptu speech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Homework tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Land rights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Writing test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
The natural world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Homework task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 PART E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
PART E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Evaluation of English skills. . . . . . . . . . . . . . . . . . . . . . . 196
Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Setting goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Persuasive language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
The International Phonetic Alphabet . . . . . . . . . . . 199
Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Digital RESOURCES K
1.1 Using similes 6.1 Forming nouns
1.2 Present simple tense 6.2 Jessica Watson video
1.3 Assessment of personal writing 6.3 Jordan Romero audio
1.4 Expressing intention 6.4 Assessment of persuasive essay
1.5 60 Minutes video
7.1 Tricky prepositional idioms
1.6 A week of lies
8.1 History of the English language
2.1 Forming the past simple tense
8.2 Homophones
2.2 Feedback checklist
8.3 Subtle differences in meaning
2.3 Adjectives for countries
8.4 Tricky homophones
2.4 Assessment of oral presentations
9.1 Present perfect tense
3.1 Asking questions using ‘like’
9.2 Checklist for effective listening
3.2 Comparative or superlative
3.3 Tricky adjectives 10.1 Grammar test
3.4 Oskana video 10.2 Grammar test answers
10.3 Vocabulary test
4.1 Asking for something
10.4 Vocabulary test answers
5.1 Adverbs of time

How to use this Book
To the teacher
Pathways to Academic Success is a comprehensive resource designed to help students
develop key knowledge and skills for success in AEMG’s General English Program (GEP).
While students can work through the exercises independently, many activities are set for
group work and pair work, as students often learn best from each other.
Each unit focuses on a high-interest theme and the texts and exercises are related to that
theme. Unit 10 is the exception; it provides self-testing tools for students to evaluate their
progress and set learning goals for later. This unit also provides you with the opportunity to
assess students and give them a final result for this portion of the course.
The teacher book provides answers to all exercises, as well as some suggestions about
pedagogy and supplementary activities. These are suggestions only—teachers will decide on
their own approaches and organise the tasks according to the needs of their students. For
example, where some exercises are set for individual work, teachers may feel that it would be
best for students to work in pairs, and vice versa.
Audio files
2 ] 3
Whenever you see the headphones icon, this means that an audio version of a text is available
in the Cloud Campus resources for both teachers and students. These audio versions are
provided so that students can listen to language as they read it.
Digital resources
K
Whenever you see the link icon, that means that additional digital resources such as videos,
templates or files are available for your use. These can be provided to students at your
discretion.
There are many digital resources to supplement the material in Pathways to Academic
Success, such as:
• Templates of tables
• Assessment criteria sheets for all areas of the course
• Proofreading checklists
• Recommended novels for wider reading
• Additional, optional exercises for use with individual students
• Websites and video clips
You can find all your resources in your Cloud Campus resources for the GEP course.
vi

U nit 1 IDENTITY
ABOUT THIS UNIT
KEY TOPICS
• Multifaceted nature of identity
• Expressions connected with the word ‘name’
• Exploration of views and values
• How values change over time—comparing contemporary and traditional beliefs
and values
• Exploring gender roles
• Character traits—the difference between ‘character’ and ‘personality’
• Lying about identity—reasons and consequences
KEY SKILLS
• Interviewing a partner
• Reporting information to the class
• Sharing work with others
• Writing paragraphs
• Reading comprehension
• Listening effectively
• Looking up word definitions successfully
READING
• Autobiographical paragraph of an Australian
• Article about an Australian blogger who lied
• Essay about the importance of music—reading comprehension
WRITING
• Short-answer questions
• Paragraph about personal identity
• Paragraph about the importance of music
• Answers to exercises
1a

Pathways to Academic Success—Foundation Teacher Book
SPEAKING AND LISTENING

• Interviewing a partner
• Interviewing a parent and grandparent
• Sharing paragraphs with a partner
• Discussing topics with a partner and the whole class
• Listening to texts
GRAMMAR
• Vocabulary development
• Pronouns
• Present continuous tense
• Stative and dynamic verbs
• Adjectives
HOMEWORK ACTIVITIES
• Interviewing a parent and grandparent
• Looking up word definitions
• Reading/listening activities
ASSESSMENT OPPORTUNITIES
• Vocabulary tests
• Personal Word Bank
• Grammar exercises
• Paragraph responses
• Reading comprehension test
• Exercises (including homework tasks) total 153 marks
DIGITAL RESOURCES
• 1.1 Using similes
• 1.2 Present simple tense
• 1.3 Assessment of personal writing
• 1.4 Expressing intention
• 1.5 60 Minutes video
• 1.6 A week of lies
Students are encouraged to keep a Personal

Word Bank to record the definitions of new and
unfamiliar vocabulary. Students may need to be
reminded to add to their word bank at the end
of each lesson. The Personal Word Bank can be
found on pages 201-202 of the student book.
1b

Unit 1 IDENTITY
In this unit, you will explore language and concepts connected with identity, and
you will be given opportunities to develop your English skills of reading, writing, speaking
and listening.
Pa r t A
Vocabulary Personal Word Bank

In each unit of Pathways to Academic Success, you
These words are connected with identity
will meet new and unfamiliar words and phrases.
and you need to know them to complete On page 201, there is a Personal Word Bank for
the activities in this unit. you to record definitions. Keep adding to this word
bank throughout the year.
Exercise 1
Choose the correct word to complete the sentences.
ancestors appearance autobiography beliefs biography

career family favourite friendship handsome
healthy hobbies impatient intelligent multifaceted
nickname personality possessions wealthy well-built
1 His favourite sport is tennis. These words could be tested

at the end of the unit.
2 Her hobbies include stamp collecting and netball.
3 The members of my family celebrate Christmas together every year.
4 They honour their ancestors during the New Year celebrations.
5 Michael Jackson wanted to alter his appearance .
6 If you want a career in engineering, you need to be good at maths.
7 Your friends are probably people who share your values and beliefs .
8 Without friendship , life would be very boring.
9 The Australian nickname for McDonalds is ‘Maccas’.
10 An autobiography is the story of a person’s life written by that person.
11 A biography is the story of a person’s life written by someone else.
12 Everyone likes Emma because of her bright and kind personality .
13 They lost all their worldly possessions in the earthquake, but thankfully they
did not lose their lives.

14 The multifaceted diamond shone brilliantly in the sunlight.

15 The students became impatient waiting for the results to come back from the
laboratory.
16 If you are wealthy , you can buy a car.
17 The director chose a handsome actor to play the part of Romeo.
18 The well-built wrestler loved to flex his muscles.
19 The intelligent girl won a scholarship to go to Oxford.
20 If you are fit and healthy , you will achieve academic success more easily.
....../20
Who are you?

There are many aspects to identity. Identity is multifaceted [mʌltiˈfæsətəd].
Exercise 2
Complete the details about yourself on the identity concept map below.
Favourite sport Favourite foods
Career goals
Favourite music
Chinese name
Favourite IDENTITY English name

possessions
Hometown
Hobbies Friends Family members
Names
Names are an important aspect of our identity, connecting us with our family and culture.
The study of names is called ‘onomastics’ [ɒnoʊˈmæstɪks].
Exercise 3 Students might have to finish this exercise

for homework if they need to call parents
Write your answers to these questions.
for information or research on the internet
1 Who chose your given name? for the meaning of their names.

Unit 1 Identity
2 Why were you given that name?

3 What does your given name mean? Give the English meaning.

4 What is the meaning of your family name? Give the English meaning.

5 Do you have a nickname? What is it?

6 What else is interesting or unusual about your name? Explain.

Exercise 4
Ask one of your classmates the above questions and listen to the answers. Find someone
you don’t know very well.
Exercise 5
These English phrases include the word ‘name’. How many do you know? Match them with
the correct meaning from the box and then check your answers with the whole class.
to brag about knowing important people brag: boast

to have no money
to announce an important date
Students may need to help each
to have a good or bad reputation
other with this exercise, so they
famous people could be directed to work with a
insults partner or in small groups.
following the orders of the law enforcers
to recite a list of things
a special day to celebrate your name
a woman’s family name before she gets married (some women change their family name to
their husband’s name when they get married)
1 to be a name-dropper to brag about knowing important people

2 to name all the state capitals of Australia to recite a list of things
3 to name the day of your wedding to announce an important date

4 I don’t have a dollar to my name. to have no money

5 a person’s name day a special day to celebrate your name
6 a woman’s maiden name a woman’s family name before she gets married
7 Sticks and stones may break my bones, but names will never hurt me. insults
8 all the big names in show business famous people
9 to have a good or bad name in the community to have a good or bad reputation
10 surrendering in the name of the law following the orders of the law enforcers
....../10
Adjectives
Adjectives are describing words. They add more information about people, places and
things. Adjectives can describe:
• appearance: handsome, beautiful, tall, tanned, well-built, short
• age: young, old, youthful, elderly, middle aged
• emotions and qualities: happy, sad, impatient, angry, amazed, friendly, honest,
humble, laconic, boastful
• situation or nationality: wealthy, poor, single, married, Australian, Chinese, British
• number or amount: two, three, first, second, several, much, many, most.
Exercise 6
Choose an aspect of identity from the box and match it to the list of adjectives below.
hair colour shape of nose body shape personality

hair style height health intelligence
1 friendly, quiet, funny, kooky personality

2 tall, short, average height
3 black, blonde, multicoloured hair colour
4 straight, crooked, pointy, round, flat shape of nose
5 curly, straight, wavy hair style
6 fit, unwell, healthy health
7 clever, smart, bright, average intelligence
8 round, slim, plump shape of body
....../8

Unit 1 Identity
Exercise 7
Find the partner you worked with on Exercise 4 and complete the details about them in the
table below. Use appropriate adjectives.
Encourage students to take
Name of partner: a light-hearted or ironic
approach to this exercise. They
could have fun with it and
Hair colour Body shape think of funny adjectives or
exaggerated descriptions, such
Hair style Health
as ‘microscopic’ or ‘gigantic’ for
Shape of nose Personality height. If time permits, their
descriptions could be shared
Height Intelligence with the rest of the class.
H o me work ta s k s 1.1 2 ] 3
Circled answers relate
to Exercise 8. 1.1 K
Introducing Caitlin
1 Read the following autobiographical paragraph about a young woman from Australia.
Hi! My name is Caitlin Mitchell. I am 21 years old. I live in Kilmore, a small country town
about an hour north of Melbourne, Victoria. Friends call me Cait. I have blue eyes and
short, brown hair with green highlights. I have a little dog named Tilly and some
chickens. I am a vegetarian and my favourite food is a delicious vegetable curry that
Mum makes. There are four people in my family: me, my Mum, my Dad and my brother,
Tom. He is an electrician. I work full-time in a juice
bar to save up money so I can travel to Europe. In vegetarian [vɛdʒə'tɛəriən]:
someone who does not eat meat
my spare time, I like to hang out with my awesome
delicious: tastes very good
group of friends, watching movies and television
hang out with: spend time with
shows with them. I also like to meditate.
awesome: really good
2 Complete these details about Caitlin.

a Name: Caitlin Mitchell
b Nickname: Cait
c Age: 21
d Hometown: Kilmore
e Colour of hair: brown with green highlights
f Colour of eyes: blue
g Pet’s name: Tilly
h Favourite food: vegetable curry
i Brother’s name: Tom

j Hobbies (2 marks): hanging out with friends; watching movies and television shows;
she also meditates
k Future ambition: travel to Europe
....../12
3 We can use the following adjectives to describe a person’s character. Find out their
meanings and then place them in the table to indicate whether the word describes
a positive or negative character trait. Remember to add new words to your Personal
Word Bank.
affectionate deceitful impatient self-centred

arrogant envious loving sociable
benevolent humane prejudiced tolerant
compassionate inhumane rational vindictive
Positive Negative
affectionate arrogant
benevolent deceitful
compassionate envious
humane inhumane
loving impatient
rational prejudiced
sociable self-centred
tolerant vindictive
....../16
4 Find out the answers to these questions.
a What is the difference between ‘character’ and ‘personality’?
‘Character’ refers to personal qualities, such as moral strength, whereas

‘personality’ relates to innate traits, such as shyness or confidence.
b What is the difference between ‘human’ and ‘humane’?
‘Human’ means belonging to the human race, while ‘humane’ means

compassionate.
c What is the difference between ‘jealousy’ and ‘envy’?
‘Envy’ is when we desire something that someone else has; ‘jealousy’ involves a
third party and includes feelings of suspicion and anxiety about the possibility of
loss.

Unit 1 Identity
d What is the difference between ‘social’ and ‘sociable’?
‘Social’ refers to living in a community for example, elephants are social animals.
‘Sociable’ means friendly and liking the company of others.
e There are two ways to pronounce the word ‘trait’. What are they?
We can say ‘tray’ [treɪ] or ‘trate’ [treɪt].

5 Find a small photograph of yourself. You will need it for the next class.
Pa r t B
Pronouns 1.2 K
Pronouns take the place of nouns (‘pro’ means ‘for’ or ‘in place of’). For example, we can say,
‘Joseph is a mechanic’ or ‘He is a mechanic’. The pronoun ‘he’ replaces the noun ‘Joseph’.
Here is a table of English pronouns, including possessive adjectives.
Person Singular Plural
first person I, me, myself we, us, ourselves
second person you, yourself you, yourselves
third person he, him, himself they, them, themselves

she, her, herself
it, itself
possessive first person my, mine our, ours
possessive second person your, yours your, yours
possessive third person his, her, its their, theirs
Exercise 8
Circle all the pronouns in the paragraph about Caitlin Mitchell (p. 5). You should find 21.
....../21
Exercise 9
Choose a pronoun from the previous table to complete the sentences.
1 If you finish your assignment, you can treat yourself to a coffee and cake.
2 My sister injured her knee playing hockey.
3 My grandfather plays golf with his friends.
4 They handed their tests to the teacher.
5 We asked the teacher for our test results.
6 They held their meeting at lunchtime.

7 I will not know the results of the experiment until I have analysed all the data.
8 When the apricot tree loses its leaves, we will prune it .
9 I will give you my decision in a moment.
10 I am very pleased that my visa application was successful.
....../10
Exercise 10
Write an autobiographical paragraph of approximately 150 words about yourself. Use verbs,
adjectives and pronouns. Include a drawing or the photograph of yourself that you found
for homework.

The paragraphs and
pictures could be displayed

around the room, or
students could read the
paragraphs to the class.


Here is a personal, reflective piece about a student’s love of music and how music has
become an important part of his identity.
1 Read the text. In the next lesson, the teacher will ask you questions about it.
How I discovered music

For twelve years of my life I was indifferent to music. I enjoyed listening to it but I
never truly understood what it was about. The lyrics floated over my head and only
subconsciously did I register the stories told by every word. I couldn’t see what the
world of music could possibly offer me when I had all the friends and books I could
ever need.

Unit 1 Identity
However, during a visit to Sri Lanka for the summer holidays, I found both
friends and books in short supply. My cousins in Sri Lanka tried to keep me occupied
with card games and various other games, but I felt an emptiness in my life, a lack
of purpose. Left alone with myself, my thoughts often became negative and I felt
depressed. It was during one of these moments of depression that I first heard it.
The song that changed my life.
‘Hush little baby, don’t you cry’ began its chorus, and at the age of twelve I
began a love affair with music. I was hearing Eminem’s song ‘Mockingbird’ for the
first time, being played on my cousin’s computer. Everything seemed perfect about
it. The lyrics were so personal and actually meant something, and the way that
the accompanying music never intruded on the lyrics, but rather added depth and
emotion to them, made sense to me. It was ‘Mockingbird’ that taught me how to
love music.
Since that moment, the music I listened to became an integral part of my
identity and a major defining aspect of my life. Through the first two years of high
school, I was completely obsessed with Eminem. His music became the soundtrack
for my life and through our mutual love of him, I met my best friend. My love for
music then was hot and passionate, much like the music of my idol, and I was
always ready to debate with anybody who did not share my taste in music.
During my third year at high school, I found a new obsession in the form of
Jessie J. Worlds apart from Eminem, there was something in her naive honesty and
powerful voice that captured my heart and imagination. This was also my first year
at a new school and I suffered a kind of identity crisis. I didn’t feel like I was part
of the world around me and I felt a pressure to change who I was in order to be
able to fit into this seemingly foreign place. It wasn’t due to a lack of friends or any
undue hardship, but rather an overwhelming feeling of dread, a strong aversion to
change and a general feeling that I was like a ghost in a corporeal world. A lyric I
heard many months later from a group called Atmosphere described my situation
perfectly: ‘If he disappeared, would they even see the blank spot?’ Throughout this
time, the only things that kept me sane and helped me resist the urge to pretend I
was someone else were the songs of Jessie J and Eminem.
Towards the end of Year 9, my taste in music exploded into a smorgasbord of
styles and genres. I fell in love with music from all eras and found myself listening to
genres from acid jazz to symphonic metal and underground rap to dark ambience. I
found that I could talk to almost anybody about music and I discovered a person’s
taste in music reveals a lot about their personality. So what began as a love then
became a social tool.
It also became a way to explore the world around me as well as the person
inside me. I began listening to music with lyrics such as Eyedea’s ‘The greatest trick
the devil ever played was convincing me that I was him’ or ‘I turned love inside
out a thousand times trying to see if there was ever anything more than the will to
persevere, but the two go hand in hand, you can’t have one without the other being

there’. These songs changed the way I looked at the world, and since I’ve always
found it difficult to approach others for help or advice, music became a way to
sort out my problems and control my emotions without requiring me to internalise
everything and let the pressure build.
‘It’s my teacher and I’m its student, ain’t nothing quite as beautiful as music.’
Today I still continue my musical journey that began the first time I heard ‘Mockingbird’
being rapped by Eminem.
Wenush Jayakody
2 Choose a definition from the box for the italicised words and phrases from the story.
a wide choice or variety moody atmosphere

a strong feeling of fear not caring about music
a way of making friends, socialising not part of conscious thought
a world full of bodies (people) shared
captivated by someone he admires
dislike of the desire to keep going
essential the style of music he likes
innocent the words of a song
interrupted or disturbed there is not very much
keep emotions hidden together
a indifferent to music not caring about music
c lyrics the words of a song
b subconsciously not part of conscious thought
d in short supply there is not very much
e intruded on interrupted or disturbed
f integral essential
g obsessed with captivated by
h mutual shared
i idol someone he admires
j taste in music the style of music he likes
k naive innocent
l an overwhelming feeling of dread a strong feeling of fear
m aversion to dislike of
n a corporeal world a world full of bodies (people)
10

Unit 1 Identity
o a smorgasbord a wide choice or variety
p dark ambience moody atmosphere
q a social tool a way of making friends, socialising
r the will to persevere the desire to keep going
s hand in hand together
t internalise keep emotions hidden
....../20
Pa r t C
Reading comprehension Your teacher will ask you

questions about ‘How I
discovered music’. Answer
the questions below.
Exercise 11
1 When he was twelve years old, what did the author do instead of listen to music?
He played with his friends and read books. Read these
2 Where was Jayakody when he felt depressed? He was on holiday in Sri Lanka. questions to
the students
3 Which song by which artist began the writer’s love affair with music? and give them
time to record
‘Mockingbird’, by Eminem.
their answers.
4 What linked Jayakody with his best friend? Their mutual love of music.
5 What was it about Jessie J’s music that captured the writer’s heart?
Her naive honesty and powerful voice.
6 Why did the writer have an identity crisis in his third year of high school?
He struggled to fit in at his new school. He felt pressured to change who he was.
11

7 Give the simile that the writer uses to describe his feelings of depression.
Like a ghost in a corporeal world.
8 What helped the writer through this tough time at school?
The songs of Jessie J and Eminem.
9 What does Jayakody mean when he says that music ‘became a social tool’?
He means that music allowed him to talk to anybody, and people’s taste in music gave
him an insight into their personality.
10 Name two more advantages of music, as claimed by the author.
Music can help to sort out problems and it can control one’s emotions.
....../10
Exercise 12 1.3 K
Is music important to you? What kind of music do you like to listen to? Can you play an
instrument? Write a paragraph of approximately 150 words about the role that music plays
in your life. Your teacher may ask you to submit this for assessment.
Digital resource 1.3 is an assessment
Present continuous tense rubric for personal writing.
To describe an ongoing or incomplete action that is A suffix is a group of letters added

happening in the present tense, we use the present to the end of a word to change the
word’s meaning or grammatical
continuous tense of verbs. These verbs end in the form. For example, we add the
suffix ‘-ing’ and they need an auxiliary (helper) verb: suffix ‘–ed’ to many verbs to form
am, is, are, was or were. For example: the simple past tense.
She was sitting at her desk, writing a textbook and

Notice how we don’t need
using her computer. (These are unfinished actions.) to repeat the auxiliary
verbs. It is understood that
My roommate is watching television and eating his the first use of the auxiliary
dinner. (These are ongoing actions.) verb relates to all the other
verbs in the sentence.
Exercise 13
Work with a partner. Take turns to ask and answer these questions. Your answers should be
complete sentences using verbs in the present continuous tense.
1 What are you doing at the moment?
2 What book are you reading?
3 What are you studying?
4 Where are you living at the moment?
12

Unit 1 Identity
Exercise 14
Rewrite the sentences and change the italicised verbs into present continuous tense. The
first one has been done for you.
1 She reads a book. She is reading a book.
2 She lives in China. She is living in China.
3 The children play hide and seek. The children are playing hide and seek.
4 He speaks a foreign language. He is speaking a foreign language.
5 They talk about the work in groups. They are talking about the work in groups.
6 They sit at their desks. They are sitting at their desks.
7 They do the work to the best of their ability. They are doing the work to the best of
their ability.
8 The teachers complete their reports. The teachers are completing their reports.
9 You speak English very well. You are speaking English very well.
10 We work hard to achieve our goals. We are working hard to achieve our goals.
....../10
Verbs
Some verbs can never be used in the present continuous tense. These are called stative
verbs. Stative verbs can only be used in the present simple tense.
Here are some examples of stative verbs:
•• to believe •• to need •• to seem
•• to like •• to love •• to understand
•• to agree •• to mean •• to cost
Exercise 15
Circle the correct form of the verb in these sentences.
1 She believes/is believing in world peace.
2 His name is meaning/means ‘all powerful warrior’.
3 I am liking/like to eat sushi.
4 I am agreeing/agree with your opinion.
5 He needs/is needing a new computer.
6 I love/am loving you.
7 She knows what this word is meaning/means in English.
8 She knows/is knowing many English words.
9 He seems/is seeming friendly.
13

10 I am forgetting/forget your name.

11 We understand/are understanding what we must do to succeed.
12 It costs/is costing lots of money to visit the Galapagos Islands.
....../12
Most verbs can be used in both the present simple and the present continuous tenses.
These are dynamic verbs.
Sometimes the meaning stays the same. For example:
It is correct to say: ‘I feel sick’ and ‘I am feeling sick’. These sentences mean the
same thing.
Sometimes the meaning changes. For example:
It is correct to say: ‘I live in Melbourne’ and ‘I am living in Melbourne at
the moment’. However, the second sentence suggests that the situation is
temporary.
Here are some more examples to show how using the present continuous can change the
meaning:
I see the answer to the problem. (= understand)
I am seeing my doctor next week. (= meeting)
He has a pet cat. (= owns)
He is having a heart attack—call an ambulance! (= experiencing)
She thinks China is a fascinating country. (= believes)
She is thinking of travelling to China next year. (= considering)
We live in Australia. (= permanent)
We are living in Australia while we complete our studies. (= temporary)
Exercise 16
Working with a partner, design sentences using these pairs of verbs. Follow the pattern
above. Read your answers to the whole class for discussion and correction.
1 I see/I am seeing

2 He has/He is having

3 She thinks/She is thinking

14

Unit 1 Identity
4 We live/We are living

Group work
For some activities and exercises in Pathways to Academic Success, you will be asked to work
in small groups of three, four or five.
For a group to work effectively, each member should have a particular role to play. Select
your role from the following:
• chairperson (the leader)
• reader (if information needs to be read out loud)
• researcher (if the group needs to do some research, for example, finding word
definitions)
• reporter (the person who reports the group’s answers to the whole class)
• timekeeper (the person who makes sure the group stays on track and keeps to time
limits)
There might be some groups with five members and some with only three or four. In a
group of three or four, the chairperson and timekeeper could be the same person, and the
reader and researcher could be the same person.
A poem about being alone

Here is a poem about the need for individuals to have companionship [kəm'pænjənʃɪp]:
companionship. friends, people around you
Exercise 17
Form groups of four or five to read the poem and answer the questions. As poetry is meant
to be heard, the reader of the group should read the poem aloud.
Alone
Lying, thinking There are some millionaires
Last night With money they can’t use
How to find my soul a home Their wives run round like banshees
Where water is not thirsty Their children sing the blues
And bread loaf is not stone They’ve got expensive doctors millionaire
[mɪljə'nɛə]: a rich
I came up with one thing To cure their hearts of stone. person (i.e. someone
And I don’t believe I’m wrong But nobody who has more than
That nobody, No, nobody one million US
But nobody Can make it out here alone. dollars);
Can make it out here alone. banshee [ˈbænʃi]: a
Alone, all alone mythical being who
Alone, all alone Nobody, but nobody wails and cries when
Nobody, but nobody Can make it out here alone. someone is about
to die
Can make it out here alone.
15

Now if you listen closely Alone, all alone

I’ll tell you what I know Nobody, but nobody
Storm clouds are gathering Can make it out here alone.
The wind is gonna blow Maya Angelou
The race of man is suffering
And I can hear the moan,
‘Cause nobody,
But nobody
Can make it out here alone.
Exercise 18
Discuss these questions with your group and record your answers.
1 What is the difference between being ‘alone’ and being ‘lonely’?
‘Alone’ is when you are on your own; no one else is around. ‘Lonely’ is a sad feeling
and you need other people around to feel better. It is possible to not be alone, but
still feel lonely; it is also possible to be alone and not feel lonely.
2 Is the poet lonely or alone or both? Give a quote from the first
stanza: a verse of a poem
stanza to support your answer.
The poet is both alone and lonely, because she says she is trying to ‘find [her] soul
a home’.
3 What does the poet say about the hearts of some millionaires? What is she suggesting
by this comment?
The poet says that the hearts of some millionaires are made of stone. She is
suggesting that they have no feelings, that they are cold, unhappy and possibly
lonely.
4 ‘Does money buy happiness?’ After discussing this question with your group, write your
answer here in a few sentences:

1.4 K
16

Unit 1 Identity
H o me work ta s k s This is a listening task only. Students do 1.3 2 ] 3

not have access to the written version.
Analysis of ‘Alone’
1 Listen to a student’s analysis of the poem ‘Alone’, which is available in your digital
resources.
Maya Angelou’s poem ‘Alone’ explores the concepts of isolation and the need
for human connections. The poem commences with the speaker soul-searching,
‘lying’ and ‘thinking’. She is both alone and lonely, and she reaches the conclusion
that ‘nobody / Can make it out here alone’. She has discovered the answer to her
loneliness: that people require companionship in order to survive in life. The poet
employs repetition of the words ‘alone’ and ‘nobody’ to reinforce this general theme.
Angelou further raises the idea that money does not lead to happiness, as even
‘some millionaires’ become lonely, having ‘hearts of stone’. Hence, a fundamental
message is that, rather than pursuing riches, we should pursue warm, human
relationships. The assonance in the poem, conveyed through the long ‘o’ sounds
in words, such as ‘home’, ‘alone’, ‘moan’ and ‘stone’, deliver a solemn tone, which
reflects the mood of the poem. The speaker concludes by presenting herself as a
prophet, predicting that the ‘race of man is suffering’ and that ‘storm clouds are
gathering’, as people are forgetting the essentials of life, the way to achieving a
fulfilled and happy existence. Society is becoming too reliant on wealth, material
possessions and technology to stimulate our minds, but we are forgetting about
our hearts. People underestimate the need for friendship and a sense of belonging
to a community, as our society is becoming increasingly fragmented. To eliminate
the feeling of loneliness and isolation, the solution, according to Maya Angelou,
is for everyone to realise that ‘nobody / Can make it out here alone’, and then do
something about it.
2 Listen to the analysis again and identify the words in the analysis that have these
meanings.
a ideas concepts i sad solemn
b begins commences j ends concludes
c need require k one who predicts the future prophet
d emphasise reinforce l dependent on reliant on
e uses employs m broken fragmented
f essential fundamental n get rid of eliminate
g chasing pursuing o answer solution
h rhyming of vowel sounds assonance ....../15
17

Pa r t D
Lying about identity

Sometimes people do not tell the truth about their identity.
Belle Gibson is a young Australian woman who lied about herself on her blog and other
media outlets, claiming that she had cured herself of brain cancer through diet and alternative
therapies. She wrote a book and developed an app called The Whole Pantry, saying that she
would donate the profits to charity. Belle later admitted that she
alternative therapies:
had never had cancer. She had lied. In 2015, Belle was called before methods other than
the courts by the Consumer Affairs Association of Victoria. Western medicine
Exercise 19 1.5 K
Read this report about Belle Gibson.
Belle Gibson: The Whole Pantry author fails to

appear in court for Consumer Affairs action
By Emma Younger
A case brought against Belle Gibson by Consumers Affairs Victoria will
so-called: proceed without her, after the disgraced so-called wellness blogger
not true failed to appear in the Federal Court.
Ms Gibson built a social media empire around the claim she had survived
terminal brain cancer with nutrition and holistic medicine, before admitting
she never had the disease.
watchdog: Victoria’s consumer watchdog launched court action against Ms Gibson
a metaphor last year (2015), saying she falsely claimed she had healed herself naturally
for a group,
such as when promoting her Whole Pantry app and book.
Consumers In outlining its case, Consumer Affairs Victoria told the court she profited
Affairs from the false claims and failed to donate money to charity as promised.
Victoria, that Ms Gibson’s now-defunct company had promised to donate a large share defunct
protects
of its profits to several charities but only one received a small payment, the [də'fʌŋkt]:
people—in
court heard. no longer in
this case,
operation
consumers Lawyers for the consumer watchdog told the court she paid another only
after a journalist made inquiries about it.
The court had heard Ms Gibson’s interview with Channel 9’s 60 Minutes
program would be used as evidence against her.
The hearing was told medical documents revealed Ms Gibson had no
reasonable basis for believing she had cancer.
The Whole Pantry app was available for purchase between August 2013
and May 2016, and had been downloaded more than 115 000 times from
iTunes.
The judge has reserved her decision.
Digital resource 1.5 is a video of the 60 Minutes interview with Belle Gibson,
which you may like to show in class.
18

Unit 1 Identity
Exercise 20
Do the following statements agree with the information in the text? Circle:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this.
1 Belle Gibson wrote a blog about fitness. TRUE/FALSE/NOT GIVEN
2 Belle Gibson claimed she had survived lung cancer. TRUE/FALSE/NOT GIVEN
3 Belle Gibson wrote about the benefits of a good diet. TRUE/FALSE/NOT GIVEN
4 Belle Gibson’s company was called The Whole Pantry. TRUE/FALSE/NOT GIVEN
5 Belle Gibson’s book sold well. TRUE/FALSE/NOT GIVEN
6 Belle Gibson lied about her health. TRUE/FALSE/NOT GIVEN
7 Belle Gibson shunned traditional Western medicine. TRUE/FALSE/NOT GIVEN
8 Belle Gibson appeared in an interview on 60 Minutes. TRUE/FALSE/NOT GIVEN
9 Belle Gibson appeared in the Federal Court to answer charges. TRUE/FALSE/NOT GIVEN
10 The judge decided to prosecute the disgraced blogger. TRUE/FALSE/NOT GIVEN

....../10
Exercise 21
What do you think about people, like Belle Gibson, who lie in order to gain fame and
fortune? Write a brief response.

Exercise 22
What do people tell lies about? Form small groups to discuss these ‘Tell lies’ and ‘lie’
topics. Circle the items that you think people might lie about. mean the same thing.
•• Name •• Weight
•• Age •• Financial situation
•• Job •• Girlfriends/boyfriends
•• Qualifications •• Family
•• Past experiences •• Beliefs/opinions
•• Health •• Academic achievements
19

Exercise 23
Is it alright to tell lies? Discuss these situations with your group and tick if you think it is
alright to tell a lie in that situation. Provide a brief reason for your decision.
Lying to the teacher when you have not

finished your homework assignment
Lying about your friend’s new hairstyle
Lying to your parents about your education

results
Lying about your age to get into a
nightclub
Lying to your girlfriend or boyfriend so that
you don’t hurt their feelings
Lying to avoid being caught doing
something wrong
Lying about why you are late
Lying about a meal that your friend has

cooked for you
Lying about your appearance on an
internet dating site
Lying about yourself to get a job
1.6 K
H o me work ta s k s
1 Read the ‘Beliefs and values’ in the table opposite and make sure you know what they
mean. Place a tick if you agree with the beliefs and values, a cross if you disagree, or a
question mark if you are unsure.
2 Call one of your parents and an elderly person whom you know, such as a grandparent,
and ask them about the beliefs and values in the table. Place a tick if they agree with
the beliefs and values, a cross if they disagree, or a question mark if they are unsure.
If you are not able to contact a

parent or elderly person, just find
someone to interview who is older
than you.
20

Unit 1 Identity
Beliefs and values OXQ

Elderly
You Parent
person
M/F M/F
(circle one) (circle one)
Gender roles
Mothers should remain at home to care for the
children until they start kindergarten or school.
Boys shouldn’t have to help around the house as
much as girls, as they need to study.
Men and women are equally good as leaders.
Moral imperatives
If someone treats you badly, you should treat them
badly in return.
It is OK to cheat in order to win a competition.
Freedom of speech should be upheld no matter what
the consequences.
We should be loyal to our family at all costs.
The ultimate goal in life is a happy marriage and
family life.
A successful career is the ultimate goal in life.
We should do all we can to protect the environment.
Social issues
We have a responsibility to help the poor and
underprivileged members of society.
The foundation of a civilised society is tolerance and
respect for all.
To be an independent spirit is admirable.
The government should protect all its citizens.
All countries should do more to help asylum seekers.
Political and economic issues
War can never be justified.
It is acceptable for governments to lie to the people, if
it is an issue of national security.
We should be loyal to our country at all costs.
The best jobs are those that earn you the most money.
Money brings happiness.
Technological progress should be valued and
supported more with government funding.
21

Pa r t E
Beliefs and values

Our beliefs and values help to make us who we are. They guide our actions and moral
choices.
Exercise 24
Have a class discussion about the beliefs and values held by you, your parents and your
grandparents. Can you see any differences between the views and values of the younger
and older generations?
Write a few sentences about your observations.

Gender roles
What we believe in and what we see as ‘good’ or ‘right’ behaviour are strongly tied to the
culture we belong to and the historical time period in which we live. This is especially true
of our views about gender roles and relationships.
For example, Plato, who lived and wrote in about 400 BCE, described a ‘good’ man and a
‘good’ woman in the following way:
Let us take first the virtue of a man—he should know how to administer
the state, and in the administration of it to benefit his friends and
harm his enemies; and he must also be careful not to suffer harm
himself. A woman’s virtue, if you wish to know about that, may also
be easily described: her duty is to order her house, and keep what is
indoors, and obey her husband.
Plato, c. 400 BCE
Exercise 25
Write a paragraph of approximately 100 words about what you consider to be a ‘good’ man
and a ‘good’ woman. Perhaps you think there is no difference—if so, then explain why you
think this is the case. Read your paragraph to the whole class. Do you agree or disagree
with your classmates?
22

U nit 2 MEMORIES
ABOUT THIS UNIT
KEY TOPICS
• Recalling childhood experiences
• Being different
• Connections between place and identity
• Urban and rural life
• Chinese migration to Australia
KEY SKILLS
• Effective communication in writing and speaking
• Effective listening
• Sequencing information
READING
• Extracts from memoirs
• Personal recounts
• An extract from a graphic novel about childhood
• A factual account of Chinese migration to Australia
• A descriptive passage
WRITING
• Personal writing
• Writing a news report
• Autobiographical story
2a


• Sharing writing with a partner
• Discussions with a partner and the whole class
• Listening to texts for homework
• Oral presentation about a photograph
GRAMMAR
• Pronouns
• Past continuous tense
• Using the subjunctive ‘would’
• Collocations about urban and rural life
HOMEWORK ACTIVITIES
• Reading and listening
• Writing exercises
DIGITAL RESOURCES
• 2.1 Forming the past simple tense
• 2.2 Feedback checklist
• 2.3 Adjectives for countries
• 2.4 Assessment of oral presentations
2b

Unit 2 MEMORIES
In this unit, you will explore language and You need to find a photograph of an
concepts connected with childhood memories, and interesting event from your past for an
you will be given opportunities to develop your English oral presentation in this unit. Find that
photograph as soon as possible.
skills of reading, writing, speaking and listening.
Pa r t A
Memories of childhood Personal Word Bank

Remember to add unfamiliar English words
and phrases to your Personal Word Bank.
Exercise 1
Read the following texts about childhood memories.
A boy’s painful memory

‘Geek! Nerd!’ These words echoed in my mind as I sat on the empty bench near
the playground watching the other children having fun. It was halfway through my
first year at a new primary school and I had not made any friends. My mother had
packed enough food for me to share with a friend, but I was eating it by myself.
Every day I would go home and tell my Mum about my imaginary ‘friend’, feeling
ashamed that I was not telling her the truth … that I felt alone and frightened.
Being the new kid in the grade was a painful experience and it’s a memory that I
will never forget.
Tom Smith
A boy’s pleasant memory

I remember pineapple juice from a Golden Circle can. I can picture the two
triangles punched in the lid to release the taste of a world of possibilities. I was
jolted: probably five years old, and in one sip all of my senses were jolted to life. My
pushed
small hands folded around the can. I can still smell that tangy, sticky, sweetness.
roughly
Then there was the taste: an explosion on my tongue like a bee sting.
indulgence: I only took one sip. It was my father’s juice, his one indulgence. It was the
a special
treat small piece of the world he’d hold for himself, a reward for bending his back to
forbidden: put food on our table. My mother warned us not to touch it. But like any child
not allowed that only made it more tempting. In one forbidden sip I tasted the promise of a
world outside my own …
Stan Grant, Talking to My Country
23

Exercise 2
Form groups of four or five to discuss these questions and then record your answers.
1 What is your earliest memory?

2 How do we know that our memory is accurate?
Sample answer: Other people who were present at the time can confirm our
recollections. Photographs and other evidence, such as diary entries or historical
records, can help to prove the accuracy of memories.
3 How did you play ‘make believe’ as a child? Give details.

4 Do you like to take photographs? Do you like to look at the photographs taken by
others? Are photographs an important memory aid for you? Explain.

5 Who was the most important person in your life when you were a child? Why was that
person so important to you?

6 What was your favourite place as a child? Describe it.

Teachers may decide to have students develop these
answers into a piece of writing for assessment.
Trying to make friends keep: castle

Bolton: the name of a town by the sea
Do you remember trying to make friends? Did you nah (slang): no
find it easy or difficult? Read the following extract youze (slang and ungrammatical): all of you
from a comic strip about childhood memories yeah (slang): yes
called Blue by Pat Grant. hang on (slang): wait
Exercise 3 If students are not familiar with ‘slang’ this term may need
to be introduced. There is more about slang in Unit 8.
In your groups, discuss these questions about Blue and then record your answers.
1 Why do you think the builders of the ‘keep’ did not let the new boy play with them?
Sample answer: Because the boy is from the city; he is a newcomer and his language
is different from theirs.
24

Unit 2 MEMORIES
25
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2 How does the language of the newcomer differ from the language of the castle-
builders?
Sample answer: The castle-builders use abbreviations and slang (‘probly’, ‘nah’,
‘yeah’, ‘youze’, ‘wanna’), while the new boy’s language is a little more formal (‘I’m
afraid not’).
3 What aspects of Grant’s drawing technique invite us to feel sympathy for the boy from
Sydney?
Sample answer: He looks shy, small and sad, especially in the final frame.
4 What comment is the author/artist making about childhood?
Sample answer: He is suggesting that it is not easy to make friends. Some children
can be cruel and unfriendly, especially to those who are different.
5 Describe your experiences of making friends when you were a child. Was it easy or
difficult for you? Why?

26
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Unit 2 MEMORIES

Snakes in the house
Here is an extract about an author’s memories of his home in Sri Lanka.
1 Read the text. Your teacher will give you comprehension questions when you return to
class.
Kegalle
The family home of Rock Hill was littered with snakes, especially cobras. The
immediate garden was not so dangerous, but one step further and you would see
several. The chickens that my father kept in later years were an even greater
magnet. The snakes came for the eggs. The only deterrent my father discovered
was ping-pong balls. He had crates of ping-pong balls shipped to Rock Hill and
distributed them among the eggs. The snake would swallow the ball whole and be
unable to digest it. There are several paragraphs on this method of snake control
in a pamphlet he wrote on poultry farming. poultry ['poʊltri]:
The snakes also had the habit of coming into the house and at least chickens
once a month there would be shrieks, the family would run around, the
shotgun would be pulled out, and the snake would be blasted to pieces.
Certain sections of the walls and floors showed the scars of shot. My shot: small metal
balls (pellets) that
stepmother found one coiled asleep on her desk and was unable to
come out of a
approach the drawer to get the key to open the gun case. At another shotgun
time, one lay sleeping on the large radio to draw its warmth and, as
nobody wanted to destroy the one source of music in the house, this one
was watched carefully but left alone.
…
After my father died, a grey cobra came into the house. My
stepmother loaded the gun and fired at point blank range. The gun point blank range:
jammed. She stepped back and reloaded, but by then the snake had slid very close
out into the garden. For the next month, this snake would often come
into the house and each time the gun would misfire or jam, or my stepmother
would miss at absurdly short range. The snake attacked no one and had a tendency
to follow my younger sister Susan around. Other snakes entering the house were
killed by the shotgun, lifted with a long stick and flicked into the bushes, but the
old grey cobra led a charmed life. Finally, one of the old workers at Rock Hill told
my stepmother what had become obvious, that it was my father who had come
to protect his family. And in fact, whether it was because the chicken farm closed
down or because of my father’s presence in the form of a snake, very few other
snakes came into the house again.
Michael Ondaatje, Running in the Family
27

2 Find the words from the passage that have these meanings.
a a woman who becomes your second mother after your father marries again
stepmother
b perilous dangerous
c quite a few several
d spread them around distributed
e curled up coiled
f something that attracts magnet
g something that deters deterrent
h a folded sheet of information pamphlet
i screams shrieks
j small pellets from a shotgun shot
k got stuck and malfunctioned jammed
l loaded the gun again reloaded
m a liking for tendency
n thrown quickly flicked
o noticeable, evident obvious

....../15
Pa r t B
Reading comprehension
Read these questions to the students and
give them time to record their answers.
Exercise 4
Your teacher will ask you questions about Kegalle. Write your answers below.
1 Why were the chickens in the garden a magnet for the snakes?
The snakes liked to eat the eggs.
2 Why would a snake not like to eat the ‘eggs’ that the writer’s father gave them?
They were ping-pong balls, which the snakes could not digest.
3 What else would happen when a snake was shot inside the house?
The walls and floors would be damaged.
4 Why could the writer’s stepmother not kill the snake on her desk?
She could not get to the key for the gun case, which was in the drawer.
28

Unit 2 MEMORIES
5 Why were snakes both comfortable and safe if they were sleeping on the radio? (2 marks)
It was a warm place to sleep, and the family did not want to shoot the radio because it
was their only source of music.
6 Why was the life of the ‘old grey cobra’ a ‘charmed life’?
It could not be killed.
7 Give three pieces of evidence from the story to support the suggestion that the snake
was the spirit of the writer’s father. (3 marks)
It did not attack anyone; it followed the writer’s sister around, and very few snakes
came into the house again.
....../10
The use of ‘would’

Notice the sections of the text Kegalle that use the modal verb ‘would’. Here is an example:
at least once a month there would be shrieks, the family would run around,
the shotgun would be pulled out, and the snake would be blasted to pieces.
One use of the modal ‘would’ is to talk about past actions that Another way to say
occurred often. The section begins with ‘at least once a month’, ‘would’ is ‘used to’.
suggesting that this happened often.
Here is another example from the passage:
For the next month, this snake would often come into the house and each time
the gun would misfire or jam, or my stepmother would miss at absurdly short
range.
The sentence begins with ‘For the next month’, suggesting that this happened often.
Exercise 5
Here are five sentences about an older man remembering his past. Read them and then
create your own sentences about memory.
1 When I was a child, my family would have a holiday by the sea every year.
2 When I was a child, I used to play with my toys every day.
3 When I was a child, my grandmother would care for me while my parents went to work.
4 When I was a child, I would ride my bike around the neighbourhood.
5 When I was a child, my friends and I would play computer games after school.
Follow the pattern of the five sentences above, using ‘would’ and a present tense verb.
Then share your sentences with a partner.
1 When I was a child,
29


Actions in the past

We use past simple tense to talk about events that happened in the past and that were
completed or finished.
Exercise 6
Give the past simple tense of these verbs. The answers are in the passage, Kegalle.
1 is was 11 find found
2 keep kept 12 want wanted
3 are were 13 leave left
4 come came 14 die died
5 discover discovered 15 load loaded
6 have had 16 fire fired
7 ship shipped 17 step stepped
8 distribute distributed 18 attack attacked
9 write wrote 19 lead led
10 show showed 20 tell told
....../20
2.1 K
Past continuous tense

Past continuous tense is used to talk about past actions that were not completed. For
example:
My husband was watching TV last night when the smoke alarm sounded. (He
did not finish the action of watching.)
The family was listening to the radio when the snake entered the house. (The
action was not finished.)
Notice how we need to
Some people were talking during the movie and so we use an auxiliary verb—
was or were—for the past
could not hear the dialogue. (They did not stop talking.) continuous tense.
We can use the past continuous and past simple tenses together to talk about events that
happened at the same time. The past continuous tense is like the ‘background’ action, and
the past simple is the completed action. For example:
30

Unit 2 MEMORIES
When I was riding my bike, my scarf fell off.
While I was typing my assignment, my friend sent me a text message.
While my phone was charging, I could not make any calls.
When they were travelling overseas, they met many interesting people.
He found a dollar coin at the same time as he was thinking about buying a
lottery ticket.
The aim here is to help students to develop
speaking and listening skills as they
Exercise 7 develop knowledge of a grammatical point.
Work in pairs or small groups of four or five to complete the table.

The first two have been done for you. Say the answers as you write them.
Present tense Past simple Past continuous

He discovers. He discovered. He was discovering.
They find. They found. They were finding.
It falls. It fell. It was falling.
They travel. They travelled. They were travelling.
I have. I had. I was having.
She listens. She listened. She was listening.
He buys. He bought. He was buying.
They sing. They sang. They were singing.
The bell rings. The bell rang. The bell was ringing.
The price falls. The price fell. The price was falling.
The gun jams. The gun jammed. The gun was jamming.
The snakes eat eggs. The snakes ate eggs. The snakes were eating
eggs.
He leads a charmed life. He led a charmed life. He was leading a charmed
life.
He sleeps. He slept. He was sleeping.
I watch. I watched. I was watching.
She says. She said. She was saying.
The sun rises. The sun rose. The sun was rising.
....../30
Notice how the items in the above table contain full
stops. They are sentences. Although they may only
contain a subject and a verb, they still make sense.
31

Exercise 8
Working with your partner or group, create 10 sentences using any of the past simple or
past continuous verbs from the previous table.


News report
News reports give information in answer to the following questions:
• Who? Who is the report about? Who is the subject of the article?
• What? What happened? What event is the report about?
• When? When did it happen?
• Where? Where did it happen?
• Why? Why did these events happen?
• How? How did it finish? What happened in the end?
1 Read this example of a news report about an Australian couple who survived a
crocodile attack.
2 After you have read the report, make notes about the following points.
a Who was involved?
A husband and wife: Norm Moreen and Wendy Petherick.

b Briefly, what happened?
Wendy was attacked by a crocodile; Norm came to help her, and they both
survived.
c When did it happen?
4 April 2008
32

Unit 2 MEMORIES
Headline A poke in the eye worth

Byline
a life in crocodile country
By Tara Ravens, The Age
When?
4 April 2008
A man jumped on the

back of a crocodile and
poked its eyes to free his
What? wife from the reptile’s
jaws during an attack
at a Northern Territory
river.
Norm Moreen, 39, has been

praised for his heroism for
leaping onto the 2.5-metre Why?
saltwater crocodile after it She had been standing who was there when she
Who?
yesterday seized his wife, on the river bank washing was brought in shortly after
Wendy Petherick, from her face when the saltwater the attack at 5.30 pm (local
Where? a river bank at Litchfield crocodile lunged, locking its time).
National Park, south-west jaws on both legs. It tried to ‘Even after being grabbed
of Darwin. drag her into the water. in the thigh by a crocodile
‘I just jumped on top of ‘My husband said let’s and injured, she was just
it,’ he said at Royal Darwin just freshen up; he jumped talking very calmly about
Hospital. ‘There was no time in and I walked down after what happened and she
for fears … when you want him. Next minute the croc, said, “Oh yes, my husband
to save someone, especially out of the corner of the eye, jumped on his back and we
someone you love.’ just grabbed me on the leg poked him in the eyes and
Authorities were amazed, and pulled me in,’ she said. got free”.’
too, at the courage of his ‘I think it was quick thinking. Mr Landreth, who moved
36-year-old wife, who I wasn’t panicking. I had to to the remote community
suffered serious bite wounds fight back.’ from New Zealand at
but spoke calmly about Christmas, said Mr Moreen
Quotes
from trying to prise the reptile’s ‘Being a little person, I suffered minor scratches.
people jaws from her legs. ‘He was also very calm and
think he would have a very, very brave man to
involved ‘I grabbed him by the
jaw, on top,’ she said. ‘My dragged me, death rolled attack the crocodile. These
finger just ripped on the top me and killed me.’ crocs are vicious machines.’
(as I) was trying to open his WENDY PETHERICK Ms Petherick was last
mouth; I was in the water night taken to Royal Darwin
and he was pulling me under. Ms Petherick was first Hospital suffering five
‘Being a little person, I rushed for treatment at puncture wounds to her
think he would have dragged the nearby Aboriginal thighs and a severe cut to a
me, death rolled me and community of Woolaning, finger. ‘This could have been How?
killed me.’ where she lives. a fatal and tragic situation,’
Short Mr Moreen jumped to ‘I think she’s one of the said the hospital’s general
paragraphs manager, Dr Len Notaras.
her aid and wrestled her free. bravest women I’ve ever
of
‘We both saved each other met,’ said Steve Landreth, Ms Petherick will remain
information
really,’ Ms Petherick said. a teacher at the Woolaning in hospital for three or four
Homeland Christian College, days.
lunged [lʌndʒd]: jumped forward A quote from

remote: far away from a town the report
vicious ['vɪʃəs]: very dangerous and violent
puncture ['pʌŋktʃə]: a hole, such as a hole caused by an animal’s teeth
severe [sə'vɪə]: very bad
33

d Where did it happen?
Litchfield National Park, south-west of Darwin, Australia

e Why did it happen?
The couple went to the river to freshen up and the crocodile lunged at Wendy’s
legs.
f How did it end?
Norm and Wendy fought the crocodile and Wendy suffered five puncture wounds
and a severe cut to a finger.
....../6
3 Notice these features that can be found in the above news report:
• a headline
• a byline (the name of the journalist)
• a sentence at the start that summarises the topic of the report
• short paragraphs of information
• verbs in present simple, past simple and past continuous tense
• quotes from the people involved
• photographs or illustrations.
Pa r t C
Write a news report

Exercise 9
Write a brief news report about something that has occurred recently. Choose from the
following topics:
• an event that happened near where you live
• an event from the past that interests you
• an event that you heard about recently
• an event from world news
• an event that has occurred recently in China.
Don’t forget to include all the features of a news report. Draft your report here.

34

Unit 2 MEMORIES

Students will polish their report after receiving
feedback from you and/or one of their peers.
Then the piece will be handed in for assessment.
See digital resource 1.3.

Exercise 10 2.2 K
Check the draft of your report with one of your classmates before writing or typing your
polished copy to be handed in for assessment. Use this feedback sheet.
Feedback checklist
Type of piece (circle one)
Persuasive Creative Speech Personal Report
Good OK Needs
work
Content
The introduction is appropriate for the type of writing.

The introduction engages the reader.
The piece contains depth of thought and complexity of
ideas. A copy of this feedback
sheet is available in the
Each body paragraph contains one main point or digital resources.
argument.
The conclusion is effective and appropriate for the type
of writing.
The word length is appropriate.
Structure
Paragraphs are clearly indicated by indenting or leaving a

line.
Paragraphs develop the argument, point of analysis, story
or report.
Paragraphs are linked so that the piece has cohesion.
Paragraphs are arranged in a logical order.
35

Expression and mechanics
Language choices are appropriate for the type of writing.

Reports could be displayed in
Appropriate language is used. the classroom so that students
Ideas are expressed correctly; the meaning is clear at all can read each other’s work.
times.
There are no spelling errors.
There are no punctuation errors.
There is variation in sentences for effect.
Tense is correct for the type of writing and is used
consistently.
Places
Our memories of childhood are often connected with special places.
Exercise 11
1 Answer the following questions.
a What makes a place feel like a ‘home’?
Sample answers: the people who live there, the landscape that surrounds you,
having a shared history, a place where you feel comfortable, the place where you
were born
b Where did you live when you were a child? In an urban or rural environment? On
the coast or inland? Near mountains or sea? Were you happy there or did you want
to be living somewhere else? Explain.

c Have you ever moved house? Describe the experience. If you have never moved
house, do you know someone who has? Describe their experience.

d What are the advantages and disadvantages of living in your neighbourhood?

e Are you an ‘outdoors’ person? Do you feel comfortable in wilderness areas? Explain.

36

Unit 2 MEMORIES
f Did you have a special place outside where you played as a child? Describe it and
say why it was special.

g Do you think we all have a responsibility to protect the environment? Explain.

h Are you concerned at the moment about environmental issues such as climate
change, biodiversity, endangered species, sustainability or natural disasters?
Explain.

2 Ask a partner the above questions and listen to their answers.
Chinese migration to Australia

Read this text about the history of Chinese migration to Australia and then complete the
exercise.
ANNA: Hi, I’m Anna and this is my great, great, great Grandfather Captain John
Egge. He came to Australia from China in 1852 and worked as a cabin boy on boats
along the Murray River. He eventually got his own paddle-steamer and was heavily
involved in the river trade. He started up a heap of businesses in a town called
Wentworth in New South Wales and became one of the wealthiest men there!
It would’ve been pretty hard for him starting a new life, moving to a foreign
country and learning a new language. But that was the case for the many Chinese
people who came to Australia around the same time.
During the 1850s, tens-of-thousands of Chinese immigrants travelled here by
boat. They came to work in Victoria’s gold fields so they could make money to
send back to their families. After the gold rush many went back to China, others
stayed to start up their own businesses or work the land. And today, there are
around 865-thousand people of Chinese background living in Australia sharing
their culture and talents with all of us!
My relative John Egge was so respected for what he did, there’s even a statue
of him on the wharf in Wentworth! But we wanted to honour him too, so we built
our very own paddle-steamer in his memory.
This is the Evangeline. Come have a look. This is the lounge room and the
kitchen and the steering wheel at the front. The bedrooms are upstairs. This is the
master bedroom and back this way this is where my sister and I sleep. The boat was
37

named after my Great Grandmother. We started with drawing designs in the dirt
and it took around 5 years to build it in our backyard. It was kind of the love-hate
relationship like when you wanted to be doing things with your friends and you had
to be on the boat helping, but in the long run it’s been an amazing journey.
Chinese immigrants like my great, great, great Grandfather have played a big
role in Australia’s history. They’ve made our society more multicultural and brought
their traditions to our country to enjoy. I reckon Captain John Egge would be quite
proud.
‘Chinese Migration’, Behind the News
1 Find the words and phrases in Anna’s commentary that have these meanings:
a a river boat that relies on steam for power paddle-steamer
b business that relied on the river to transport goods river trade
c strange foreign
d people who move from one country to another immigrants
e a place where ships and boats can dock wharf
f a connection that is both good and bad at the same time love–hate relationship
g over a period of time in the long run
h consisting of many different cultures multicultural
i practices that have been passed down through the generations traditions
j a slang (extremely informal) term for ‘I think’ I reckon
....../10
2 What did you learn from reading the report? Write six statements using simple
past tense.
Sample answers:
In the 1850s Chinese people came to Australia.
They worked in the Victorian gold fields.
When they made money they sent it to their families in China.
After the gold rush lots of people went back to China.
Some people stayed and farmed the land and others made their own businesses.
Now there are around about 865 000 people with a Chinese background in Australia.
38

Unit 2 MEMORIES
Pa r t D
Collocations
Exercise 12
Collocations [kɒlə'keɪʃənz] are words that always go together. The following collocations are
connected with place. Decide whether they are about urban or rural life and place them in
the correct column on the table.
air pollution fresh air milking cows freeway overpass

city skyscrapers hobby farm no-parking zone department store
country property wide open spaces apple orchard mountain climbing
apartment block office block cattle station mountain ranges
parking permit city centre railway station rolling hills
Urban life Rural life

air pollution country property
city skyscrapers fresh air
apartment block hobby farm
parking permit wide open spaces
office block milking cows
city centre apple orchard
no-parking zone cattle station
railway station mountain climbing
freeway overpass mountain ranges
department store rolling hills
....../20
Stay or move
Some families have lived in one place for generations; some have moved from place to
place within one state or country; some people have migrated from one country to another,
and some have needed to flee from their homeland, as refugees seeking asylum.
39

Exercise 13
What would you rather do: stay in one place or move around? Discuss this question with a
partner and make notes on the table.
Staying in one place Moving around

Advantages Disadvantages Advantages Disadvantages
Exercise 14
Write a paragraph (about 100 words) responding to the question: ‘Would you rather stay in
one place or move around?’ Give reasons for your views, drawing on your table of notes.

A selection of the best writing could be

shared with the rest of the class. 2.3 K
40

Unit 2 MEMORIES
Pa r t E
Oral presentations
The non-verbal aspects of a speech are just as important as the content.
Exercise 15 2.4 K
Here are tips for successful delivery of an oral presentation. Next to each tip, write down
what kind of skill or practice it relates to. Choose from the following list:
• audience engagement • gestures
• appearance • facial expressions
• use of voice • use of technology
• stance
Tip Type
Be sure to look neat and tidy. appearance
It is important to make eye contact with the audience, so learn audience
the speech. engagement
Gestures can be used to emphasise certain points, but not too gestures
many.
Too many ‘ums’ and ‘ahs’ can be very distracting for the audience
audience. Try to avoid these nervous ‘fillers’. engagement
Do not read from notes; just glance at them now and then. audience
engagement
Vary the volume and tone of your voice for different effects. use of voice
Avoid too many animations – use them only for emphasis. use of technology
Cue cards can be used, but note down only the main topics of audience
your body paragraphs, not the whole speech. engagement
Use facial expressions to add interest and/or emphasis to the facial expressions
points being made.
Make sure that your hair is away from your face, so that your appearance
eyes can be seen.
Limit the number of different font designs, colours and sizes. use of technology
Pronounce the words clearly and correctly. use of voice
Use facial expressions to help the audience to understand tone, facial expressions
such as irony.
41

Stand still and in a well-balanced way to ensure correct stance

breathing.
Always check your equipment before the delivery of the speech. use of technology
Gestures should be as natural as possible. gestures
Facial expressions can invite the audience to laugh, if facial expressions
appropriate, and they can convey sincerity and honesty.
Use pauses for dramatic effect. use of voice
Keep the number of words on each slide to a minimum. use of technology
Exercise 16
Take the photograph that you brought to class for this unit and spend a few minutes
planning what you will say to the class about it in a brief oral presentation. You should
include the following information:
• When was the picture taken?
• How old were you?
• Who is in the photograph?
• What is happening in the photograph?
• Why did you choose this picture? What does it mean to you?
• How were you feeling when the picture was taken?
• How can you know that what you remember about this time is an accurate memory?
Make notes here for your oral presentation.

Digital resource 2.4 is an assessment criteria
sheet for oral presentations. Use this if you
want to allocate a grade to this task.
42

U nit 3 FAMILY
ABOUT THIS UNIT
KEY TOPICS
• Naming different family members
• Immediate and extended family
• Parental expectations and rules
• Some unusual families
KEY SKILLS
• Giving an oral presentation about family
• Analysing a cartoon
READING
• A story about a Chinese-Australian girl
• Two unusual families
WRITING
• Paragraph about parental expectations

• Sharing answers with a partner and the whole class
• Discussions with a partner and the whole class
• Formal oral presentation about family
3a

GRAMMAR
• Using apostrophes to show ownership
• Understanding how to use ‘let’ and ‘allow’
HOMEWORK ACTIVITIES
• Preparation of an oral presentation about family
• Reading/listening and vocabulary activities
DIGITAL RESOURCES
• 3.1 Asking questions using ‘like’
• 3.2 Comparative or superlative
• 3.3 Tricky adjectives
• 3.4 Oskana video
3b

Unit 3 FAMILY
In this unit, you will explore language and
concepts connected with families, particularly the Personal Word Bank
relationship between parents and children, and you Don’t forget to add new words and
will be given opportunities to develop your English phrases to your Personal Word Bank on
page 201.
skills in reading, writing, speaking and listening.
Pa r t A
Family vocabulary
Exercise 1
Choose a word from the box to complete the sentences.
single-parent divorce adolescence

nuclear extended close-knit
1 Mr and Mrs Li have two children: a boy and a girl. They are a typical nuclear
family.
2 Our grandparents, cousins, aunties and uncles make up our extended
family.
3 A close-knit family gets together on many occasions to celebrate special
events.
4 Some single-parent families struggle without government support.
5 A married couple decides that they are no longer able to live together and so they get
a divorce .
6 Adolescence is a difficult time for children and their parents.
....../6
Exercise 2
Choose a term from the box to complete the sentences.
strict rules live together firm but fair

rarely punish worry too much
1 Responsible [rə'spɒnsəbəl] parents are firm but fair with their children.
43

2 Parents who are separated do not live together .

3 Authoritarian [ɔ ̩θɒrə'tɛəriən] parents impose strict rules upon their children.
4 Lenient ['liniənt] parents rarely punish their children.
5 Overprotective parents worry too much about their children.
....../5
Teachers may turn this into a competition—either

Exercise 3 individual or in pairs. Who can get the most right
in the shortest time? The idea is to test students’
Write the noun form of these words. word knowledge without using a dictionary.
1 celebrate celebration 6 cooperative cooperation

2 marry marriage 7 adolescent adolescence
3 responsible responsibility 8 choose choice
4 protective protection 9 wealthy wealth
5 punish punishment 10 decide decision
....../10
Exercise 4
Circle one adjective from the list that you think best describes the family in the cartoon.
happy weird sad wealthy greedy friendly
44

Unit 3 Family
Exercise 5
1 Answer these questions about family celebrations. Then share your answers with your
classmates.
a What does the cartoon in Exercise 4 suggest about families and Christmas time?
The cartoon suggests that at Christmas time, family members go a little crazy; they
perhaps get drunk.
b What events do you celebrate with your family?

c How does your family celebrate New Year?

d How do you celebrate your birthday? Are you usually with your family? Explain.

2 Ask a partner the above questions and listen to their answers.
‘Like’ and ‘as if ’

We can describe people and things by comparing them with something, using ‘like’ or ‘as if’.
For example:
He looks like a pop star.
She looks like a supermodel.
They behave as if they are drunk.
Notice how ‘as if’ is
She looks as if she needs a holiday. followed by a group of
words containing a verb.
Exercise 6
Circle the best answer to finish these sentences.
1 In formal clothes, my friend looks like
a a supermodel.
b a TV star.
c a giant panda.
d a millionaire.
e a fluffy toy.
f a university lecturer.
45

2 In an exam, my friend is like

a a machine.
b a nervous wreck.
c Einstein.
d a calm, still pond.
e a sharp knife.
3 At parties, my friend is like
a a dancing doll.
b a shark.
c a clown.
d a karaoke champion.
e a mouse.
4 When I am with my family, I am like
a a clown.
b a princess.
c a prince.
d a mouse.
e a servant.
5 At New Year, my family behaves as if they
a are crazy.
b may never meet again.
c want to eat and drink forever.
d are robots.
3.1 K
Exercise 7
Choose a word from the box to complete the sentences.
aunt grandparents nephew siblings stepmother

cousins half-brother niece stepdaughter uncle
1 My father’s sister is my aunt .

2 My mother’s brother is my uncle .
3 The children of my mother’s brother are my cousins .
4 My sister’s daughter is my niece .
46

Unit 3 Family
5 My brother’s son is my nephew .

6 If your father marries again (remarries), his new wife is your stepmother .
7 If your father remarries and his wife already has a daughter, she is your father’s
stepdaughter .
8 If your mother remarries and she and her new husband have a son, he is your
half-brother .
9 Your parents’ parents are your grandparents .
10 If you have brothers or sisters, they are your siblings .
....../10
Using apostrophes to show ownership

The punctuation marks in the above exercise are called apostrophes [ə'pɒstrəfiz]. We use
an apostrophe and the letter ‘s’ to show ownership and belonging. For example, instead of
saying ‘the sister of my father’ we can say ‘my father’s sister’.
‘The mother of my friend’ becomes ‘My friend’s mother’.
‘The daughter of my sister’ becomes ‘My sister’s daughter’.
Exercise 8
Shorten the following phrases using an apostrophe and the letter ‘s’.
1 the son of my brother my brother’s son
2 the ancestors of my family my family’s ancestors
3 the grandmother of my mother my mother’s grandmother
Notice here how the word
4 the expectations of my parents my parents’ expectations already ends in ‘s’ because it
is a plural word. So we don’t
5 the new job of my father my father’s new job need to add another ‘s’.
6 the car belonging to my friend my friend’s car
7 the boyfriend of my cousin my cousin’s boyfriend
8 the pets belonging to our family our family’s pets
9 the iPads belonging to the teachers the teachers’ iPads
10 the mansion owned by the millionaire the millionaire’s mansion
11 the house owned by Chris Chris’s house It is OK to add an
apostrophe and ‘s’ to
12 the teachers of the class the class’s teachers these owners, as they
are singular, not plural.
13 the secretary of the boss the boss’s secretary
14 the car belonging to James James’s car
15 the frilly hem of the dress the dress’s frilly hem
....../15
47

H o me work ta s k
Oral presentation
Gather information about the members of your immediate Do you know the difference
between ‘ immediate’ family
family and your extended family, and prepare an oral and ‘extended’ family?
presentation of approximately five minutes. Prepare photos,
drawings or PowerPoint slides of your family to show the class. Include the following
information about each family member:
• name • personality • dislikes
• age • job • interests
• appearance • likes • any other interesting
information
Pa r t B
Oral presentations 2.4 K
Describe your immediate and extended family in an oral presentation of approximately five
minutes. Include the information that you gathered for homework. You should also include
the following:
Give students a few more minutes
• appropriate vocabulary for family members to finalise their speeches. There
• adjectives, ‘like’ and ‘as if’ to describe them is an assessment criteria sheet
for oral presentations (2.4) in the
• apostrophe and ‘s’ to show ownership or belonging.
digital resources.

Family expectations
Our family members, especially our parents, teach us, guide us and influence our
decisions. They have certain expectations of us and want us to succeed. Sometimes it can
be difficult to live up to these expectations.
Here is a story by a Chinese-Australian student living in Melbourne who is about
to complete the final year of her secondary schooling and enter university. Bessie feels
pressure from her parents and her aunt, who want her to follow the career path they
choose for her.
1 Read the story. Your teacher will ask you questions about it in the next class.
Bessie Wu’s Story

My Aunty Sue comes over for dinner every Tuesday, usually to
gossip with my mother about their children and the children
of their friends and relatives. Aunty Sue was gloating about her gloating ['gloʊtɪŋ]:
boasting, telling others
about your success
48

Unit 3 Family
son who’s just passed his first year uni exams. He’s studying Pharmacy
Monash: one of
at Monash. the universities in
Melbourne
‘Did you hear about Mai’s son? He got into the most prestigious
prestigious
medical school … oh, but what about Sarah? She’s doing a double [prɛs'tɪdʒəs]: admired,
degree at Melbourne on a scholarship! And Lin’s daughter is working in having a good
reputation
London right now. She’s a stockbroker. I heard she gets paid more than
stockbroker: a person
$1000 an hour!’ who buys and sells
I listen to all this while I’m putting chopsticks on placemats and shares on the stock
market
spooning rice into bowls. I wait for the inevitable … and it comes.
inevitable
‘What do you want to do, Bessie?’ [ɪn'ɛvətəbəl]: certain
to happen
All eyes turn to me.
Of course they all expect me to say ‘doctor’ or ‘accountant’ or
anything else that would raise my position in society and ensure my ensure: make certain
financial security. And make my parents proud.
‘Hui Ting (that’s my Chinese name) is good girl,’ my lovable but
extremely pushy grandmother used to say. ‘She work hard. Get into pushy ['pʊʃi]: very
persuasive
Melbourne University. Do MBA.’
MBA. My grandmother didn’t really know what it meant, but she’d
heard it was something good. Business??!! I HATE BUSINESS!!!
I am the second Australian-born daughter to my Chinese immigrant
parents. Even though I was raised here in Australia, my life has been
different from many of my Western friends. From the age of four, I was
learning the piano, and attending swimming and drawing classes. While
my classmates were watching Saturday morning Disney cartoons, I was
at Chinese School, learning to write complicated characters that were
tested every week. Everything in my life was geared towards improving geared towards:
my chances at entering a university or earning lots of money. Tutors focused on
were found for every subject—preferably past examiners or authors of

textbooks—the more expensive the hourly rate, the better.
skipped [skɪpt]:
One night after school, I skipped the Maths class and joined some missed, did not attend
of my friends on the basketball courts. Despite feeling a pang of guilt in wholeheartedly
['hoʊlhatədlɪ]:
my chest, I played wholeheartedly, and for once in my life, I felt a sense
enthusiastically,
of relief and freedom. with energy and
determination
However, I returned to the tutorials week after week, completing
Maths sums and learning my times tables. I knew better than to defy my defy [də'faɪ]: disobey
parents, who talked in hushed, horrified voices about the cousin who dropped out: stopped
had dropped out of school, shaming the family forever. going to school
My parents constantly push me to achieve better grades than interrogation

they got at school. If I bring home straight As, they give me a two-hour [ɪn ˌtɛrə'geɪʃən]:
intense questioning
interrogation about why I didn’t get A+s. If my ATAR score is 97.30 and I
ATAR: the score given
get into Arts/Commerce, I will be forever compared to Mrs Chan’s son, to every student at
whose ATAR last year was 99.65, securing him a place in Optometry. the end of secondary
school to determine
university entry
49

However, I have watched my beloved parents over the years, working

day and night to support us and put us through school, and this is enough
to keep my motivation strong. There was a time when all I wanted was to
forget about their pressures and expectations. Now all I want is to see the
beaming smiles on the proud faces of my mother and father.
I turn to my Aunty Sue and reply to her question:
‘Doctor, Aunty! I’m going to be a DOCTOR!’
Bessie Wu, Year 12, age 18
2 Write approximately 60 words in response to the story by Bessie Wu. Can you relate to
her experience or not? Give reasons.

Pa r t C
Exercise 9
Your teacher will ask you questions about Bessie Wu's story. Write your answers below.
1 What is the most common topic of conversation when Aunty Sue comes over for
dinner? the education and careers of the children
2 Why do they admire Mai’s son so much?
He got into the most prestigious medical school.
3 According to Bessie, what two things do the parents want for their children?
to have higher social status and financial security
4 What was Bessie doing while other children were watching TV on the weekend?
Bessie was going to Chinese school.
50

Unit 3 Family
5 When she was growing up, did Bessie like the pressure to succeed academically?
No.
6 What gave Bessie a sense of freedom?
playing basketball
7 What would shame a Chinese-Australian family forever?
if their child dropped out of high school
8 What is valued more by the Chinese parents, Arts, Commerce or Optometry?
Optometry
9 What keeps Bessie’s motivation strong?
watching her parents work hard to put the children through school
10 What does Bessie want to see the most? Use a quote from the story in your answer.
Bessie wants to see ‘beaming smiles on the proud faces’ of her parents.
....../10
If students want to quote Bessie’s exact words
in their answer to question 10, they should use
square brackets to change ‘my’ to ‘her’, as in:
Bessie wants to see ‘beaming smiles on the proud
faces of [her] Mum and Dad’. Teachers might like to
use this opportunity to teach students techniques
for quoting, such as the use of square brackets
to change a word within the quotation, and the
use of an ellipsis to omit words from within the
quotation.
Family expectations
Exercise 10
Form groups of four or five to discuss these questions. Then record your individual answers
to questions 2–7.
1 Tell the group about your response to Bessie Wu’s story. Read the paragraph you wrote
for homework.
2 What do Chinese parents expect from their children?

3 What do your parents, aunts and uncles talk about over dinner?

4 Bessie’s family believe wealth and social status are important. What does your family
believe is important for you?

51

5 What are the most prestigious universities and courses of study in China?

6 What international university are you planning to attend? Why?

7 In your opinion, what is the most desirable quality of a good university?

Exercise 11
1 Write a paragraph of approximately 150 words entitled ‘My parents’ expectations’. Use
the vocabulary you have learnt so far in this unit, and here are some more words and
phrases that you might include in your paragraph:
expects me to Parental guidance is

I sometimes feel that I My parents are proud of
My father would like me to too demanding
My mother would like me to too much pressure
I always hear about often
My parents are cool about sometimes
They expect always
Parents are never

Some paragraphs could be read to the
whole class. Teachers might like to collect
a polished copy of this for assessment.

52

Unit 3 Family
2 Share your paragraph with a partner to see if the expectations of your parents are
similar to or different from your partner’s parents.
H o me work ta s k s 3.2 & 3.3 2 ] 3

Are parents overprotective?
Do you think that some parents protect their children too much? Here are two different
opinions.
1 Before you read the first text, find the meanings of the following words. They are
underlined in the text.
• errands ['ɛrənds] jobs, chores
• incapable of [ɪn'keɪpəbəl ɒv] unable to
• reliant on [rə'laɪənt ɒn] depending on
• resilient [rə'zɪliənt] strong, able to bounce back
• squabbles ['skwɒbəlz] fights, arguments
• stark [stak] harsh
• stifled ['staɪfəld] suffocated, held back, suppressed
2 Read the text.
Overprotective parents stifle growth

How much longer will we continue to supposedly protect our young people from
the stark realities of life? It is perfectly clear to me, as a professional,
that by mollycoddling them, we are ultimately creating defenceless mollycoddling
[ˈmɒlikɒdlɪŋ]: spoiling
young people unable to cope with future challenges.
Too often, parents are willing to step in and stand up for their perfect children
involved in incidents at school, or get caught up in squabbles with their peers.
Parents provide a continuous taxi service, transporting their precious offspring
to organised sporting activities, to and from school, often doing little errands for
them. They blindly search for the child’s lost jumper and they obediently bring the
lunch when it is forgotten. Others even complete their children’s homework.
One only has to look at teenagers today: incapable of making a decision on
their own; followers, not leaders; still reliant on their parents for
their creature comforts. creature comforts:
everything the children
Children need to make mistakes, experience rejection and maybe want in order to feel
hurt themselves to learn how to cope with life. They must experience happy
real pain and deal with disappointment to become resilient adults.
There is a mountain of evidence available now to show that children whose
parents are at their constant beck and call are stifled, losing the ability to develop
53

the skills to become fully functioning adults. Furthermore, they never accept
responsibility for their own actions. at their constant
Jane Brown, Principal beck and call: always
available to help them
3 Here is a different view of protective parents.
Reality check
In the good old days, kids could be kids. They were not hassled by hassled: troubled
parents and if they wanted to play in the street till dark, they did.
Now the world has changed and it’s dangerous. I say
unsupervised is unsafe!
Everywhere I turn, I see danger. Cars are lethal weapons with
hoons at the wheel. hoons (slang): people
who drive badly
Newspapers scream stories of tragedy and evil. Even in our
very own family room there is no escape. The TV news means that
we constantly view scenes of carnage caused by terrorism. carnage [ˈkanɪdʒ]:
death and destruction
It terrifies me.
I want my kids to be able to survive in this crazy world, and to do that they
need to be safe and secure and sure of some things. Things like love and hope.
They need to feel that they can make a difference.
Children need to be protected and parents must protect them!
Michael Jones, Parent
Pa r t D
Expressing opinions
Exercise 12
How much should parents protect their children? Do you agree with Principal Jane Brown,
or the parent, Michael Jones? Give reasons for your view. Write your opinion in about
100 words.

If time permits, paragraphs could be shared
with a partner or the whole group.

54

Unit 3 Family

Adjectives of comparison 3.2 K
In her story, Bessie Wu talks about ‘the most prestigious medical school’. She is comparing
the school that Mai’s son goes to with other medical schools in Melbourne. If Bessie were
comparing only two medical schools, she would say ‘more prestigious’.
We can use three forms (or ‘degrees’) of adjectives to describe and compare items
(people or things). We call these three degrees of adjectives positive [ˈpɒzətɪv], comparative
[kəmˈpærətɪv] and superlative [suˈpɜlətɪv].
• We use positive degree to describe one item.
• We use comparative degree to compare two items.
• We use superlative degree to compare more than two items.
You can see examples in the tables below.
For simple adjectives of one or two syllables, just add ‘-er’ for the comparative form and
‘-est’ for the superlative form.
Positive Comparative Superlative
proud prouder proudest
small smaller smallest
happy happier happiest Notice what happens when

the adjective ends in ‘-y’.
heavy heavier heaviest
tall taller tallest
late later latest
....../9
More sophisticated adjectives, containing three or more syllables, need ‘more’ and
‘most’.
Positive Comparative Superlative
difficult more difficult most difficult
expensive more expensive most expensive
important more important most important
prestigious more prestigious most prestigious
memorable more memorable most memorable
convenient more convenient most convenient
interesting more interesting most interesting
....../9
55

Exercise 13
Place the following adjectives in the previous tables and then write the comparative and
superlative degrees.
heavy memorable tall late convenient interesting
Let and allow 3.3 K
Families have rules. We can use the expressions ‘let’ and ‘allow’ to talk about permission.
My parents let me sleep in on weekends.
Her parents allowed her to go out with friends after the exams.
Both ‘let’ and ‘allow’ mean to give permission, but ‘allow’ is always followed by the infinitive
of the verb (‘to …’).
The tutor lets me use her computer. I am allowed to use my tutor’s computer.
My uncle lets me drive his car. I am allowed to drive my uncle’s car.
My friend does not let me drive his car. I am not allowed to drive my friend’s car.
Exercise 14
Complete these sentences with examples from your life and then share your responses
with a partner. Partners should correct the sentences and award a score. Check with the
teacher if you are not sure.
1 My friend allows me
2 My friend lets me
3 My mother lets me
4 My father allows me
5 At home, I am not allowed
6 In class, we are not allowed
7 In class, our teacher lets us
....../7
Digital Resource 3.4 is a video clip about
H o me work ta s k s Oksana, which you may wish to show the
students.
3.4 K
Two unusual families

The following texts are about two very unusual families.
1 The first text is the story of Oksana Oleksandrivna Malaya, a woman who was raised by
dogs when she was a child.
56

Unit 3 Family
Oksana was born in the village of Nova Blagovishchenka in Ukraine. She was
neglected by her alcoholic parents at an early age, and she lived surrounded by dogs.
When Oksana was found by the authorities, she was seven and a half years old. She
could not talk, lacked many basic skills, and physically behaved like a dog. She was
running around on all fours and barking; she slept on the floor; she ate and took care
of her hygiene like a dog. Now that she is an adult, Oksana has learnt to speak fluently
and no longer barks or acts like a dog. She works on a farm.
Your teacher will show you the clip about Oksana. Watch it again and answer
these questions.
a For how long did Oksana live with dogs? six years
b In reference to Oksana’s life as a 22 year-old woman, what phrase means ‘ it could
be either a good life or a bad life’? hangs in the balance
c What word means ‘recover’ or ‘get better’? rehabilitate
d What is another word for ‘wild’? feral
e What is another word for ‘abandoned’? neglected
f In reference to identity and socialisation, what is meant by ‘nature’ and ‘nurture’?
Nature refers to identity that comes from our DNA, our genes, while nurture refers
to our experiences, how we are raised by our parents.
g ‘The information was sketchy.’ What does this mean?
The information was incomplete.

h What was the problem with Oksana’s parents?
They were alcoholics.

i What was the problem with Oksana’s family situation?
There were too many children.

j How was Oksana able to communicate with the dogs? barking
k According to scientists, what must a feral child learn to do and why?
Adapt to the situation in order to survive.
l Does the presenter think Oksana as a child is more like an animal or more like a
human?
He thinks she is more like an animal.

....../12
2 Read this extract from a newspaper article about parents in the UK, who decided not to
reveal the gender of their child.
57

Raising Sasha 3.4 2 ] 3

By Beck Laxton, The Australian
When a Canadian couple decided to keep the

gender of their child secret, the global backlash backlash ['bæklæʃ ]: negative
was instant. Now British mother Beck Laxton reaction
explains why she did it too. stereotyping ['stɛriətaɪpɪŋ]:
making him like a typical boy
Bringing up Sasha without stereotyping him wasn’t a big or girl
decision; it just seemed natural and obvious. We didn’t accumulation [əkjumjə'leɪʃən]:
make a big deal of it. It was more the accumulation of build up or gathering
small things—buying colourful clothes for him, having
dolls as well as cars, playing at kitchens as well as workbenches, avoiding sexist
language—alongside setting a good example, with mummy digging in the garden
while daddy baked a cake. We came to parenthood late; I was 41 and my partner,
Kieran, was 39 when we had Sasha, and this meant we had more confidence
in our principles right from the start. Raising a child without paying too much
attention to their sex just seemed an obvious thing to do.
Pa r t E
Nature versus nurture

Exercise 15
Discuss these questions with a partner and then record your answers.
1 Would you choose to raise a gender neutral child? Why? Why not?

2 What are the advantages and disadvantages of being gender neutral?

3 What is gender stereotyping?

4 Are there examples of gender stereotyping you know of? Explain.

58

Unit 3 Family
Exercise 16
Read the following text in your groups and discuss the questions. Then record your
answers.
One of the oldest intellectual debates in the field of identity is the ‘nature versus
nurture’ debate.
Some scientists and social researchers think that people behave as they do
because of their genetic makeup (nature), while others believe that one’s upbringing
and social environment (nurture) are more influential.
The influence of our social environment can be seen in cases where children
are raised by animals. For example, we saw how when she was a child, Oksana
Malaya, who was raised by dogs, never became fully human but behaved more like
a dog. Before she learnt to speak, Oksana barked, and instead of walking, she ran
like a dog.
Genetic material does not make us human. It does not give us language skills
or allow us to gain self-awareness. These are all a result of our environment. How
our parents raise us sets us on the path towards developing an identity.
1 How have your parents shaped your identity?

2 How did you develop language skills?

3 What kind of childhood did you have? Was it ‘ordinary’ or ‘unusual’? Give details.

4 What is your opinion of the ‘nature versus nurture’ debate?

59

Exercise 17 1.3 K
Write an essay of approximately 300 words on the following topic:

Our connections with those around us make us who we are.
Submit your piece to the teacher for assessment.
Use the assessment
criteria sheet (1.3)
for this piece in the
digital resources.
Plan your paragraphs here.

60

U nit 4 SOCIAL
INTERACTION
ABOUT THIS UNIT
KEY TOPICS
• The language of social interaction
• Formal and casual conversations
• Letters or e-communication
• Formal and informal requests
KEY SKILLS
• Working effectively in small groups
• Giving an opinion
• Sending and replying to invitations
READING
• A Chinese restaurant in Australia
• A short love letter
• The origins of Valentine’s Day
• Conversations
• Opinions of letters and e-communication
WRITING
• Paragraph giving an opinion
• Conversations to perform with a partner
4a


• Sharing work with a partner and in a small group
• Performing a conversation with a partner
• Discussions in small groups and pairs
GRAMMAR
• The language of counting and measurement
• Food collocations
• Adverbs and adverbial phrases
• High and low modality
• Using apostrophes for contractions
HOMEWORK ACTIVITIES
• Reading/listening activities
• Paragraphs and written exercises
• Reading comprehension questions
DIGITAL RESOURCES
• 4.1 Asking for something
4b

Unit 4 S OCIAL
INTERACTION
In this unit, you will explore language Personal Word Bank
and concepts connected with our interactions with
Don’t forget to add new words and
other people, and you will be given opportunities
phrases to your Personal Word Bank
to develop your English skills in reading, writing, on page 201.
speaking and listening.
Pa r t A
Dinner
Dinner at home and going out to restaurants provide opportunities for families and friends
to get together to share stories and food. Meal times are special.
Exercise 1
Match the following foods with the pictures.
pie and sauce sushi cupcake noodle soup

steak and chips taco chocolate cake salad
spaghetti bolognese fruit salad pizza hamburger
vegetable fried rice broccoli and carrots lemon curd tart dim sum
lemon chicken stir-fry vegetables toast and jam rice-paper rolls
1 taco 2 stir-fry vegetables 3 salad
4 pie and sauce 5 spaghetti bolognese 6 cupcake
61

7 broccoli and carrots 8 toast and jam 9 lemon chicken
10 hamburger 11 chocolate cake 12 fruit salad
13 lemon curd tart 14 rice-paper rolls 15 vegetable fried rice
16 sushi 17 pizza 18 noodle soup
19 steak and chips 20 dim sum

....../20
62

Unit 4 Social interaction
Collocations
There are several collocations in English that are connected with
food and beverages, such as the ones listed in the next exercise. beverages: drinks
Exercise 2
Choose the correct collocation from the list to match the pictures.
bread and butter cup of tea knife and fork rasher of bacon
salt and pepper cup of coffee cup and saucer fish and chips
pie and sauce white coffee glass of wine pinch of salt
block of chocolate black coffee carton of milk bacon and eggs
1 bacon and eggs 2 cup of tea 3 block of chocolate
4 pinch of salt 5 fish and chips 6 salt and pepper
7 glass of wine 8 knife and fork
9 carton of milk 10 bread and butter

....../10
63

Counting and measurement

When we are speaking about individual, countable items, such as apples, books, people or
houses, we use number, many and a few.
A number of people are allergic to gluten.
How many rice paper rolls can you eat for lunch?
We will need a few shallots for the soup.
When we are referring to goods that cannot be counted individually, we use the words
amount, much and a little.
What is the correct amount of rice for six people?
Say ‘much money’, but
How much oil do we need? ‘many coins’. Say ‘much
bread’, but ‘many slices
We will use a little sugar to sweeten the mixture. of bread’.
Exercise 3
Choose the correct word from the box to insert into these sentences. You will need to use
some words more than once.
number amount many much a few a little
1 We need a large amount of flour to make the noodles.

2 There will be a large number of delegates at the conference.
3 How many people are coming to the party?
4 How much food should we order?
5 There was a little rice left over from the meal.
6 There were only a few potatoes left in the pantry.
7 How much bread is in the pantry?
8 It is not good to eat a large amount of junk food.
9 There was too much noise in the library.
10 How many exercises have you completed?
11 How much work is there to do?
12 The doctor has a number of patients to see today.
....../12
Exercise 4
Work with a partner. Write a series of email or text messages, sending and responding to
an invitation, either to dinner at your place or at a restaurant.
64

Exercise 5
If you were having friends over for dinner, what would you serve? Write the menu.
Entrée:

Main course:

Dessert:

Exercise 6
Read your menu to your partner and get feedback. Would your partner like to eat that
food? Why/Why not? Here is some language to use in your conversation:
• For entrée I would serve …
• The main course would be …
• For dessert I would serve …
• Do you eat dessert?
• Yes, I love dessert. I have a sweet tooth. to have a sweet tooth: to like sweet food
• That sounds delicious. delicious [də'lɪʃəs]: tastes really good
• I’m vegetarian so I couldn’t eat that.

‘To have a sweet tooth’ is an
• Do you like cooking?
idiom, so teachers may want
• I could definitely eat that! to introduce idioms to the
class. There are exercises on
• That all sounds great! Australian idioms in Unit 8.
H o me work ta s k 4.1 2 ] 3

Dinner party language
The following sentences are examples of casual conversation that you might hear at a
dinner party or at a restaurant. Listen to the sentences as you read them. Your teacher will
ask you questions about them in the next lesson.
Making a request
• May I have a glass of water, please?
• Could you pass the salt and pepper, please?
• Would you turn the music down, please?
65

• Could you pass me the salad, please?

• May I use the bathroom, please?
• May I have just a small portion, please? portion: amount (e.g. of food)
Asking a question
• What would you like to drink, wine or beer?
• Would you like some orange juice?
• Would you like tap water or mineral water?
• Can you eat hot curries?
• Would you like dessert?
• How do you like your steak: rare, medium or well done?
• Do you have any tomato sauce?
• What would you like to eat?
• Who wants more rice?
Giving a direction
• Please take a seat.
• You must try the chocolate pudding.
• Come and sit in the garden.
• Please pass me those plates and I’ll take them to the kitchen.
Making a statement
• I like my steak medium-rare, thank you.
• I’d like a glass of water, thanks.
• This pizza is awesome!
• The fried fish is delicious.
• I like my curry mild.
• My favourite dessert is lemon curd tart.
• This food tastes great!
• I don’t like bean shoots.
• No more for me, thanks. I’m so full!
66

Pa r t B
Exercise 7
Your teacher will ask you questions about the dinner party language. Write your answers
below.
1 What polite word ends all the requests? please
2 What does the speaker’s voice do at the end of a question, go up or go down?
The voice goes up.
3 What do you notice about the sound of the voice in sentences that end with an
exclamation mark?
There is an emotional content in the question. (Other examples: Help! That’s
fantastic! That’s wonderful news! Oh no!)
4 If a question begins with ‘What would you like …’, what part of the verb always comes
next? the infinitive of the verb
5 Give two examples of desserts from the homework sentences.
chocolate pudding, lemon curd tart
6 What word is used to describe food that tastes really good? delicious
7 Give one example of a collocation from the homework sentences.
glass of water, salt and pepper, orange juice, tomato sauce
8 Write down the question asked by someone who does not eat much.
May I have just a small portion, please?
9 Find an adjective from the sentences that means ‘had enough food’. full
10 List four ways that a steak can be cooked. List them in order from least cooking time to
most cooking time. rare, medium-rare, medium, well done
....../10
Exercise 8 4.1 K
Working with a partner, practise asking and responding to the above questions.
67

Expressing certainty or doubt

Modality refers to degrees of certainty in written or spoken statements. For example, if we
are certain or sure about something, we say it ‘will’ or it ‘must’ happen. We can use adjectives
like ‘definite’ and ‘positive’, and we can use adverbs like ‘certainly’ and ‘absolutely’. These
words have high modality.
On the other hand, if we are uncertain or unsure about something, we say it ‘might’
happen or it ‘could’ happen. We can use adjectives like ‘probable’ and ‘occasional’, and we
can use adverbs like ‘perhaps’ and ‘possibly’. These words have low modality.
High modality Low modality
Verbs Verbs
demand should might could

must will ought may
Adjectives Adjectives
certain positive occasional uncertain

definite sure possible rare
most some
probable
Adverbs Adverbs
absolutely definitely maybe likely

always positively occasionally usually
never surely often possibly
certainly undoubtedly probably sometimes
perhaps rarely
Exercise 9
Choose one modal adverb from the previous table to answer these questions. Then share
with a partner. Ask each other the questions and listen to the answers.
Note: you can use some modal adverbs (not all) in the negative sense. Here are
examples:
• absolutely not • definitely not • not likely
• not always • probably not • not usually
• certainly not • perhaps not • possibly not
1 Would you like to go on a date with another member of this class?

2 Would you ever cheat on an exam?

68

3 Can you understand the Australian accent?

4 Will we be able to reverse climate change?

5 Will we ever achieve world peace?

6 Do you think zoos are good for animals?

7 Would you like to travel overseas?

8 Does money bring happiness?

9 Do you like to go shopping?

10 If you won the lottery, would you donate half of it to charity?

Exercise 10
State whether the following statements are high modality or low modality.
1 You must complete the work before next Tuesday. high
2 Most Australians love to play or watch sport. low
3 It is absolutely outrageous that the killing of whales takes place in the Southern Ocean.
high
4 The lecturer never gives extensions on assignments. high
5 Her supervisor always offers good advice. high
6 Perhaps we could meet for a drink after work. low
7 I might be able to meet you at 5 o’clock. low
8 I certainly hope you can make it to the party. high
9 She was uncertain about her feelings. low
10 He was undoubtedly the best soccer player in the league. high
....../10
69

Adverbs
In the modality table, there are some adverbs. Adverbs add information to action verbs.
They make speaking and writing more descriptive and interesting.
They tell how an action happens. These are adverbs of manner.
He passed his exams easily. How did he pass? Easily.
They tell when an action happens. These are adverbs of time.
She always offers good advice. When does she offer? Always.
They can tell where an action happens. These are adverbs of place.
Please come here. Come where? Here.
Adverbs can also give more information about other adverbs.
He passed his exams very easily. How easily? Very easily.
Adverbs can give more information about adjectives, too.
He was extremely lucky to get good results. How lucky? Extremely lucky.
Exercise 11
An action verb is italicised in each sentence. Circle the adverb that describes the verb.
1 I carefully glued the last piece onto the model.
2 I will visit my friend tomorrow.
3 They slowly walked around the art gallery admiring the pictures.
4 Nathan stamped his foot angrily.
5 My father snores loudly.
6 Suzy accidentally slipped on the ice.
7 She performed well in the concert.
8 They waited patiently for the teacher to arrive.
9 Leave your bags there.
10 I certainly hope you can make it to the party.
11 The lecturer rarely gives extensions on assignments.
12 The shop officially opened at 4:30 pm.
13 They were eating their food quickly.
14 The counsellor always offers good advice.
15 They often go to the movies.

....../15
70

Exercise 12
Underline the adjective and circle the adverb in these sentences.
1 They were too hot to do any work.
2 The cake was absolutely delicious.
3 She is extremely skilful at avoiding personal questions.
4 The teacher was very pleased with her students’ exam results.
5 Children are never quiet in the playground.
6 My parents were quite pleased with my chosen career.
7 Some English words are often difficult for foreign students to pronounce.
8 My friend is frequently late to meetings.
9 The experiment was probably successful but we won’t know until results come back
from the lab.
10 She was quietly confident of getting into her chosen university course.
....../10
Adverbial phrases
An adverbial phrase is a small group of words that performs the function of an adverb.
This is an adverbial phrase of manner. Remember: a phrase
does not contain a verb.
She spoke in a soft, gentle voice. How did she speak? In a soft,
gentle voice.
This is an adverbial phrase of time.
I wear this ring at all times. When do I wear the ring? At all times.
This is an adverbial phrase of place.
They searched in every possible area for the missing man. Where did they
search? In every possible area.
Exercise 13
Circle the adverbial phrase in the following sentences and state whether it is an adverbial
phrase of manner, time or place.
1 Early this year they joined up for English lessons. time
2 They began their ascent of the mountain before dawn. time
3 He accepted the invitation with a smile. manner
4 Never in a million years will I stop reading books. time
5 In a loud voice, the policeman told the criminal to drop the gun. manner
71

6 We should speak to each other in a polite and respectful manner. manner
7 She drove her car into the city. place
8 The beaker was placed on the Bunsen burner. place
9 You cannot drive a car without a licence. manner
10 After the summer holidays, we will resume our studies. time

....../10
H o me work ta s k s 4.2, 4.3 & 4.4 2 ] 3

Formal and casual conversations
The term ‘language register’ refers to the degree of formality or informality of the language
used in spoken and written communications. Some social situations call for formal
language register and others for informal—these are casual conversations.
Formal conversation
An example of a formal situation is meeting someone for the first time. In the following
conversation, a writer is meeting her publisher.
1 Listen to the conversation in the digital resources, and notice these typical features of
a formal conversation:
• formal greetings
• formal language register
• no colloquialisms or slang terms
• no nicknames
• some contractions are used, but not very often
• sentences are spoken in full—no words are omitted
• the number of times the characters say ‘please’ and ‘thank you’.
ASSISTANT: Good morning.

WRITER: Good morning. My name is Anne Mitchell. I have an appointment with Emma
Cooper.
ASSISTANT: Right. If you would like to take a seat, I will tell her you are here. Hello,
Emma? Anne Mitchell is here. OK. She won’t be long.
WRITER: Thank you.
PUBLISHER: Hello Anne. I am Emma Cooper.
WRITER: Hello Emma. Pleased to meet you.
PUBLISHER: Thank you for coming in this morning. We need to talk about your
presentation at the English Teachers’ Conference.
72

WRITER: Yes.
PUBLISHER: Shall we go to my office?
WRITER: Sure.
PUBLISHER: Would you like a cup of coffee or tea?
WRITER: Yes, coffee please.
PUBLISHER: How do you have it?
WRITER: Black with two sugars, thank you.
PUBLISHER: Amy, would you bring two coffees to my office, please?
ASSISTANT: Yes, Emma, right away. Good morning, Macmillan Education. Amy speaking.
Casual conversation
An example of an informal situation is the meeting of friends at a university café.
2 Listen to the conversation in the digital resources, and notice these typical features of
an informal, casual conversation:
• colloquial language
• nicknames
• contractions and endings omitted from words
• words are omitted when the meaning is understood.
• friendly teasing.
TOM: Hey Andy. How ya going, mate?

ANDREW: Hi Tommo! Good to see ya, bro.
TOM: What’s up?
ANDREW: Nothin’ much. Wanna grab a coffee?
TOM: Maybe. I’ve got a lecture in about 20 minutes, and I don’t wanna
be late. The Prof gets a bit narky if anyone walks in late. narky: annoyed
ANDREW: Tommo, chill, bro. Don’t worry! I’ll get them. You want your usual—long black?
TOM: Yeah, man. Thanks. Black with two. I’ll grab us a table.
ANDREW: Want something to eat?
TOM: Nah. Had a big breakfast.
ANDREW: Ah, Mummy cooked it for you did she? Mummy’s precious boy!
TOM: Haha. You’re just jealous ’cause your Mum makes you get your own breakfast.
ANDREW: I make the best bacon and eggs in Melbourne, bro!
TOM: Yeah, yeah. Go get the coffees!
73

Greetings and farewells

These greetings and farewells are common in English-speaking countries, such as Australia,
the UK and the USA.
3 Listen to the greetings and then practise saying them.
Formal greetings
• Hello. • Good evening. • Pleased to meet you.
• Good morning. • How are you?
• Good afternoon. • Good to see you.
Informal greetings
• Hi. • Hey. • How ya going?
• Hi there. • G’day. • How’s things?
• Hi ya. • How are ya?
Formal farewells
• Goodbye. • Keep in touch. • It was nice to meet you.
• Good night. • It was good to meet you. • Nice meeting you.
Informal farewells
• Bye. • See you. • See ya later.
• See you soon. • See ya. • Cheers.
• See you later. • See ya soon.
Pa r t C
Conversations and greetings

Exercise 14
1 Working with a partner, choose one of the conversations from the homework to
perform in front of the class.
2 Practise saying the formal and informal greetings with a partner.
Contractions
A contraction [kən'trækʃən] is making a word or group of words shorter. In informal
situations, such as casual conversations, we often employ contractions. When we write
contractions we use the punctuation mark called ‘apostrophe’ [ə'pɒstrəfi]. Some examples
of contractions are:
74

I will → I’ll you are → you’re
I have → I’ve do not → don’t
he is → he’s will not → won’t
it is → it’s what is → what’s
should have → should’ve they are → they’re
In this table, you will find some of the most common contractions.
I You We They He/She/It
am I’m
is he’s/she’s/it’s
are you’re we’re they’re
has he’s/she’s/it’s
have I’ve you’ve we’ve they’ve
will I’ll you’ll we’ll they’ll he’ll/she’ll/it’ll
cannot can’t
will not won’t
could have could’ve

should have should’ve
would have would’ve
could not couldn’t

should not shouldn’t
would not wouldn’t
Exercise 15
Rewrite the sentences using a contraction in place of the words in italics.
1 What is the time?
What’s the time?
2 You should have followed your teacher’s advice.
You should’ve followed your teacher’s advice.
3 We do not want to be late for the lecture.
We don’t want to be late for the lecture.
4 He will drive us to the party.
He’ll drive us to the party.
75

5 Where is my phone?
Where’s my phone?
6 She is in my tutorial group.
She’s in my tutorial group.
7 He will not drive us to the party.
He won’t drive us to the party.
8 Whose lecture notes are these? They are mine.
They’re mine.
9 It will not matter if you cannot get your essay done on time.
It won’t matter if you can’t get your essay done on time.
10 We should not use our phones during the lesson.
We shouldn’t use our phones during the lesson.
11 It is a beautiful day.
It’s a beautiful day.
12 They cannot understand the requirements of the task.
They can’t understand the requirements of the task.
13 You have got a fantastic apartment.
You’ve got a fantastic apartment.
14 You will get a better result if you conduct the experiment several times.
You’ll get a better result if you conduct the experiment several times.
In the sentences below, the subtle differences in meaning are explained for you.
15 He cannot change the date of the meeting. (It is impossible.)
He can’t change the date of the meeting.
16 He will not change the date of the meeting. (He refuses.)
He won’t change the date of the meeting.
17 She could not change the date of the meeting. (It was impossible.)
She couldn’t change the date of the meeting.
18 She should have changed the date of the meeting. (an obligation)
She should’ve changed the date of the meeting.
19 She could have changed the date of the meeting. (a possibility)
She could’ve changed the date of the meeting.
20 He would not change the date of the meeting. (He refused.)
He wouldn’t change the date of the meeting.
....../20
76

Exercise 16
Work with a partner to develop two conversations: one formal and one informal. Then
perform them for the rest of the class.
Include some vocabulary and grammar that you have learnt in this chapter.
Here are some ideas for your conversations, or you can devise your own.
Formal
• meeting a university professor for the first time
• a job interview
• meeting the parents of your girlfriend or boyfriend for the first time
Informal
• friends chatting at a party
• parent and child watching a sporting match
• chatting to a classmate before the English class begins

Chinese takeaway shop
1 Research the meanings of these terms that appear in the following text. They are
underlined in the text.
a dreaded ['drɛdəd] feared or hated
b miraculously [mə'rækjələsli] in an amazing and surprising way, like a miracle
c quintessential [kwɪntə'sɛnʃəl] the best example of something
d agricultural to do with farming
e fortuitous [fɔ'tjuətəs] lucky
f chiropractor ['kaɪrəpræktə] a medical practitioner who deals in skeletal injuries
g roused [raʊzd] woke up, made to be excited
h the main premises the main dwelling area
i scrounged [skraʊndʒd] looked around for something
j diligent [ˈdɪlədʒənt] working hard and carefully
k algebra a branch of mathematics
l bodybuilder [ˈbɒdi ˈbɪldə] a person who likes to build up his or her muscles
m our bread and butter (a metaphor) the way we make our money
In the story, the term ‘bread and butter’ is used as a metaphor,

but people literally eat bread and butter. As you know from
Exercise 2, ‘bread and butter’ is an example of a collocation.
77

n cooking implements [ˈkʊkɪŋ ˈɪmpləmənts] the tools we use in cooking
o by freight [baɪ freɪt] transported by ship or train
p munching eating, biting and chewing
2 Read this story about a Chinese-Australian family who own a takeaway restaurant in
Queensland, Australia.
Take me away, please

It was four o’clock. I sighed. Every day, six days a week, I dreaded this moment, and
hoped the hands on the clock would miraculously spin forward a couple of hours.
For 4 pm signified that it was time to start work.
Every quintessential Australian town had a local Chinese takeaway shop,
and my parents were the proud owners of one such establishment in Mareeba,
a largely agricultural township in Far North Queensland. Rather than adopting a
traditional and fortuitous sounding name such as Golden Dragon Restaurant or
Happy Fortune Inn, my father preferred a simpler approach. Peter Chan’s Chinese
Take-Away resided on the quieter end of the town’s main street, nestled between a
video store and a chiropractor’s practice. This was where I grew up, and where my
family lived and worked from 1983 until my parents’ retirement in the late 1990s.
The shop officially opened at 4:30 pm, but we needed to prepare half an hour
beforehand. I changed out of my blue school dress and roused Mum and Dad from
their daily 20-minute siesta. Getting to work wasn’t an issue, but getting away was,
as our small living quarters were attached to the shop. The quarters consisted of
two rooms separated by a sliding wooden door. One room served as a combined
family living area and was also where my parents slept. The other room, a small
storage-area-turned-bedroom, I shared with my sister. The shop’s restroom also
served as our family bathroom, and was located outside the main premises.
…
After opening up shop, I took my usual place behind the counter and scrounged
in my school bag for the day’s homework. One of the few benefits of working
after school every day was that I became very diligent at homework. It gave me
something to do to pass the time. That, and the fact that I wanted to get out of this
town very badly.
…
Having finished my algebra questions, I again looked at my watch. It was now
5:30 pm. Any moment now, the bodybuilder from across the road would ring up
and place his usual Tuesday order: a steak omelette and four steamed dim sims.
Bodybuilder Man was the classic ‘same time, same dish’ kind of customer. We had
a lot of those, which was good because they were our bread and butter.
78

The most popular dishes included special fried rice, chicken with almonds,
and sweet and sour pork. Our more adventurous clientele would choose from the
specials board, which included exotic-sounding dishes such as Mongolian lamb
and Singapore noodles.
Mum and Dad were already busy in the kitchen, standing over the five smoking
woks. A customer from Cooktown had called the previous evening to place a large
order of 20 dishes. Every three months, this customer would make the 200-kilometre
journey to do her shopping and, of course, pick up her supply of Chinese food.
I could hear the faint sizzling of the wok in the background as Dad tossed the
ingredients around with his steel spade-like cooking implements. Mum was writing
the name of each dish on plastic container lids with a thick blue felt pen so the
customer could identify them easily.
I bet they were looking forward to finishing up tonight. They had invited
the town’s only other Chinese family over to dinner. The Laus were, in fact, our
competitors; they owned the Hong Kong Restaurant down the road. However, they
were also our friends, simply because in this small, prejudiced town, all we had was
each other.
We got together every now and then, especially to celebrate events on the
Chinese calendar. However, the reason for tonight’s gathering was that Mum had
cooked her special salted pork and century-egg congee. This was complemented
by several plates of you zha gwei, Chinese savoury dough-sticks, which we had
ordered from a Brisbane bakery the previous week and which had only arrived by
freight today.
Our families shared many things, including Chinese magazines, newspapers
and videos, as well as gifts of various delicacies from overseas visitors. But the
adults’ favourite thing to exchange was gossip, particularly concerning other Chinese
in the Tablelands and Cairns region. This provided endless hours of speculation,
analysis and discussion, which they would enjoy while sipping Chinese tea and
munching on Sao biscuits.
The phone rang. Ah, Bodybuilder Man, on time as usual. I jumped up, pushed
through the swinging doors into the kitchen and picked up the receiver.
‘Peter Chan’s Chinese Take-Away. Can I help you?’
Lily Chan in Growing up Asian in Australia (edited by Alice Pung)
79

Pa r t D
Teachers might like to set
this as a test.
Exercise 17
How well did you understand the text ‘Take me away, please’? Are these statements true or
false? Circle the correct answer.
1 Lily loved going to the restaurant after school. True/False
2 Lily’s father chose a traditional name for his restaurant. True/False
3 Lily’s family owned the restaurant for more than 10 years. True/False
4 The Chan family’s dwelling was attached to the restaurant. True/False
5 Lily liked living in this town. True/False
6 The bodybuilder ate Chinese food regularly. True/False
7 The most popular dish in the restaurant was Mongolian lamb. True/False
8 The customer from Cooktown placed a small order every three months. True/False
9 The Lau family was the only other Chinese family in town. True/False
10 In the 1980s and 1990s, Mareeba was a town that liked
and accepted people from other cultures. True/False
11 It was easy to obtain you zha gwei in Mareeba. True/False
12 The Chan and Lau families gossiped about their Australian friends. True/False
....../12
Exercise 18
Choose the correct word or phrase from the box to complete these sentences.
dreaded fortuitous scrounged bread and butter

miraculously chiropractor diligent cooking implements
quintessential roused algebra by freight
agricultural the main premises bodybuilder munching
1 She dreaded exams so much that she felt sick.

2 Buskers sing for their bread and butter .
3 The shoes that I ordered online arrive by freight .
4 I saw the bodybuilder working out at the gym.
5 She was roused from her sleep by the smoke alarm.
6 The rabbit was munching on a carrot.
80

7 Miraculously , no one was hurt in the accident.

8 Mareeba is a quintessential Australian country town.
9 He placed his cooking implements in the dishwasher.
10 I went to the chiropractor to get my back fixed.
11 It was fortuitous that she studied the right chapter for the test.
12 He scrounged in his bag for his phone.
13 A diligent student will always complete homework on time.
14 Some people think that algebra is the easiest branch of mathematics.
15 The restroom was located outside the main premises .
16 Mareeba is a largely agricultural township in Queensland.
....../16
Letters or text messages

In the past, letters were a popular form of social communication. Would you rather receive
a traditional handwritten letter or card on Valentine’s Day, or a text message?
Exercise 19
Here is one person’s opinion. Read it and answer the following questions.
Email and text messaging may be fast and efficient, but nothing really beats
receiving a long letter in the mail from a good friend or, even better, an anonymous
love letter on Valentine’s Day.
Roses are red, violets are blue
If you text me this Valentine’s Day
Consider us through!
Picture this: it’s Valentine’s Day and you’ve just received an e-card complete with
dancing sheep and the words ‘I luv ewe’. How sweet, you think. Just as you’re about
to show it off to a colleague, you notice her opening a thick, red envelope that
sprinkles fragrant rose petals as she releases a handwritten fragrant: having a
letter. It’s a note from her boyfriend and, by the time she’s put it nice smell
down, she’s blushing pink, leaving your e-card somewhat pale by pale: lacking in colour
comparison.
There are times when a letter is the best option. You’ve got time to think about
what you want to say and you can polish up how you’re going to say it. It slows
down the pace of the interaction and invites a more considered response.
It’s often said that love letters are the most reread and regretted, but they
need not be. When done right, they can take a relationship to the next level. The
key is to be sincere.
81

1 What does the writer of this text not want to receive on Valentine’s Day?
a text message
2 Explain the play on words (pun) in ‘I luv ewe’. Teachers might like to teach puns if the
students are ready to learn this concept.
A ‘ewe’ is a female sheep, so the word matches
the picture of dancing sheep in the e-card. It is a pun, because it sounds like ‘you’.
4 What does ‘invites a more considered response’ mean?
The person who receives the letter has time to read it and consider how they will
respond.
5 What is the negative aspect of love letter mentioned here?
They are ‘the most reread and regretted’.
6 What is the suggested way to make a love letter successful? Be sincere.
....../5
1 Read the following text about the origins of Valentine’s Day. As you read, match the
underlined words from the text with these definitions.
a unknown and unnamed anonymous
b very old ancient
c fruitfulness, productiveness, ability to have children fertility
d where something came from origin
e skins hides
f made clean (verb) purified
g a person who dies for a cause or belief martyr
h jailed imprisoned
i gave back, recovered restored
j uncertain unsure
....../10
The origins of Valentine’s Day 4.6 2 ] 3

In modern times, Valentine’s Day is the most romantic day, a time when anonymous
[ə ˈnɒnəməs] lovers can reveal their feelings to their one and only. But if we look
back to history, we find that Valentine’s Day could have had its origins in an ancient
[ ˈeɪnʃənt] fertility ceremony that involved men whipping women with the skins of
goats.
82

Some historians believe that the Roman festival of Lupercalia [lupə ˈkeɪliə],

which the Romans celebrated on February 15, was probably the origin of Valentine’s
Day. On this day, priests sacrificed goats in a cave known as the Lupercal, then
made whips from the hides of the goats.
Young men would take the whips and run naked through the streets of
Rome, whipping people as they went. It sounds frightening, but Lupercalia was a
celebration of purification and fertility. People were whipped [wɪpt] to be purified,
and whipping women was supposed to make them fertile.
While the date and the association with fertility makes Lupercalia a likely
origin of Valentine’s Day, there is another theory, which involves early Christian
history and a martyr [ ˈmatə] named Valentine.
Valentine was a Christian priest who lived in the third century of the Common
Era (CE), and was put in prison by the Romans for some reason. One story about
him is that he secretly married young couples—this went against the wishes of the
Roman Emperor, Claudius II, who believed that single men made better soldiers and
did not allow young men to marry. Another story says that the Romans imprisoned
Valentine because he refused to worship their gods. A third story doesn’t explain
why he was imprisoned, but says that he restored the sight of his jailer’s blind
daughter.
Before his imprisonment and execution, Valentine had made friends with
many children. These children sent him loving messages through the bars of his
cell window.
Most records say Valentine was executed on February 14, probably in 269
CE. The Catholic Church recognised him as a saint sometime after this, and Pope
Gelasius named February 14 as Saint Valentine’s Day by 496 CE.
Historians are unsure which suggestion is true, or even if either of them are
true—but no matter what, Valentine’s Day is now a tradition around the world.
Pa r t E
Valentine's Day
Exercise 20
These statements are about the homework text. Decide if they are true or false and circle
your answer.
a The festival of Lupercalia was an Ancient Greek festival. True/False
b During Lupercalia, women whipped men with the skins of goats. True/False
c The aims of whipping were to purify people and make women fertile. True/False
d One of the traditional explanations for the origin of Valentine’s Day

is the martyrdom of a Christian man called Valentine. True/False
83

e The Roman Emperor allowed men to marry because he believed that

this made them better soldiers. True/False
f The priest called Valentine obeyed the rules of the Roman

authorities when he married young couples. True/False
g When Valentine was imprisoned, children sent him loving messages. True/False
h Valentine worshipped all the Roman gods. True/False
i One story claims that Valentine cured people’s illnesses. True/False
j Pope Galasius named 14 February St Valentine’s Day probably in

496 BCE. True/False
....../10
Exercise 21
Discuss the topic with your classmates: Would you rather receive a letter or a text message
for Valentine’s Day? Give reasons. After the discussion, write a 200-word response to the
question.

84

U nit 5 EDUCATION
ABOUT THIS UNIT
KEY TOPICS
• Discussing and writing about dormitory living
• The qualities of an ideal tertiary institution
• Nobel Prize winner and advocate for education—Malala Yousafzai
• The advantages of starting work or travelling after university
KEY SKILLS
• Using topic sentences to begin paragraphs
• Working as a team to solve a problem
• Identifying and summarising different points of view
READING
• Essay on an ideal university
• Extract from the autobiography of Helen Keller
• Extract from Malala Yousafzai’s speech to the United Nations
WRITING
• Short and longer answers to exercises

• Group discussion and report
• Discussions in pairs, groups and whole class
GRAMMAR
• Topic sentences
• Synonyms
• Using prefixes to form antonyms
• Future tense
5a

HOMEWORK ACTIVITIES
• Reading and listening tasks
DIGITAL RESOURCES
• 5.1 Adverbs of time
5b

Unit 5 EDUCATION
In this unit, you will explore language and Personal Word Bank
concepts connected with education, and you will be
given opportunities to develop your English skills in
reading, writing, speaking and listening. on page 202.
Pa r t A
Proposals and reports

The following is a group activity involving imaginary university scenarios.
Exercise 1
Form groups of four or five to discuss one of these proposals and present your decisions
in a report to the rest of the class. Remember to allocate roles to each group member
(see page 15 in Unit 1).
You may wish to assign proposal scenarios to groups, or
Budget proposal let each group choose the one they prefer to complete.
Imagine that your group has been asked by the vice-chancellor of the university to decide
how a grant of 150 000 yuan should be spent. Your group must come up with a proposal
for five items, each costing 30 000 yuan. Then report your decision to the rest of the class,
giving reasons for your choices.
Scholarship proposal If you have a group of

four, combine the roles of
Imagine that a local business has offered the university some reporter and timekeeper.
scholarship money in exchange for advertising at the university.
The vice-chancellor has accepted the offer and has asked for your group’s advice.
Present your advice in a report to the class. Discuss and report on the following:
1 Why the offer should not be accepted?
2 What are the benefits of accepting the offer?
3 Who should receive the scholarship and why?
4 How should the recipients be selected? recipients
[rə'sɪpiənts]:
5 What demands and restrictions should be placed on the business? those who receive
something
Code of conduct proposal
Imagine that your group has been invited by the vice-chancellor to come up with a code of
conduct (rules of behaviour) for teachers and students. The vice-chancellor has asked you
to decide on five important rules for each group, and the consequences of breaking them.
Present your code of conduct to the class. Your group must decide on the following:
85

1 five important rules for students

2 consequences if the rules are broken
3 five important rules for teachers
4 consequences if the rules are broken.
Health and safety proposal

Imagine that your group has been appointed as the university’s health and safety
committee. The vice-chancellor has asked you to make recommendations about how to
improve these areas of university life.
Present your recommendations in a report to the rest of the class. Your group must
give advice about the following:
1 How can the cafeteria food and service be improved?
2 How can we ensure the university is a safe place for all?
3 How can we improve the health and fitness of staff and students?
4 How can study spaces be improved?
Environment proposal
Imagine that you are the university’s environment committee. The vice-chancellor has
asked you to make recommendations about how to improve the external environment of
the university.
Present your recommendations in a report to the class. Your group must give advice
about the following:
1 How can we minimise wastage? minimise [ˈmɪnəmaɪz]: reduce
2 What can we do to minimise carbon emissions? wastage [ˈweɪstɪdʒ]: products

that are thrown away
3 What can we do to improve the external environment
of the university?
4 What can we do to protect plants and wildlife?
Reporters should present their group’s report to the class. Other class members should
listen carefully and they may ask questions of the group at the end of each presentation.
Encourage other class members to ask questions after each group has
Exercise 2 presented their report. Questions might focus, for example, on the
clarification of points and/or reasons for decisions.
Reflect on your participation in the group activity. Complete the table honestly. Tick ‘Yes’ or
‘No’ for each question.
Yes No
1 Did you contribute ideas and answer questions?
2 Did you listen attentively to the ideas of others?
3 Did you make an effort to involve the quiet members of the
group?
4 Did you stay on task the whole time?
86

Unit 5 Education
5 Did you support group decisions?

6 Did you feel comfortable speaking in English with your group?
7 Did you encourage others when they spoke in English?
8 Did you feel that your group successfully completed task?
9 Were you able to contribute your concerns and doubts to the
group?
10 Were you able to admit that something was unclear or that
you did not understand something?
Total number of ‘Yes’ answers:
Exercise 3
Write about 100 words evaluating your personal participation in the group’s activity. Then
evaluate how the whole group worked.

Teachers might like to collect the answers to
Exercise 3 in order to evaluate the group work.


Dormitory living
Many students live away from home in dormitories in order to attend the tertiary
institution of their choice. In this extract, the writer describes his first impression of the
dormitory complex where he is staying.
1 Read the text.
Norwegian Wood
Located on a hill in the middle of the city with open views, the dormitory compound
sat on a large quadrangle surrounded by a concrete wall. A huge, towering zelkova
87

tree stood just inside the front gate. People said it was at least 150 years old.
Standing at its base, you could look up and see nothing of the sky through its
dense cover of green leaves.
The paved path leading from the gate circumvented the tree and continued
on long and straight across a broad quadrangle, two three-storey concrete dorm
buildings facing each other on either side of the path. They were large with lots
of windows and gave the impression of being either flats that had been converted
into jails or jails that had been converted into flats. However, there was nothing
dirty about them, nor did they feel dark. You could hear radios playing through
open windows, all of which had the same cream-coloured curtains that the sun
could not fade.
Beyond the two dormitories, the path led up to the entrance of a two-storey
common building, the first floor of which contained a dining hall and bathrooms, the
second consisting of an auditorium, meeting rooms, and even guest rooms, whose
use I could never fathom. Next to the common building stood a third dormitory,
also three storeys high. Broad green lawns filled the quadrangle, and circulating
sprinklers caught the sunlight as they turned. Behind the common building there
was a field used for baseball and football, and six tennis courts. The complex had
everything you could want.
Haruki Murakami, Norwegian Wood
2 Select the words from the text that have these meanings.
a a square area surrounded by buildings quadrangle
b went around something circumvented
c changed converted
d hall for assemblies, meetings, speeches, concerts etc. auditorium
e understand fathom
....../5
88

Unit 5 Education
3 What are the advantages and disadvantages of dormitory living? (If you have not
had experience of dorm living, use your imagination.) List the advantages and
disadvantages on the table below.
Advantages Disadvantages
Pa r t B
Work or travel
What would you like to do when you have finished your university degree? Would you like
to start work, or would you prefer to travel?
Exercise 4
Here are seven statements containing arguments about starting work or travelling. Write
the statements again in their correct order. The first one has been done for you.
• Also, I would meet lots of interesting people and practise my English.
• Secondly, I need to get some work experience in my chosen career and the sooner I do
this, the better, as the job market is extremely competitive.
• When I finish my university degree, I face a question: should I start work straight away
or take time off to travel?
• First of all, there are so many things that I need money for, such as a car and an
apartment.
• Finally, I could get a job overseas, which might finance my travels.
• On the other hand, if I travelled for a year, I would learn so much and gain so many
new experiences.
• Furthermore, a successful career and good salary are important goals.
89

1 When I finish my university degree, I face a question: should I start work straight away
or take time off to travel?
2 First of all, there are so many things that I need money for, such as a car and an
apartment.
3 Secondly, I need to get some work experience in my chosen career and the sooner
I do this, the better, as the job market is extremely competitive.
4 Furthermore, a successful career and good salary are important goals.

5 On the other hand, if I travelled for a year, I would learn so much and gain so many
new experiences.
6 Also, I would meet lots of interesting people and practise my English.

7 Finally, I could get a job overseas, which might finance my travels.

Choose the eighth and final statement from the following options (or make up your own):
• After I have completed my degree, I will take some time off to explore the world.
• After I have completed my degree, I will try to find a job as soon as possible.
• All things considered, the decision is not an easy one and I will think about it some
more.
8 Answers will vary.
....../6
Exercise 5
1 Would you prefer to start work straight away or travel? Write a paragraph giving your
opinion of this question. Use some of the arguments and vocabulary from Exercise 6 in
your answer.

If time permits, some
paragraphs could be shared
with the whole class.

2 Share your paragraph with a partner and see if you both have similar future goals.
90

Unit 5 Education
Future tense
You can see in the statements in Exercise 6 that there are ways to express future actions,
possibilities, intentions and desires.
Action: I will take some time off to explore the world.
Possibility: I would learn so much and gain so many new experiences. (This is using the
modal verb ‘would’.)
Possibility: I could get a job overseas. (This is using the modal verb ‘could’.)
Desire: I want to buy a car. (Notice ‘want’ is followed by the infinitive of the verb—‘to …’.)
Exercise 6
Practise using the future tense by completing these statements. Then share your answers
with a partner.
1 After class, I will
2 Tomorrow, I plan to
3 Next year, I must
4 If I had some money, I would
5 In five years’ time, I will be
6 If I had a job, I could
7 In the future, I want to
8 To improve my grades, I must
9 In order to improve in English, I should
Exercise 7
Turn the above statements into questions, then ask a partner the questions and listen to
the answers.
Here are some ways to begin your questions:
• What will you do … Consider teaching that ‘have to’ is an alternative
for ‘must’ and ‘need to’. Students could be
• If you … what would you … directed to change the following sentences into
• What do you want to do … sentences using ‘have to’.
1 I must get a haircut.
• What must you do in order to … 2 I must get my homework done.
3 I need to withdraw some money from the bank.
• What do you have to do in order to …
4 I need to do more exercise.
5.1 K
91


An ideal university
1 Read this essay in which a student gives his view of an ideal university. As you read,
check that you know the meanings of all the underlined words. Add new words to your
Personal Word Bank.
An ideal university
An ideal university is one where students are actively engaged in learning because
the indoor and outdoor facilities are state-of-the-art, the lecturers and tutors
are knowledgeable and helpful, and supported by the administration, and where
students work together in a spirit of cooperation. Such an institution is possible
with adequate funding, careful planning and people who care about education.
Lecturers and tutors must have access to state-of-the-art facilities. All lecture
theatres and classrooms should be equipped with a data projector, interactive
whiteboard, several computers, and terminals for students who have their own
devices. Access to the internet is necessary, and large screens on the walls around
the lecture theatre are essential. The institution should have its own sports centre,
a performing arts centre, and all the necessary tools and equipment for practical
subjects. There would be a well-stocked library, with comfortable and quiet areas
for students to access information, read and study, and other areas where students
can work together on group projects. These indoor facilities may be costly in the
short term, but the benefits would be long lasting.
The outdoor facilities are also important for a tertiary educational institution
to be ideal. The gardens should be well maintained, safe and inviting. They must
have adequate seating, shaded in summer and sheltered in winter. Perhaps there
could be an area of the garden set aside for horticulture, so that students could grow
some fruit and vegetables. Finally, no one wants to work in an environment that is
unclean or unsafe, so there should be plenty of rubbish bins and lots of lighting,
so students feel safe at night. The external environment is just as important as the
lecture theatres and classrooms.
The lecturers and tutors at this ideal university need to be knowledgeable,
approachable and inspirational. They would have high expectations of students,
but set achievable goals. They would show a genuine concern for the students, not
only their academic progress, but also their personal development and emotional
wellbeing. Struggling students would receive extra support, through additional
tutorials, access to materials online, homework support from tutors, and access
to counselling services. In a university like this, the students would want to stay
forever as the conditions would be so good.
The academic staff will not be able to offer students help and extra tuition unless
they in turn are supported by the institution’s leadership team. The administration
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Unit 5 Education
should be organised, efficient and helpful. They would not place extra demands
on the academic staff, such as having to attend many meetings or complete lots of
administrative tasks. Support services, such as the exam committee, office staff and
assistants, would help the academics with their assessments and their paperwork,
and meetings would be kept to a minimum. This would allow the academic staff to
focus on the core aspect of their role: helping students to maximise their learning
potential.
In an ideal university, the students would be cooperative, highly motivated
and dedicated. These students would set learning goals and strive to achieve them,
and they would show respect for themselves, their environment, their teachers and
their peers. All students would feel happy and safe; they would love learning and
achieve academic success.
Is this an impossible dream? There are universities around the world with some
of the above features, but an institution that perfectly matches this description
would be a rare treasure—something definitely worth striving for.
Pa r t C
Synonyms and antonyms

For note-taking and summary tasks, it is a good idea to find different words unless you are
intending to use a direct quotation from the source text. This means finding synonyms—
words with similar meanings.
Exercise 8
Choose a synonym from the box for each of these adjectives from the essay you read for
homework.
dangerous real first-rate well-informed

out of the question orderly and central feasible
crucial productive welcoming
1 state-of-the-art first-rate 6 unsafe dangerous

2 essential
crucial 7 approachable welcoming
3 impossible out of the question 8 efficient orderly and productive
4 knowledgeable well-informed 9 achievable feasible
5 genuine real 10 core central
....../10
93

We can sometimes form the opposites of an adjective by using a prefix, such as ‘un-’, ‘in-’ or
‘im-’. These opposites are called ‘antonyms’ ['æntənɪmz]. See the table for some examples.
Adjective Antonym
approachable unapproachable
efficient inefficient
possible impossible
Exercise 9
The antonyms are given. Write the original adjective.
Adjective Antonym
sensitive insensitive
practical impractical
popular unpopular
perfect imperfect
able unable
Say ‘unable to’, but
capable incapable ‘ incapable of’.
believable unbelievable
dependent independent
complicated uncomplicated
correct incorrect
....../10
Here are some less common prefixes to form antonyms: ‘ir-’ and ‘dis-’.
Adjective Antonym
What do you notice about
relevant irrelevant the adjectives that add ‘ ir-’
to form the opposite?
satisfied dissatisfied
Features of an essay
Notice these features of the essay about an ideal university:
• An opening paragraph introduces all the points to be discussed. This is the
‘introduction’ [ɪntrəˈdʌkʃən].
• A final paragraph sums up all the points. This is the ‘conclusion’ [kənˈkluʒən].
• The use of the modal verb ‘should’ indicates a wish or desire.
• The use of the modal verb ‘would’ indicates an event that might happen in the future.
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Unit 5 Education
• The use of the modal verb ‘could’ indicates a possibility.

• Jargon [ˈdʒagən] (subject-specific language) associated with education, such as
‘maximise learning potential’.
Body paragraphs
You can see that in the body of the essay, each paragraph focuses on one point about an
ideal university. These are the ‘body paragraphs’.
Exercise 10
Draw a line from the body paragraph on the left to the point on the right that it focuses on.
body paragraph 1 the academic staff

body paragraph 2 leadership and administration
body paragraph 3 external environment
body paragraph 4 the students
body paragraph 5 internal facilities
....../5
An ideal university
In your opinion, what makes an ideal university?
Exercise 11
In groups of four or five, discuss the features you are looking for in an ideal university.
Make dot point notes under the following headings as you talk and listen to your peers.
1 the academic staff

2 the external environment

3 the students

95

4 internal facilities

5 leadership and administration

Exercise 12
Each student in the group should
develop one of the above sets

Topic

of dot points into a paragraph sentence

of approximately 150 words.

A typical paragraph in an essay
like this can be seen as having a
‘diamond’ shape: Detail and

examples

Clinch the point

(sum up the

paragraph)

Write your body paragraph here.

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Unit 5 Education

Exercise 13
Now combine your group’s five body paragraphs into one essay. Write the group’s
introduction here. Type up the group’s essay and submit it to your teacher for assessment.


Helen Keller and her teacher, Anne Sullivan
Teachers can have a huge impact on the lives of their students. Here is an extract from the
autobiography of Helen Keller (1880–1968), who became blind and deaf at the age of two.
The text describes the positive impact of Helen’s new teacher, Anne Sullivan, and the joy of
learning about words for the first time when she was seven years old.
Read the extract. Add new words to your Personal Word Bank. In the next class, the teacher
will ask questions to test your understanding.
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The Story of My Life

The morning after my teacher came she led me into her room and gave me a doll.
The little blind children at the Perkins Institution had sent it and Laura Bridgman
had dressed it; but I did not know this until afterward. When I had played with it a
little while, Miss Sullivan slowly spelled into my hand the word ‘d-o-l-l’.
I was at once interested in this finger play and tried to imitate it. When I imitate: copy
finally succeeded in making the letters correctly I was flushed with
childish pleasure and pride. Running downstairs to my mother I held up my hand
and made the letters for doll. I did not know that I was spelling a word or even that
words existed; I was simply making my fingers go in monkey-like imitation. In the
days that followed I learned to spell in this uncomprehending way
uncomprehending
a great many words, among them pin, hat, cup and a few verbs like [ʌnkɒmprə'hɛndɪŋ]:
sit, stand and walk. But my teacher had been with me several weeks not understanding
before I understood that everything has a name.

One day, while I was playing with my new doll, Miss Sullivan put my big rag doll
into my lap also, spelled ‘d-o-l-l’ and tried to make me understand that
‘d-o-l-l’ applied to both. Earlier in the day we had had a tussle over the tussle:
argument
words ‘m-u-g’ and ‘w-a-t-e-r’. Miss Sullivan had tried to impress upon
me that ‘m-u-g’ is mug and that ‘w-a-t-e-r’ is water,
but I persisted in confounding the two. In despair persisted in:
continued
she had dropped the subject for the time, only to
confounding:
renew it at the first opportunity. I became impatient confusing
at her repeated attempts and, seizing the new doll, seizing
I dashed it upon the floor. I was keenly delighted [ˈsizɪŋ]:
grabbing
when I felt the fragments of the broken doll at my
feet. Neither sorrow nor regret followed my
passionate outburst. I had not loved the doll. In the
still, dark world in which I lived there was no strong
sentiment or tenderness. I felt my teacher sweep
the fragments to one side of the hearth and I had a hearth [haθ]:
sense of satisfaction that the cause of my discomfort was removed. She place in front
of the fire
brought me my hat, and I knew I was going out into the warm sunshine.
This thought, if a wordless sensation may be called a thought, made me
hop and skip with pleasure.
We walked down the path to the well-house, attracted by the
fragrance of the honeysuckle with which it was covered. Someone was
drawing water and my teacher placed my hand under the spout. As the spout: tap,
faucet
cool stream gushed over one hand she spelled into the other the word
water, first slowly, then rapidly. I stood still, my whole attention fixed
upon the motions of her fingers. Suddenly I felt a misty consciousness consciousness
[ˈkɒnʃəsnəs]:
as of something forgotten—a thrill of returning thought; and somehow
awareness
the mystery of language was revealed to me. I knew then that ‘w-a-t-e-r’
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Unit 5 Education
meant the wonderful cool something that was flowing over my hand. That living
word awakened my soul, gave it light, hope, joy, set it free! There were barriers still,
it is true, but barriers that could in time be swept away.
Helen Keller, The Story of My Life
Pa r t D
Exercise 14
Answer the questions that your teacher asks you. Each answer is worth two marks, so give
full answers and use quotes if possible.
1 Helen could write the letters of the word doll on her mother’s hand, but what did she
not understand?
She did not understand that the letters spelled words and that these words were the
names of things.
2 What was Anne Sullivan trying to teach Helen with the two dolls?
She was trying to teach Helen that the word ‘d-o-l-l’ applied to both things—Helen’s
new doll and her old rag doll.
3 Helen says she did not love her new doll and felt no regret when she broke it. Why?
Her world was a dark world in which she felt ‘no strong sentiment or tenderness’.

4 What is evidence of the teacher’s patience?
Anne did not become angry or upset when Helen broke the doll she had given Helen
as a gift.
5 When was ‘the mystery of language’ revealed to Helen?
When she realised that the word ‘water’ meant the thing she felt flowing over her hand.

....../10
Exercise 15
These words are from the homework text. Use them to complete the sentences.
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tussle hearth imitate consciousness passionate

seized spout uncomprehending outburst fragments
1 When they are learning to talk, children imitate their parents.

2 The student was reading the text in an uncomprehending way.
3 The siblings had a tussle over the remote control for the TV.
4 He seized the opportunity to speak to the lecturer about his thesis.
5 They discovered fragments of pottery in the ancient tomb.
6 The audience listened to the speaker’s passionate plea for donations.
7 There was an outburst of applause at the end of the speech.
8 We placed our ski socks on the hearth to dry.
9 The water poured from the spout .
10 It took a few minutes for the patient to regain consciousness after the surgery.
....../10
Exercise 16
Record your individual responses to these questions and then discuss them with a partner.
1 Do you remember an experience in your education when something suddenly became
clear or made sense to you? Explain. How old were you? What happened?

2 Describe a time when you felt frustration in your learning, similar to the time when
Helen smashed her doll. What caused your frustration? What did you do?

3 What are some appropriate ways for students to deal with the frustrations they may be
feeling in the classroom?

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Unit 5 Education

4 What qualities as a teacher does Anne Sullivan display in this extract?

5 What qualities do you think are necessary for a teacher to be successful?


Malala Yousafzai
Co-winner of the 2014 Nobel Peace Prize, Malala Yousafzai is a young Pakistani woman who
values education.
In October 2012, 16-year-old Malala was travelling to school when she was shot and
almost killed by a member of the Taliban, a group that thinks girls should not go to school.
After Malala recovered, she became an ambassador for the rights of girls to an education.
According to Malala, ‘One child, one teacher, one pen and one book can change the world.’
Malala was invited to speak at the United Nations in July 2013. Here is an extract from
her speech.
1 Read the text.
Malala Yousafzai’s speech to the United Nations

So here I stand … one girl among many.
I speak—not for myself, but for all girls and boys.
I raise up my voice—not so that I can shout, but so that
those without a voice can be heard.
Those who have fought for their rights:
Their right to live in peace.
Their right to be treated with dignity.
Their right to equality of opportunity.
Their right to be educated.
Dear friends, on the 9th of October 2012, the Taliban
shot me on the left side of my forehead. They shot my
friends too. They thought that the bullets would silence
101

us. But they failed. And then, out of that silence came thousands of voices. The
terrorists thought that they would change our aims and stop our ambitions but
nothing changed in my life except this: weakness, fear and hopelessness died.
Strength, power and courage were born. I am the same Malala. My ambitions are
the same. My hopes are the same. My dreams are the same.
Dear sisters and brothers, I am not against anyone. Neither am I here to speak
in terms of personal revenge against the Taliban or any other terrorists group. I am
here to speak up for the right of education of every child. I want education for the
sons and the daughters of all the extremists, especially the Taliban.
I do not even hate the Talib who shot me. Even if there is a gun in my hand and
he stands in front of me. I would not shoot him. This is the compassion that I have
learnt from Muhammad the prophet of mercy, Jesus Christ and Lord Buddha. This is
the legacy of change that I have inherited from Martin Luther King, Nelson Mandela
and Muhammad Ali Jinnah. This is the philosophy of non-violence that I have learnt
from Gandhiji, Bacha Khan and Mother Teresa. And this is the forgiveness that
I have learnt from my mother and father. This is what my soul is telling me, be
peaceful and love everyone.
Dear sisters and brothers, we realise the importance of light when we see
darkness. We realise the importance of our voice when we are silenced. In the
same way, when we were in Swat, the north of Pakistan, we realised the importance
of pens and books when we saw the guns.
Malala Yousafzai, speech to the United Nations
2 Have you heard of the historical figures that Malala refers

to in the penultimate paragraph? Research the figures you penultimate [pə'nʌltəmət]:
second last
do not know and make some notes here.
Muhammed—prophet of Islam
Jesus Christ—prophet of Christianity
Lord Buddha—prophet of Buddhism
Martin Luther King—leader of movement for the rights of blacks in America, champion
of non-violent protest
Nelson Mandela—activist and president of South Africa
Muhammed Ali Jinnah—leader of Pakistan
Gandhiji—protester against British colonisation of India, champion of non-violent
protest; also known as Mahatma Gandhi
Bacha Khan—a Pashtun independence activist against the rule of the British Raj in
India
Mother Teresa—a Catholic nun, who worked with the poor of Calcutta, India;
canonised a saint in 2016
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Unit 5 Education
Pa r t E
Malala Yousafzai
Exercise 17
1 Answer these questions about the text you read for homework.
a What changed for Malala after she was shot?
Weakness, fear and hopelessness turned to strength, power and courage.
b What is Malala asking for in her speech?
She wants education for every child.
c Why would some powerful groups not want women and girls to be educated?
Answers may vary. Suggestion: perhaps they fear that if women and girls are
educated, they will question and challenge the power of men.
d Why does Malala admire the historical figures she referred to in her speech?
She admires their compassion, their legacy of change and their non-violent
philosophy.
e What did Malala learn from her parents?
She learnt forgiveness.
f What is Malala’s attitude towards her attackers? Do you agree with her view? Why?
Why not?
Malala does not hate her attackers. She feels compassion and forgiveness. Views
of this and reasons may vary.
....../6
2 Share your answers with a partner to see if you both agree.
Exercise 18
Find the words in the homework passage that have these meanings:
1 those who enjoy making people live in fear terrorists
2 people who hold extreme political beliefs extremists
3 feelings of love and desire to help other people compassion
4 something that lasts for a long time legacy
5 a way of thinking about life; a set of principles philosophy
....../5
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Exercise 19
Write a short letter to Malala (about 200 words) telling her what you think about her and
her beliefs.

Teachers may wish to investigate the possibility of
sending messages to Malala, if students show an
interest in this issue and would like to send their
letters to her.

This letter may need to be polished

for homework before being submitted
to teachers for assessment.
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U nit 6 JOURNEYS
ABOUT THIS UNIT
KEY TOPICS
• Teenaged thrillseekers
• Persuasive language of tourism
• Story of a refugee
KEY SKILLS
• Writing a news report
• Informal debating
• Listening skills
READING
• Newspaper report about a teenage yachtsman
• Travel brochure
• A refugee’s story
WRITING
• A paragraph giving an opinion
• A news report
• A persuasive travel brochure or poster—group project
• Essay giving a point of view

• Conversations about travel
• Discussions in pairs and small groups
• Participating in an informal debate
6a

GRAMMAR
• Present perfect and past perfect tenses
• Collocations related to travel and transport
HOMEWORK ACTIVITIES
• Looking up word definitions
• Reading activity
• Research teenage adventurers
• Paragraphs and written exercises
• Reading comprehension tests
• Essay
• All exercises (including homework tasks) total 107 marks
DIGITAL RESOURCES
• 6.1 Forming nouns
• 6.2 Jessica Watson video
• 6.3 Jordan Romero audio
• 6.4 Assessment of persuasive essay
6b

Unit 6 JOURNEYS
concepts connected with going on journeys, and you
will be given opportunities to develop your English
skills of reading, writing, speaking and listening. on page 202.
Pa r t A
Travel and transport

See if you can solve this riddle.
I have streets but no pavements; I have cities but no buildings;
I have forests but no trees; I have rivers and oceans but no water.
What am I?
Answer: a map
Exercise 1 We can also say ‘take the

The following collocations are related to travel and transport. bus’, ‘catch a taxi’, ‘go by
train’ and ‘take a tram’.
Match them with the pictures.
sail a yacht [jɒt] go on a cruise take a taxi catch a tram ride a bike
catch a ferry catch a bus travel by train go by car go by foot
1 catch a ferry 2 ride a bike 3 go by car
4 catch a bus 5 sail a yacht 6 take a taxi
105

7 go on a cruise 8 travel by train 9 go by foot
10 catch a tram
....../10
Exercise 2
1 Give one word (a verb) for these collocations. The first letter has been provided.
a go by car drive c ride a bike cycle
b go by boat sail d go by foot walk
2 Change the following irregular verbs into past simple tense.
a run ran e take took
b ride rode f catch caught
c drive drove g swim swam
d go went h is was
....../12
Exercise 3
What is your preferred mode of transport? Tell the class and give one reason to support
your choice.
Exercise 4
Think of a journey you have been on—a holiday, a business trip, a school excursion or a
trip with your family—and write a paragraph about it.
Here is an example. This student wrote about a special day when he was on holiday in
the Northern Territory, Australia.
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Unit 6 Journeys
When we were in Kakadu National Park in the Northern

Territory, we went on an ‘Animal Tracks’ safari. We wandered
around the bush with some Aboriginal women, who showed
us how to find bush tucker and yellow pigment bush tucker: food
for paint. In the photo, Patsy, an Aboriginal sourced from the land
elder and our guide, is crushing green ants and eaten mainly by
Aboriginal people
and making a paste for us to taste. The green
ants contain formic acid, so the smell was horrible, like
vinegar, but it actually didn’t taste too bad. To sniff the
paste helps with sinus infections, and to eat the ants is
medicine for sore throats, colds and coughs. So when the
Aboriginal people get a cold, they just eat some ants! It was
a great day and we learnt a lot about the strong connection
that Aboriginal people have with Country.
1 Write your paragraph here.

The best paragraphs could be shared with the
whole class. Alternatively, paragraphs could be
pinned up around the room for others to read.

2 Read your paragraph to a partner and get feedback.

Jesse Martin
Australian teenager Jesse Martin sailed solo and unassisted around the world in 1998–99,
when he was 17 years old.
1 Read this newspaper report about Jesse Martin.
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Jesse Martin is sailing into history

By Maya Chendke
At 17, Jesse Martin wanted to become the

youngest person to sail solo around the world.
Imagine yourself on a boat looking out at the
horizon and all you can see is the water meeting
the sky with no land in sight and you are sailing
straight ahead to meet the world. Jesse Martin does
not have to imagine: he is living it.
On Dec. 7, 1998, at 17 years old, Jesse departed
from Melbourne, Australia on his yacht Lionheart
to attempt to become the youngest person to sail
solo and nonstop around the world. He sailed south of New Zealand, through the
South Pacific, around South America, north on the Atlantic, back south past Africa,
through the Indian Ocean and back to Melbourne.
Even as a young child, Jesse had been an adventurer who travelled all over Europe
and Asia with his parents. Born in Munich, Germany, in 1981 he moved to Australia
with his family when he was only two years old. Jesse grew up at the beach enjoying
the outdoors to its fullest.
At 14, he sailed for the first time with his father and brother, Beau. It was after this
trip that he began to dream about sailing around the world. These experiences kept
his dream alive.
Jesse’s family played an important role. ‘I was made to believe I could do
anything,’ he says. Although, he says, there were others that were not so encouraging
or supportive. ‘People that I looked up to, respected and trusted told me I couldn’t.
Thankfully, I trusted myself. There were people that said that the boat couldn’t be
ready by the time I had to leave.’ However, through perseverance and belief in himself
he was able to do what many told him was impossible.
On Oct. 31, 1999, more than 10 months after he set sail, Jesse Martin went down in
history as the youngest person to sail around the world solo, nonstop and unassisted.
A map of Jesse Martin’s route

You might like
to research what
happened to Jesse
Martin’s next venture,
the journey of Kijana—
it was a failure.
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Unit 6 Journeys
2 Match the words in the box with the meanings.
circumnavigation excursion adventurer experiences horizon

perseverance sailing solo thrillseekers yacht
a a person who wants to have adventures adventurer
b a boat with sails yacht
c travelling in a boat or yacht sailing
d alone solo
e where the land or sea meets the sky horizon
f a journey, usually involving learning excursion
g those who seek adventures, usually involving danger thrillseekers
h the act of continuing to do something; continuing to try perseverance
i sailing around the world circumnavigation
j events in life experiences
....../10
3 Use the words from the box above to complete the sentences.
a The millionaire’s daughter had her wedding on the family’s yacht .
b People who participate in dangerous activities for fun could be called

thrillseekers .
c The circumnavigation of the world by a teenager was the subject of a book.
d The school children went on an excursion to the museum.
e From the beach, we could see the sun sink below the horizon .
f If you cannot do something the first time, with perseverance you may
achieve success.
g The young adventurer wrote a book about his experiences .
h When he was a little boy, Jesse enjoyed sailing with his father and
his brother.
i Scuba divers should never dive solo .
....../10
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Pa r t B
Exercise 5
Skim the article about Jesse Martin’s adventure again and write the answers to these
questions:
1 Who? Jesse Martin
2 What? He became the youngest person to sail solo and nonstop around the world.
3 When? December 1998 to October 1999
4 Where? around the world
5 Why? When he was a child, Jesse was an adventurer and after a sailing trip with his
father and his brother, Jesse began to dream about sailing around the world.
6 How? Jesse successfully circumnavigated the world in his yacht.
....../6
Exercise 6 6.1 K
1 Have you done anything adventurous or dangerous? If not, would you like to? Write a
paragraph of approximately 80 words about it.

If time permits, the best paragraphs could be
read to the whole class or placed around the
classroom for others to read.

2 Read your paragraph to a partner.
Informal debate
Do you think teenagers should be allowed to sail around the world, solo and unassisted?
Exercise 7
Divide into two teams: those who answer ‘Yes’ to the above
Note Exercise 8 before you
question and those who answer ‘No’. begin the debate.
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Unit 6 Journeys
Each member of each team must present an argument in turn—begin with the
affirmative side (‘Yes’), followed by a student from the negative side (‘No’), and so on. This
is an informal debate.
Here are the ways you can introduce your point of view:
In my opinion … I think … Students should
My view is … Yes, but what about … be encouraged
My point of view is … I agree; however, we need to consider … to respond to the
speaker before them
I believe that … Some people say …; however, I think …
and rebut their view.
It could be argued that … I disagree. My view is that …
Exercise 8
As you listen to your classmates, record points on the ‘Yes/No’ table.
Should teenagers be allowed to sail around the world, solo and unassisted?
Yes No
6.2 & 6.3 K
Teenage thrillseekers
1 Read the following essay about teenagers who sail solo around the world. You will
answer some questions about it in the next class.
The dangers of underage adventure

Should teenagers be allowed to sail the world on their own?
More and more often, teenagers and young people are performing daredevil daredevil
[ˈdɛədɛvəl]
stunts like trying to sail solo around the world. It’s not hard to understand
stunts:
why—young people have a great sense of adventure, and that’s something dangerous acts
111

society likes to encourage. But this kind of behaviour can be very dangerous, and
we have to wonder about the motives of their parents. Are they
endangering endangering their children’s lives just so they can benefit from the
[ɛn'deɪndʒərɪŋ]:
publicity for a few weeks? Children can’t be held responsible for their
placing in danger
actions—but their parents can, and should be.
Adventures like solo round-the-world trips are dangerous for adults, and far
more so for children. Fifteen-year-olds are too young to drive, vote, drink alcohol
or get married—clearly, they are also too young to captain a yacht alone in the
ocean. This kind of adventure requires strong physical and mental skills, which
can only be developed over time and through hard work and experience. Parents
should be helping their children build those skills, rather than encouraging them
to endanger themselves.
Many young people feel that they are up to the challenge of adventure,
immaturity
[ɪmə'tjuəti]: which is part of the problem. They simply can’t understand the scope of the
childishness danger, or that their immaturity makes them unable to cope with the task.
Of course teenage sailors will start their adventures excited and energised,
vulnerability
[vʌlnrə ˈbɪləti]: but after days and nights completely alone, exhausted and confronted by
being the ocean’s vast emptiness, reality will finally hit home. This is more than
unprotected just physical peril—loneliness and the sense of vulnerability can be mentally
against danger
or hurt and emotionally damaging for young people.
It’s true that bravery should be celebrated and great adventures should
be attempted. Many adventurers throughout history have advanced society’s
knowledge through their discoveries and willingness to face danger. But these were
grown adults who had learnt crucial skills through years of training and experience,
not adolescents who wanted to race around the globe in the family yacht as a
publicity stunt.
This kind of behaviour endangers lives and it has to stop. We need to look out
for the wellbeing of young people, and enforce appropriate age restrictions for
unsupervised sailing and travel.
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Unit 6 Journeys
2 Do some research on teenage thrillseekers Jessica Watson,

Jordan Romero, Andry Retrovesky or some other young adventurer. You can find video
and audio files about
3 Prepare a brief news report on the teenager you have researched. Jessica Watson and
Hand your report to the teacher in the next lesson. Remember to Jordan Romero in
include the following in your report: the digital resources
(6.2 and 6.3), which
• a headline
you may wish to
• a byline provide to students.
• a sentence that summarises the topic of the report, or a quote taken from the
report
• short paragraphs of information
• verbs in present simple, past simple, past continuous and past perfect tense
• information about who, what, when, where, why and how
• quotes from those involved
The reports could be displayed
• photographs or illustrations. around the classroom.
Pa r t C
Sailing around the world

Exercise 9
Answer these questions about the homework text, ‘The dangers of underage adventure’.
1 What does the writer assume is the motive behind parents who encourage their
children to undertake risky adventures?
The writer assumes parents want ‘to benefit from the publicity’.
2 Why does the writer believe that teenagers lack the necessary mental and physical
skills for such adventures?
These qualities can only be developed over time.
3 What does the writer believe is the most dangerous aspect of solo sailing around the
world?
their loneliness and vulnerability when they are sailing on the vast ocean
4 According to the writer, how have adventure-seekers benefitted society?
They have advanced society’s knowledge.
5 Overall, what is the main reason for the writer feeling that teenagers should not be
allowed to engage in risk-taking activities? their immaturity
....../5
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Exercise 10
With a partner, read through the following dialogue, with each of you reading the part of a
different parent.
PARENT 1: I think teenagers like Jesse Martin, Jessica Watson and Jordan Romero are so
brave.
PARENT 2: Really? I think they’re taking needless risks. What they do is extremely
dangerous.
PARENT 1: But they are capable young people, highly skilled and trained well.
PARENT 2: Yes, but what about the loneliness sailing across vast, empty oceans, and
the dangers of scaling the highest mountains?
PARENT 1: They are extremely well prepared, both mentally and physically.
PARENT 2: I believe their parents shouldn’t allow it. Teenagers should have boundaries.
There should be age restrictions. Only those who are over 18 should be
allowed to undertake such perilous journeys.
PARENT 1: But these kids are experienced and mature. I think their adventurous spirit
is admirable. I think they’re role models for other young people. They are
inspirational.
Some pairs might perform
PARENT 2: Maybe. I guess we have to agree to disagree. the dialogue for the rest of
the class.
Exercise 11
Supply a synonym from the box to match these words from the conversation.
dangerous limits skilful

unnecessary courageous immense
1 needless unnecessary 4 capable skilful

2 brave courageous 5 perilous dangerous
3 vast immense 6 boundaries limits
....../6
Exercise 12 6.4 K
Write an essay of approximately 500 words on one of the following topics. Use some of the
vocabulary you have learnt so far in this unit and follow the template below. Don’t forget
‘diamond’ body paragraphs, an introduction and a conclusion.
• Should teenagers be allowed to sail solo and unassisted around the world in a yacht?
• Should teenagers be allowed to go hitchhiking around the country?
• Should teenagers be allowed to drop out of school at 16 and go to work?
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Unit 6 Journeys
• Should teenagers be allowed to climb Mount Everest?

• A topic of your choice (negotiate this with the teacher).
Follow this template:
Planning template for a persuasive essay

The following template outlines a simple approach to the structure of a persuasive
essay, giving your point of view in response to a question or proposition.
Introduction
• Write a general sentence to introduce the
subject matter of the essay.
• Introduce the topic of the essay—the
question or statement that you will address.
• State your point of view.
• Signpost your body paragraph topics.
Paragraph 2
Topic
First supporting argument sentence
Develop the argument, providing

Paragraph 3
further details and evidence from
Second supporting argument research.
Sum up the argument.

Paragraph 4
Third supporting argument
Paragraph 5
Counter-argument and rebuttal
Note: It is possible to begin with the counter-
arguments, so that you leave the audience
remembering YOUR view.
Conclusion
Sum up your arguments and restate your
contention.
115

Plan your body paragraphs and draft your introduction here. Then write the full essay and
submit it to your teacher for assessment.

Digital resource 6.4 is an assessment criteria
sheet for essays. Students may need to complete
the essay for homework and could use the

‘Feedback checklist’ (digital resource 2.2) before
completing their polished copy.
H o me work ta s k
Read the following information from a travel brochure in preparation for activities in the
next class. Before you read, make sure you know the meaning of these words:
1 surrounds surrounding areas
2 precinct location or area
3 pamper spoil (in a good way, e.g. through massage, facials, spa baths etc.)
4 mansion large, expensive house
5 savour enjoy the taste of
6 exhibits displays
7 interact with touch, play with etc.
8 migratory flying from one place to another for breeding
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Unit 6 Journeys
110
Werribee, Point Cook

& Surrounds
Just a quick 30-minute drive from the city you will find one of Victoria's best
tourism experiences. The circled answers relate to Exercise 13.
EXPERIENCE FUN IN
EXPERIENCE FUN IN THE
THE SUN
SUN Victoria State Rose Garden
Summer is the perfect time to head to one of Victoria's
tourist gems, the Werribee Park Tourism Precinct. With
the sun shining and flowers blooming you'll be struck
by the beauty of Werribee Park’s formal gardens and
the Victoria State Rose Garden. Step back in time with
a visit to the Mansion, be pampered at the Mansion
Hotel & Spa, or savour award-winning wines at
Shadowfax Winery located right next door.
No trip to Werribee Park would be complete without
a visit to the Werribee Open Range Zoo, home to an
amazing variety of animals and exhibits, including the
recently opened Australian Journey. This spectacular
zoo offers an exciting chance to interact with animals,
with activities such as feeding giraffes on offer.
K Road Cliffs, Werribee River
EXPERIENCE
EXPERIENCE NATURE’S WONDERS
NATURE'S WONDERS
The Werribee River, K Road Cliffs and Werribee South
Foreshore offer a beautiful location for a walk, bike ride,
family picnic or even some fishing. If birdwatching is
more your thing then the Cheetham Wetlands are not
to be missed. Each year the Point Cook Coastal Park
and Cheetham Wetlands host thousands of migratory
birds from as far away as Siberia and Japan.
Visit the team at the Werribee Visitor Information
Centre to find out more about this exciting region.
WERRIBEE VISITOR INFORMATION CENTRE GETTING THERE

Werribee Park Tourism Precinct, K Road, Werribee Car: From Melbourne – M1 Westgate Freeway,
Open daily: 9am to 5pm over the West Gate Bridge toward Geelong
8734 6006 and take exit C108 for Werribee
» experiencewyndham.com.au Train: Werribee Line to Werribee Station
117

Pa r t D
Persuasive language of tourism

There are many beautiful places to see in the world. The pamphlets and brochures that
advertise tourist attractions need to be very persuasive in their language, as you can see
from the homework text.
Exercise 13
Look again at the brochure ‘Werribee, Point Cook and Surrounds’ and complete these tasks.
1 Positive adjectives can be persuasive in presenting a place as somewhere to visit. Find
and circle the following adjectives from the advertisement:
• perfect • beautiful
• amazing • exciting
• spectacular
2 List the nouns that the above adjectives are paired with in the brochure.
• perfect time • beautiful location
• amazing variety • exciting region, chance
• spectacular zoo
3 What kinds of tourists are targeted? How can you tell? (2 marks)
Families (especially from Asia) and adventure-seekers are targeted. We can tell from
the pictures.
4 Which two forms of transport will allow a tourist to get to this area? car and train
5 Choose an example of persuasive language from the box to match these target
audiences.
be pampered
savour award-winning wines
just a quick 30-minute drive from the city
an exciting chance to interact with animals
fun in the sun
the Cheetham Wetlands are not to be missed
the sun shining and flowers blooming
a people who may not enjoy driving long distances just a quick 30-minute drive from
the city
b people who love gardens the sun shining and flowers blooming
c people who love pets an exciting chance to interact with animals
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Unit 6 Journeys
d people who enjoy outdoor adventures fun in the sun

e people who like to look at birds the Cheetham Wetlands are not to be missed
f people who don’t mind spending money on alcohol savour award-winning wines
g people who like to be spoilt with massages, facials, spa baths etc. be pampered
....../15
Exercise 14
Would the brochure ‘Werribee, Point Cook and Surrounds’ entice you to entice: persuade
visit the area? Why/why not? Write two to three sentences, and don’t
forget to give reasons for your opinion.

Exercise 15
Swap your answer to Exercise 14 with a partner for correction. Score 5 marks if you have
included the following:
• an opinion with two reasons (3 marks)
• all words spelled correctly (1 mark)
• sentences punctuated correctly (1 mark)
....../5
Exercise 16
1 Work in groups of four or five to design a travel brochure or poster for a location in
China that overseas tourists might like to visit. Use positive adjectives to make your
brochure or poster interesting and persuasive. Include appropriate images.
2 Present your group’s brochure or poster to the rest of the class and tell them about it.
Speak about the following:
a Which area of China did you choose and why?
b Who is your target audience? Why?
c What are the persuasive features of your brochure or poster?
d Talk about your visuals—why did you choose them? How are they persuasive?
119

3 After every group has presented their work, discuss these questions.
a Which group’s work is the most interesting and persuasive? Give reasons.

b Which brochure or poster is the class’s favourite? You might like to display the
work around the room.


Luke Nguyen
Luke Nguyen is a Vietnamese-Australian chef who has hosted several TV documentaries
about food. He has written a number of cookbooks, appeared on the TV show MasterChef
Australia, and has a restaurant in Sydney called Red Lantern. The following text is about
Luke’s family’s journey to Australia as refugees.
1 Read the text.
Successful refugee: A Vietnamese-Australian

celebrity chef
By Peter Wilmoth, Herald Sun
It was a dangerous trip on a small boat. ‘It was do or die.

do or die: take action
You don’t think about anything else. You don’t just risk the or get into more trouble
natural environment around you, being sunk or big waves or
whatever. There’s also the Thai pirates.’
After a 2½-week journey, the family arrived safely in Malaysia. Nguyen’s
mother was heavily pregnant with him during their family’s escape. ‘The
Malaysian Government said there were too many boat refugees, so keep going,’
he says. They sailed on to Thailand where they were sent to a refugee camp.
Nguyen was born at the camp ‘pretty much straight off the boat’. They stayed
there for a year.
‘We arrived in Australia with three children with nothing
but the singlets on their backs. Three kids on the boat. I was singlet: undergarment,
(aged) one, my sister was four, my brother was three. A fourth like a T-shirt
child was born in Australia.’
In Australia they went to Villawood in Sydney, which was then a hostel, not a
detention centre. ‘We stayed there for a year before getting a little government
house in Cabramatta where my parents still live.’
It was not an easy life in Cabramatta. ‘There was a lot of fighting, a lot of racism
around back then,’ Nguyen says. ‘Australia goes through these phases—let’s pick
on the Vietnamese because they’ve just arrived and they look different. Twenty
years on, the Vietnamese kind of got accepted. What’s next? OK, let’s pick on the
120

Unit 6 Journeys
Arabs because they’re different, different religions, eat

different food. And then what’s next? We went to schools
that would fight against other schools because of
different racial groups. Through primary years it was
hard, but in my high school years we kind of got accepted.’
‘Western Sydney was a very multicultural area.
I thought it was wonderful. I always
multicultural
connect things back to food. Without [mʌlti'kʌltʃərəl]: having
multiculturalism what would Australian many different cultures
cuisine be now? It would be bloody boring, cuisine [kwə'zin]: food
wouldn’t it?’
2 Answer these questions about the text.

a What evidence is there of Luke’s success in Australia?
He owns a restaurant, has written three books and has a television show.
b Give three reasons why it was a dangerous journey to Australia for Luke’s family.
They were on a small boat; the waves were big; there were Thai pirates.
c Why was the journey especially difficult for Luke’s mother?
She was pregnant.

d Why could the family not stay in Malaysia?
There were too many refugees there already.

e Why was it difficult for the family living in Cabramatta?
There was a lot of fighting and racism.

f Which group was next to be teased and bullied after the Vietnamese?
the Arabs
g What has stopped Australian cuisine from being boring?
multiculturalism
h What does Luke always connect things back to?
food
....../8
3 Write the numbers 1 to 8 to indicate the correct sequence of events in the journey of
Luke’s family to Australia.
3 They arrived in Thailand.
8 The Vietnamese were accepted.
4 Luke was born.
1 The family set off in a small boat.
2 They arrived in Malaysia.
121

7 They lived in Cabramatta.

5 They arrived in Australia.
6 They lived in Villawood.
....../8
Pa r t E
Past perfect tense

Look at the bold verb formation in this sentence:
Even as a young child, Jesse had been an adventurer who travelled all over
Europe and Asia with his parents.
The bold words are in past perfect tense. We use past perfect tense to talk about finished
events that happened further back in the past time, when we are already speaking or writing
in past tense.
Here are the three ways to express events that occurred in the past:
• Past simple is for a finished event in the past.
• Present perfect is for an unfinished event in the past,
Notice the addition of the
or when the exact time of the event is not important. auxiliary verb ‘has’, ‘have’ or
• Past perfect is for a finished event that is even further ‘had’ when we form the present
and past perfect tenses.
back in the past.
The verb ‘to be’
Past simple Present perfect Past perfect

I was I have been I had been
you were you have been you had been
he/she/it was he/she/it has been he/she/it had been
we were we have been we had been
you were you have been you had been
they were they have been they had been
The verb ‘to travel’
Past simple Present perfect Past perfect

I travelled I have travelled I had travelled
you travelled you have travelled you had travelled
he/she/it travelled he/she/it has travelled he/she/it had travelled
we travelled we have travelled we had travelled
you travelled you have travelled you had travelled
they travelled they have travelled they had travelled
Notice how regular verbs just add ‘-ed’,

while irregular verbs change completely in
the present and past perfect tenses.
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Unit 6 Journeys
Exercise 17
Identify the tense of the italicised verbs in the following sentences: past simple, present
perfect or past perfect?
1 Have you ever flown in an aeroplane? present perfect
2 Have you eaten breakfast this morning? present perfect
3 I had decided to go for a walk but then it started to rain. past perfect and
past simple
4 We travelled to Fiji last December. past simple
5 I have been to Nepal several times. present perfect
6 They had decided to borrow money for their trip to South America, but then he won the
lottery. past perfect and past simple
7 She went to China to learn about giant pandas. past simple
8 Jessie had learnt to sail when he was a young boy. past perfect and
past simple
9 The birds have flown away. present perfect
....../12
Exercise 18
Practise this conversation with a partner. The following tenses are used:
• past simple (for a finished event in the past)
• present perfect (for an unfinished event in the past, or when the exact time of the
event is not important)
• past perfect (for a finished event that is even further back in the past)
SPEAKER A: Have you been overseas?

SPEAKER B: Yes, several times.
SPEAKER A: Have you ever been to England?
SPEAKER B: Yes, I was there in 2011.
SPEAKER A: Did you go with friends or by yourself?
SPEAKER B: I went by myself. I have been overseas with friends several times before, but I
went to England alone.
SPEAKER A: Where else have you been?
SPEAKER B: I’ve travelled to many places in Europe and Asia. Last year I went to France
with some friends. We had decided to go to Italy, but we changed our minds
and went to France instead. What about you? Have you travelled overseas at
all?
123

SPEAKER A: No, I haven’t been anywhere. Maybe one day.

SPEAKER B: You’ll love it. Travelling is great.
Exercise 19
Work with a partner to design a conversation about travelling, similar to the previous one.
Use a mixture of simple past, present perfect and past perfect tenses in your conversation.
Use the space below to record your questions and answers.
Example of questions you might ask are:
• Have you ever been overseas?
• Have you ever sailed on a yacht?
• Have you been to any other places in China? Which ones?
• Have you flown in an aeroplane? Notice how regular verbs simply add
‘-ed’ for the simple past, present perfect
• What is your favourite way to travel: by plane
and past perfect tenses, while irregular
or by train? verbs, such as ‘to fly’ change completely.
Fly becomes either ‘flew’ or ‘flown’. Here
• Do your parents like to travel? Where have are some more examples of irregular
they been? verbs: go—went—gone, begin—began—
begun, be—was/were—been.
• Have you decided to study overseas?

If time permits, students could perform their

conversations for the rest of the class.
124

U nit 7 SPORT AND
LEISURE
ABOUT THIS UNIT
KEY TOPICS
• Sport and sporting heroes, and issues connected with sport and exercise
• Statistics
• Video games
• The advantages and disadvantages of competitive sport for children
KEY SKILLS
• Conducting a class survey
• Evaluating statistics
• Writing a persuasive paragraph
• Using connectives for essay cohesion
READING
• Paragraphs on soccer and Australian Rules Football
• Essay on the benefits of sport and exercise
• A review of a video game
• A poem about running
WRITING
• Short-answer responses
• Persuasive paragraph
• Reflective paragraph

• Discussions in groups, pairs and whole class discussions
7a

GRAMMAR
• Connectives
• Syllabification
• Commas
• Conjunctions
• Prepositional idioms
HOMEWORK ACTIVITIES
• Reading and listening to a poem about running
• Reading/listening to texts
DIGITAL RESOURCES
• 7.1 Tricky prepositional idioms
7b

Unit 7
S PORT AND
LEISURE
concepts connected with sport and leisure activities,
and you will be given opportunities to develop your
English skills in reading, writing, speaking and listening. on page 202.
Pa r t A
Sport and leisure survey

Exercise 1
Conduct a survey of the class to find out statistics about the following. Write the numbers
in the first box and the percentage in the second box.
Total number of students in the class:
1 The number of students who …
• play sport on a regular basis %
• play sport every now and again %
• never play sport %
• exercise every day %
• exercise a few times a week %
• never exercise %
2 The number of students who enjoy doing the following in their leisure time:
• read %
You can choose more than
• surf the internet % one activity, if you want.
• go to the gym %
• paint or draw %
• hang out with friends %
• play video games %
• watch television %
• go to the movies %
• chat online %
125

• knit or sew %
• go shopping %
• other ( ) %
Exercise 2
Summarise the results of these surveys in two or three sentences. Use words such as the
following:
most some and although

many a couple but however
several a few while on the other hand
Here is an example:
Most students in the class play sport on a regular basis, but only 55% exercise every
day. Some students never exercise at all. Many students in our class play video games in
their leisure time, while 32% like to paint or draw.

Statistics
Statistics are the numbers that are collected from surveys, polls, studies and experiments.
They can be useful for clarifying ideas, giving information and providing evidence to
support arguments.
Here are statistics about the Olympic Games gold medal tally from 1996 to 2016:
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Unit 7 Sport and leisure
Exercise 3
Write two or three sentences about what you notice about the above statistics about the
Olympic Games medal tally from 1996–2016.
Sample answer: The USA has won the most gold medals at the last six Olympic Games.
China won the most gold medals in 2008.
Be careful about drawing a conclusion from statistics. drawing a conclusion: making
For example, discuss with your classmates the faulty logic a statement of fact; coming
of this sentence: ‘When a country hosts the games, they win to an understanding
more gold medals.’
Sample answer: This was true for China in 2008, but it has not been true for all host
countries.
Problems with statistics

There are some problems when statistics are used in arguments. You need to ask the
following questions:
• If a conclusion is drawn from the statistics, is it reasonable? reasonable ['rizənəbəl]:
logical
• Did the statistics come from a reliable source?
reliable [rə'laɪəbəl]:
• If we don’t know the source of the statistics, can we verify trustworthy
(prove) them? source [sɔs]: place where
• If a poll or survey has been conducted, were enough people the statistics come from
surveyed to get an accurate result?
Exercise 4
Work with a partner. Tick the following statistics if you would accept them. If you find them
unacceptable, say why not.
1 Nine out of 10 dentists use ‘White Right’ toothpaste, so it must be the best toothpaste
to buy.
Sample answer: Not acceptable. It is just for marketing purposes, and there is no
evidence; we cannot verify the statistic.
2 According to the United Nations website, 836 million people still live in extreme
poverty.
Sample answer: Acceptable. The figure comes from a reliable source.
3 Modern young adults are becoming unfit and unhealthy. Our recent survey shows that
14 out of 25 students in the class never exercise.
Sample answer: Unacceptable. Not enough people were surveyed and the conclusion
is not reasonable.
127

4 According to the Australian Bureau of Statistics, in the early years of the 21st century,
33% of Australian marriages ended in divorce.
Sample answer: Acceptable. The statistics come from a reliable source.
5 China topped the medal tally in the 2016 Paralympics, with 239 medals, 107 of which
were gold (from the official Rio 2016 Paralympics website).
Sample answer: Acceptable. The statistics come from a reliable source.
....../5
Exercise 5
Answer the following questions and then share your answers with the whole class.
1 Do you think that morning exercise should be compulsory for school students? Why/
why not?

2 Do you believe in the saying ‘healthy in body; healthy in mind’? Give detail.

3 Do you like to watch the Olympic Games on television? Why/why not?

4 Do you think that it is a good thing for a country to host the Olympic Games? Why/why
not?

5 Do you remember the Beijing Olympic Games of 2008? What is your opinion of that
event?

6 What did you think of the Rio Olympic Games in 2016?

7 Did you watch the Paralympics? Why/why not?

128

8 Do you think that sportsmen and sportswomen are good role models for young people?
Why/why not?

9 Do you think that Olympic athletes who have been found guilty of doping in the past
should be banned from all future Olympic Games? Why/why not?


Different sports
1 Read this paragraph about soccer.
Soccer
Soccer originated in Asia. The Japanese played a game similar to soccer in originated
[ə'rɪdʒəneɪtɪd]
1000 BCE and the Chinese ball game called cuju was played in the 3rd to
in: began in
2nd centuries BCE. China played a soccer game against the Japanese with a similar to: like
feather- or hair-filled ball in about 50 BCE. The Romans played a ball game
called harpastum, which was similar to soccer, and they brought the game
to England. Various kings and queens of England banned soccer, saying that
it took the men away from military drills military drills:
army exercises
and archery. Queen Elizabeth I of England
put men in jail for a week if they played
soccer, but this did not stop people from
playing. In 1863, a meeting of soccer clubs
and schools in England decided on the
official rules of the game. This meeting was
the beginning of The Football Association.
Soon other countries formed football
associations, and by 1912, there were
21 countries affiliated with the Fédération affiliated
[ə'fɪlieɪtɪd]:
Internationale de Football (FIFA). Today,
connected with
FIFA has 208 member associations. tournament
Before the 1970s, soccer was a men’s game, but in 1991, FIFA established the ['tɔnəmənt]:
Women’s World Cup. The first Women’s World Cup tournament was played in competition
global:
the People’s Republic of China in 1991. Soccer is now a global sport, played worldwide
at a professional level by both men and women. FIFA estimates that about
4 per cent of the world’s population is actively engaged in soccer.
129

2 Circle the correct answer.

a Where did soccer probably originate?
i England iii China and Japan
ii Asia iv Both ii and iii are correct.
b What was inside ancient Chinese soccer balls?
i feathers iii paper
ii hair iv Both i and ii are correct.
c Why did the kings and queens of England ban soccer?
i The players made too much noise.
ii The men were in jail.
iii It took men away from more important duties.
iv The kings and queens did not like the game.
d What led to the beginning of The Football Association?
i a village soccer game iii English soccer clubs
ii English schools iv Both ii and iii are correct.
e How many soccer associations belong to FIFA now?
i 192 ii 203 iii 208 iv 1970
f When did FIFA establish a world cup for female soccer players?
i 1970 ii 1991 iii 1912 iv 1863
....../6
3 Read this paragraph about Australian Rules Football (Aussie Rules).
Australian Rules Football

Australian Rules Football was invented in 1858 by Thomas Wills and Henry Harrison,
who wanted cricket players to maintain their fitness in the winter months. The first
serious game was played in Melbourne, but after three games, no side could score
a goal. Consequently, the size of the team was reduced to 18 players per side and
the size of the playing field was made smaller. The game was played mostly in
Victoria until the Australian Football League (AFL) was established in 1990. Now
most states in Australia play and enjoy the game. The game is not played overseas,
although there is a competition in Papua New Guinea, and exhibition matches are
played in England, Ireland and the USA. Aussie Rules is a fast-moving spectacle:
skilful, tough and athletic.
130

4 Select whether these statements are true or false.
a Cricket was played in Australia before Aussie Rules.

True/False
b Aussie Rules Football is played in summer.

True/False
c In early games, no goals were scored because there

were not enough players on each team.
True/False
d In 1990, the game was played in Victoria only.

True/False
e The game is played in many countries overseas.

True/False
5 Find the words from the paragraph that have these meanings:
a keep (verb) maintain d show (noun) spectacle
b therefore consequently e clever skilful
c made smaller reduced

....../10
Pa r t B
Favourite sports
Exercise 6
Ask a partner these questions and record the answers.
1 What is your favourite sport? Do you watch it or play it or both?

2 Have you ever seen a game of AFL football?

3 Do you have a sporting hero? Who is it and why is that person a hero?

4 What do you think of Chinese sportsmen and women?

131

5 What do you think of China’s performance in the Rio Olympics and Paralympics?

Exercise 7
Write a paragraph about your partner and include the answers to the above questions.

If time permits, students could share their
paragraphs with the whole class.

Prepositional idioms
In the homework paragraph about soccer, there were three prepositional idioms. These are
phrases containing a word and a preposition that always go together. For example:
originated in similar to affiliated with
Here are more examples of prepositional idioms:

cooperate with disapproves of
beneficial for interfere with
concentrate on rely on
pride in worthy of
Another way to
bored with accustomed to say ‘accustomed
to’ is ‘used to’.
proud of afraid of
There is no rule to help you with prepositional idioms. You just have to learn them. Using
them in sentences will help.
Exercise 8
Working with a partner, choose a prepositional phrase from the above list to complete
these sentences.
1 I can rely on my friends to help me when I am moving house.
132

2 If you are working in a team on a project, it is important to cooperate with

each other.
3 Some people say that fish oil is beneficial for your health.
4 He was proud of his excellent exam result.
5 If you concentrate on improving your pronunciation, you will become a
proficient English speaker in no time.
6 When the player became bored with the game, he decided to stop playing.
7 She decided that nothing would interfere with her plans to travel, establish
a career and then get married.
8 A person with arachnophobia [əræknə'foʊbiə] is afraid of spiders.
9 If you come from a cold climate, it would be hard to become accustomed to
the heat of the tropics.
10 The mother says that she disapproves of her child’s naughtiness.
11 Do you think that Malala Yousafzai was worthy of the Nobel Peace prize?
12 The teacher told the students to take pride in their work and put in their
best effort.
....../12
7.1 K
H o me work ta s k Circled answers relate to Exercise 10. 7.2 2 ] 3

Benefits of sport and exercise
Read this personal view of the benefits of sport and exercise. Your teacher will ask you
questions about it in the next lesson.
The benefits of sport and exercise

I clearly remember hating every moment of Sport classes at school. I would stand
out on the oval, fielding for cricket or softball, and slowly edge my way towards
shade, whether it be a tree or a bush, until I was hidden behind or sometimes in
the plant.
However, though I hated Sport and Physical Education classes at school, I
realise that there are many benefits of regular exercise and playing sport and
I have finally found something I enjoy—taking long walks and runs with my dog. We
should all do more exercise. There are many benefits, not only for individuals,
but also for the whole community.
The obvious main benefit of exercise is the improvement of our
agility [ə'dʒɪləti]:
health. Regular exercise will lead to people becoming fitter, as they ability to move easily
increase their strength, agility, and endurance. endurance [ɛn'djurəns]:
ability to keep going
133

It also helps to control a person’s weight, which prevents the onset of many
diseases later in life, such as heart disease and diabetes. By keeping fit and healthy,
we feel better physically, and our brains work better too, enabling enabling: allowing
us to work and study much more effectively.
While burning off unwanted kilojoules, we are also de-stressing and relaxing.
If we study and work for long periods at a time, it may seem as if we are being very
productive, but it is actually the opposite, as our stress loads increase by the
minute. By taking regular breaks to play sport, do some exercise or
remedied ['rɛmədid]:
go for a quick walk, this problem can be remedied. fixed
In addition to the benefits that exercise brings to physical and
mental health, playing sport, especially in a team, has many benefits for character-
building and good sportsmanship. Children who play as part of a team, whether
it is netball, football, cricket or any other team sport, will learn how to cooperate
with other members of their team, which is a very important life skill.
Furthermore, when their team loses, children learn how to behave correctly—
shaking the opponents’ hands and congratulating them, instead of getting upset
and angry. How to lose graciously is another important life skill. While playing
as part of a team, children have the opportunity to meet many new people and
create friendships. This may be helpful for shy children who find it difficult to make
friends, and it may boost their self-confidence.
While many people will be happy playing their favourite sport in an amateur
team, or even in the backyard, there are also the elite sportsmen elite [ə'lit]: top-class
and sportswomen, who make a living out of sport. Not only the
athletes themselves, but also the trainers, coaches and all the associated workers
are kept in jobs because of these professional sportspeople. There is a whole
industry based on professional sport, which generates a lot of money for a country’s
economy.
When the world comes together in major sporting events such as the Olympic
Games, there is a sense of pride that one feels in one’s country. When people watch
their country’s athletes winning medals and setting world records, a sense of pride
is created, one that is spread throughout the community. This
patriotism
patriotism is good for the community, as it brings the country ['peɪtriətɪzəm]: pride in
together. one’s country
In conclusion, people who exercise regularly will be fitter, healthier and able to
concentrate on their work better. If they play a team sport, they will learn important
life skills, such as good sportsmanship and the ability to cooperate as part of
a team. For the wider community, professional sport creates an entire industry
and keeps many people in jobs. Furthermore, watching professional athletes at
important international events can help to instil feelings of national pride. Sport
and exercise have many benefits, not only for the individual, but also for the wider
community.
Jessica Syrjanen
134

Pa r t C
Exercise 9
Your teacher will ask you questions about the essay on sport and leisure.
Write your answers here.
1 Why did the writer, Jessica Syrjanen, hide in the trees and bushes when she
was at school?
She didn’t want to play sport.
2 What kind of exercise does Jessica do regularly?
She takes her dog for long walks and runs.
3 According to the writer, what is the main benefit of exercise?
It improves our health.
4 According to the writer, what happens if we study and work for long periods at a time?
Our stress loads increase and we become unproductive.
5 According to the writer, what are two benefits of playing sport in a team?
Playing sport in a team is character-building and promotes good sportsmanship.
6 What does the writer consider to be correct behaviour from the losing team?
The losing team should shake their opponents’ hands and congratulate them, instead
of getting upset and angry.
7 How would shy children benefit from playing a team sport?
They would make friends and gain self-confidence.
8 According to the writer, in what way is professional sport good for a country?
It is good for a country’s economy.
9 What needs to happen at the Olympic Games for people to feel proud and patriotic?
The athletes would need to win medals and set world records.
10 Give the meanings of these words from the essay:
a benefits advantages, good things
b improvement getting better
c productive working hard to produce results; getting results
d favourite preferred, liked best
e boost improve
f entire complete, whole
....../15
135

Connectives
Connectives are words and phrases that connect ideas and give an essay cohesion
[koʊˈhiʒən]. Cohesion refers to the way that ideas are linked logically so that the essay flows.
You can see in the essay on sport and exercise how the student has used connectives to link
her ideas.
Exercise 10
Find these connectives in the earlier essay, ‘The benefits of sport and exercise’ and circle
them. Some connectives may appear more than once.
• however • in addition to • not only …, but also
• also • furthermore • in conclusion
• while
Here is a table of connectives that you may find useful.
Addition Sequence Consequence Contrast

and initially as a result but
in addition to first(ly) thus however
as well as second(ly) therefore on the other hand
besides to begin with consequently in spite of
also earlier/later it follows that though
furthermore after this/that eventually although
moreover following this/that then in that case otherwise
but even besides yet
this/that instead of
not only … but also whereas
Certainty Condition Summary
obviously if in conclusion
certainly unless in summary
plainly whether finally
of course provided that lastly
undoubtedly depending on to sum up
to conclude
Example Reason Time
for instance as before

for example since while
just as so that until
in particular because (of) meanwhile
such as due to at the moment
namely owing to when
leads to whenever
as soon as
136

Exercise 11
Answer these questions about connectives.
1 Write two connectives that can be used to introduce your first argument or point.
first(ly), initially, to begin with
2 Which two connectives can be used to introduce your last argument or point?
finally, lastly
3 What phrase always follows ‘not only’? but also
4 Which connective (a phrase) has the same meaning as ‘however’ and has the same
grammatical position in a sentence? on the other hand
5 Write three connectives that can be used to sum up your arguments or points in the
conclusion. in conclusion, in summary, finally, to sum up, to conclude, lastly
....../5
Exercise 12
Write five sentences giving your opinion of sport and exercise, using three different
connectives to connect ideas. Then share your sentences with a partner for correction.

If time allows, these sentences could
be shared with the whole class.

Competitive sport for children

Some people argue that competitive sport can have a detrimental detrimental
[dɛtrə'mɛntl]: harmful
effect on children.
Exercise 13
Form groups of four or five to discuss this question: ‘What are the advantages and
disadvantages of competitive sport for children?’
Record points on the table below as you speak and listen.
137

Advantages Disadvantages
It teaches children teamwork. Parents put too much pressure on
children to win.
Exercise 14
At what age should children be allowed to take up a competitive sport? As a group,
construct a paragraph of approximately 150 words giving the group’s opinion. Include two
or three arguments to support your contention and use connectives.

Students could share their group’s
opinion with the rest of the class if
time permits.


Poetry
Here is a poem that a student wrote about her love of running through the forest. Read the
poem and listen to it, and pay particular attention to the pronunciation of these words:
138

landscape overwhelm anxious opera tread

answerable rhythm diamonds footfall desert
surroundings soothes lightning
Running
The path through the forest twists and turns as I run
And shadows form behind me to mask where I’ve been.
I shiver at the thought that there is no turning back now
So on and on I run wide awake into a dream.
The cool air clears my mind and the landscape is my friend.

The trees line my path like crowds urging me on.
Their branches try to reach me but I cannot stop to chat;
My time’s my own, my time alone, I’m answerable to none.
Here in these surroundings my troubles are kept at bay.

My problems don’t overwhelm me as I leave my life behind.
lullaby: a song to help
The beating of my heart joins the landscape’s lullaby children go to sleep
And the rhythm of the run soothes my anxious mind.
Suddenly the wind picks up. The forest comes alive.

Rain falls like diamonds from the dark and stormy skies.
Lightning cracks. Thunder roars. The elements urge me on.
Mother Nature’s mighty opera makes me quake in sheer delight. quake: shiver
Mud splatters every footfall and wet hair clings to my face,

But my tread is sure, my path is firm; I keep moving on.
For whenever dreams desert me or people let me down,
Whatever life throws at me, I hit it at a run.
I know that in my future, whatever path I take

I’ll keep on moving forward to where I want to be
Running is my saviour; I’m contented when I run, saviour [ˈseɪvjə]:
something that saves
If I’m content then I’m alright, and that’s good enough for me. or protects
Renee Forristal
139

Pa r t D
Understanding poetry
Exercise 15
Answer these questions about the poem that you read for homework. Then discuss the
answers with your classmates.
1 Explain the meaning of ‘I cannot stop to chat’.
This means she cannot stop to talk, have a conversation.
2 Explain the meaning of ‘I’m answerable to none’.
This means that she does not have to do what anyone tells her to do; she does not
have to obey anyone or explain what she is doing.
3 Explain the meaning of ‘my troubles are kept at bay’.
This means her troubles do not worry her; to keep something ‘at bay’ means to keep
it away from you.
4 Give three words from the poem that suggest the writer’s running through the natural
world has a kind of musical quality. lullaby, rhythm and opera
5 Give the noun phrase from the poem that is a synonym for ‘the weather’.
the elements
6 Sum up what the poet likes most about running. You might need some or all of the
following words and phrases: contented, solitude, enjoys, enjoyment, problems,
freedom, happy, in spite of the weather, a feeling of contentment, alone, relaxed,
relaxing.
Sample answers: Running makes the writer feel contented; she enjoys the feeling of
leaving life’s problems behind and she likes the solitude.
Idioms
Idioms are expressions that have a meaning that is different from the dictionary definition.
The words take on a more symbolic meaning.
For example, when the writer says that people ‘let [her] down’, she means they do not
help her or do the things she expects them to do. They do not ‘live up to’ (another idiom) her
expectations.
Exercise 16
There are two idioms in the line: ‘Whatever life throws at me, I hit it at a run.’ Discuss the
meaning of these idioms with your classmates.
‘Whatever life throws at me’ means whatever problems you have to face in life; to ‘hit
something at a run’ means to face it with courage, confidence and determination.
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Here are more examples of idioms:
Idiom Meaning
to be on a roll to be on a winning streak
to read between the lines to assume things that are not said
to sink or swim to succeed or fail
to burn the candle at both ends to stay awake during the night
to egg someone on to encourage someone
to spin a yarn to make up a story
to smell a rat to be suspicious
to sit on the fence about an issue to not have a firm opinion
to give someone the cold shoulder to ignore someone
to get into hot water to get into trouble
Exercise 17
Choose an idiom from below to complete the sentences.
burn the candle at both ends got into hot water on a roll
read between the lines sit on the fence spinning yarns
the cold shoulder smell a rat
1 Although it was late at night, we decided that we would keep painting the room
because we were on a roll .
2 If you are studying for exams you are likely to burn the candle at both ends .
3 Mum always had firm opinions about political issues, but Dad would always sit on the
fence .
4 ‘Why are all these cars parked in the street outside my house?’ asked Jenna, as she
walked towards her surprise birthday party. ‘I smell a rat ,’
she said.
5 When I read her letter, I could read between the lines
and tell that she was upset.
6 His grandfather would entertain the children by spinning yarns
about his childhood.
7 Because of a previous insult, Danni gave Kim the cold shoulder .
8 He got into hot water when he was late getting
home after the party.
....../8
141

Syllabification
Syllabification [səˈlæbəfəˈkeɪʃən] is the process of breaking up words into their syllables or
sounds. This can help with spelling and pronunciation, and it is also another strategy for
reading aloud effectively.
For example:
• Path has one syllable: path.
• Forest has two syllables: for/est.
• Surroundings has three syllables: sur/round/ings.
• Answerable has four syllables: an/swer/a/ble.
Exercise 18
Break up these words into their syllables. Write the number of syllables in brackets at the
end. The first one has been done for you.
1 overwhelm o/ver/whelm (3)
2 rhythm rhy/thm (2)
Diamonds and opera are
3 soothes soothes (1) tricky. Take care!
4 anxious an/xious (2)

5 diamonds di/’monds (2) Point out to students that the vowel
‘a’ is not pronounced in ‘diamonds’.
6 lightning light/ning (2)
Point out to students that the vowel
7 opera op/’ra (2)
‘e’ is not pronounced in ‘opera’.
8 footfall foot/fall (2)
9 tread tread (1)
10 desert de/sert (2) You might want to teach
‘dessert’, ‘desert’ (the noun)
....../10
and ‘desert’ (the verb).
Exercise 19
1 Discuss with your classmates the difference between ‘lightning’ (2 syllables) and
‘lightening’ (3 syllables). Write the answer here.
Lightning is the bright light in the sky during a thunderstorm; lightening means
making lighter (in colour or weight).
2 The pronunciation of some words in English can be difficult. The following words are
examples. Say them out loud to yourself, following the IPA pronunciation guide and the
number of syllables indicated.
a imaginary [ɪ'mædʒənəri] (4) d military ['mɪlətri] (3)
b secretary ['sɛkrətri] (3) e contemporary [kən'tɛmpəri] (3)
c itinerary [aɪ'tɪnərəri] (4) f dictionary ['dɪkʃənri] (3)
142

Exercise 20
1 Write a paragraph (or perhaps you would like to write a poem) about being outdoors.
You could write about visiting the seaside, camping, walking, skiing or rock climbing. Or
maybe you just like to sit in a park and daydream. Write approximately 150 words about
how it feels to be doing something active in the ‘great outdoors’.

If time permits, the best writing could be read to
the whole class. Alternatively, the writing could
be displayed for other students to read.

2 Share your writing with a partner.

League of Legends
Exercise, such as running, is a good thing to do, but some people like to spend their leisure
time engaging in less physical activities, such as reading, watching TV or playing video
games.
1 Read the review of a video game. As you read, notice these features:
• information about the various elements of the game
• video game jargon jargon [ˈdʒagən]: subject-specific language
• language that evaluates the strengths and weaknesses of the game (evaluative
[ə'væljueɪtɪv] language)
• a recommendation about who might like to play it
143

League of Legends
League of Legends is a free PC game that requires internet access to play and each
game goes for around 20–45 minutes. League of Legends gives each player control
of a powerful champion unit in a team-based battle to destroy each other’s ‘nexus’.
It is set in a fantasy world that is something like medieval times in our world. It has
executioners, archers and people who wield swords. Real-time strategy elements,
such as controlled foot soldiers and turrets, and role-playing features, such as
levelling abilities, provide players with variety and flexibility. There’s a lot to like
about League of Legends.
The highly inventive champions are one of the best parts of the game. The
developers have created 114 champions, and this number keeps going up. From
large brutes to nimble archers to stealthy assassins, whatever your play style there
will be a champion for you. The artwork is colourful and interesting, with a lot
of work going into each champion. As you defeat enemy minions and champions
you’ll level up and gain access to even more powerful abilities that allow you turn
invisible, fire missiles, set glue traps and a host of other options. Heading out into
the field of battle with these effects at the ready is an awesome feeling and at
higher levels you can really chew through enemy minions and other champions.
As you kill the minions, destroy turrets and slay other champions, you’ll also
be earning gold that you can use in the item shop. The items are all laid out in
smart groups. So if you know you need attack damage or armour, you can just flip
to that page and see all the items that confer that ability. Better still, you can see
all the combinations at a glance and can even buy finished projects for the full
price of all the items it contains. It makes for a much faster way to customize your
champion and get right back into the action.
Having a persistent element that exists outside of the individual battles
discourages players on the losing side from quitting outright, but it also increases
the pressure on new players to become proficient as quickly as possible. The start
of the game can be quite confusing and it puts some people off, but don’t be
scared, just keep at it and as you progress you will keep getting better and better.
Though some of the champions tend to play the same way, the level of variety
is incredibly high here and it’s to the designers’ credit that most of the champions
are interesting and competitive. League of Legends is a great game—highly
recommended for all ages.
Andrew Diamond
2 Answer these questions about the review of League of Legends.

a Give three examples of video-game jargon.
nexus, real-time strategy elements, levelling abilities, champions, developers,

enemy minions
144

b Give three examples of the game features that are connected to the medieval world.
executioners, archers, people who wield swords, foot soldiers, turrets, assassins,
armour
c Which aspects of the game do these evaluative phrases describe?
i highly inventive champions
ii colourful and interesting artwork
d Provide the words from the review that have these meanings:
i servants/followers minions
ii kill slay
iii quick and agile nimble
iv give/provide/bestow confer
v clever/skilful proficient
e What is the writer’s only criticism of the game? Quote him.
‘The start of the game can be quite confusing.’

f What is the writer’s overall opinion of the game? Quote him.
The writer thinks that ‘League of Legends’ is a great game—highly recommended

for all ages.’
....../15
Pa r t E
Conjunctions
Full stops mark the end of sentences that are statements. Simple statements contain a
subject (the performer of the action), verb (the action) and object (the result of the action).
For example:
subject verb object
Andrew plays video games. Some common conjunctions

are: and, but, or, because, as,
since, if, unless, before, while,
Simple sentences can be joined together by a conjunction to after, until, although.
form a more complex block of information. For example:
simple sentence conjunction simple sentence
Andrew plays video games and he likes to compete against his friends.
145

Conjunctions can be placed at the beginning of the joined sentences too. For example:
conjunction simple sentence simple sentence
Because he enjoys playing video games, Andrew spends a lot of time indoors.
Here are sentences showing you the meaning and usage of these conjunctions.
and adds information
The student wrote an essay and gave it to the teacher.
but introduces a contrasting point

The student wrote an essay, but it was not finished.
or indicates that alternatives are available

The student can write the essay for homework or write it in class
tomorrow.
because indicates a reason for something to happen

The student wrote an essay because it was set for homework.
as means the same as ‘because’

As it was set for homework, the student wrote an essay.
since means the same as ‘because’ and ‘as’

Since it was set for homework, the student wrote an essay.
if indicates cause and effect (if something happens, so will something else)
If the student writes her essay tonight, she will be able to give it to the
teacher tomorrow.
unless also indicates cause and effect, but in a negative sense (something will NOT be
done, unless something happens)
Unless the student checks her essay carefully, she will not be able to get a
good grade.
before indicates something happened previously

The student wrote her essay before she ate her dinner.
while indicates something is happening at the same time

The student listened to music while she wrote her essay.
after indicates that events follow each other

After she wrote the essay, the student ate her dinner.
until indicates that something must occur first, before something else
The student will not eat her dinner until she finishes her essay.
although indicates a situation of difference or contrast

Although she was feeling tired, the student wrote her essay.
146

Exercise 21
Choose the best conjunction from the box to complete the sentences.
since and or before unless
1 ‘Read over your answers and check them carefully,’ said the teacher.
2 ‘Before you leave the laboratory, you must put away your equipment,’ said the
lecturer.
3 ‘Since you have all asked for an extension, I will give you an extra day to
complete the assignment,’ said the teacher.
4 ‘I will not accept late work, unless you have been given an extension,’ said the
teacher.
5 ‘You must study hard for the exam, or you will not pass,’ warned the tutor.
....../5
Exercise 22
Write a sentence for each of these conjunctions: but, because, although, after, while.
Share your sentences with a partner for correction.

....../5
Commas
Commas are used to separate items in a list. For example:
Notice that no comma is
It has executioners, archers and people who wield swords. needed before ‘and’ in a list.
Commas are used to separate blocks of information within sentences. For example:
The commas separate these italicised sections of the sentence,

which add extra information and clarify the meaning of the sentence. clarify: make clear
Real-time strategy elements, like controlled foot soldiers and turrets, and role-
playing features, like levelling abilities, provide players with variety and flexibility.
147

Here the comma separates

two long clauses. Notice
Commas are also used to separate long clauses. For example: how the conjunction ‘but’
joins the two clauses.
Having a persistent element that exists outside the individual
battles discourages players on the losing side from quitting outright,
but it also increases the pressure on new players to become
proficient as quickly as possible.
Finally, some connectives are always separated from the rest of the sentence by a comma.
‘Finally’ at the start of the previous sentence is an example. Here is another example:
In conclusion, the reviewer makes a recommendation about who would like to
play the game.
Exercise 23
Insert commas to separate the blocks of information in these sentences.
1 The most important thing for students, as far as university life is concerned, is to feel
comfortable asking the lecturer for help.
2 In order to minimise your errors, you need to proofread your essays thoroughly.
3 Before students leave the lecture theatre, they must collect their assignment papers
from the front desk.
4 When you read a passage out loud, be sure to make use of the punctuation marks.
5 You must bring to the meeting a copy of the agenda, your computer or iPad, a pen and
some paper.
6 For lunch I would like soup with pork, chilli, garlic, ginger and noodles.
7 In my spare time, I like to read; however, I also like to go for long walks on country
paths.
8 Some people believe that television destroys children’s imagination; on the other hand,
some believe that television is interesting and educational.
....../8
148

U nit 8 LANGUAGE
AND CULTURE
ABOUT THIS UNIT
KEY TOPICS
• The influence of other languages on the English language
• The influence of Shakespeare
• The difference between British/Australian English and American English
• ‘Aussie’ English
• The preservation of Indigenous languages
KEY SKILLS
• Pronunciation of English words
• Learning about subtle differences in English lexicon
• Having a conversation in ‘Aussie’ English
• Reading, speaking, listening and writing
READING
• Extract from a text on the basics of feng shui
• Article about Indigenous Australian languages
• Article about Australian slang
WRITING

• Group discovery task
GRAMMAR
• Latin and Greek word roots
• Idiomatic language
• Other words that are often confused
• Australian colloquialisms and slang
8a

HOMEWORK ACTIVITIES
• Reading and listening tasks
DIGITAL RESOURCES
• 8.1 History of the English language
• 8.2 Homophones
• 8.3 Subtle differences in meaning
• 8.4 Tricky homophones
8b

Unit 8 LANGUAGE
AND CULTURE
In this unit, you will learn about the Personal Word Bank
development of the English language and explore
the link between language and culture. You will be
given opportunities to develop your English skills in on page 202.
reading, writing, speaking and listening.
Pa r t A
The development of English 8.1 K
English has changed a great deal over time and it continues to develop. lexicon ['lɛksəkən]:
New words come into the lexicon as a result of social change, and vocabulary
words are borrowed from other languages.
Three other languages have influenced the development of English
obsolete [ˈɒbsəlit]:
over the centuries—one is obsolete and two are extant. no longer used
• Latin (obsolete) extant [ɛk'stænt]:
existing
• French (extant)
• Greek (extant)
In the 16th and 17th centuries, Shakespeare added more than 1700 words to the English
language. More recently, English has acquired words from languages such as Arabic, Chinese,
Spanish and Italian.
Group project on languages

Form groups of four or five. Each group will be an ‘expert’ on one of the languages that has
influenced English. After reading the information and completing the exercises, each group
will report to the class and share the answers.
Group 1: Latin
When the Ancient Romans invaded Britain in 55 BCE, they brought with them their
language—Latin. Although Latin is considered to be a ‘dead’ language, many English words
are derived from Latin and so some knowledge of Latin is essential, especially for students
of linguistics, medicine and law.
Latin is not completely obsolete, as we still use some Latin words and phrases today.
This group project may extend into the next lesson, as students
Exercise 1 may need to use the internet at home to find some answers.
Group members should find out how to pronounce these Latin terms and teach the class.
• habeas corpus (you shall produce the body): a legal order that an imprisoned person
must be brought before the court for trial
149

• status quo (state in which): the existing condition of something

• in loco parentis: in the place of a parent
• lingua franca: any language used by different groups of people to aid communication;
for example, pidgin English (Chinglish is the lingua franca of foreign prisoners in China.)
• obituary: a written text about someone who has died (from Latin obitus meaning
‘death’)
• obfuscate: to confuse; for example, by using complex language or jargon (from Latin
fuscus meaning ‘dark’)
Exercise 2
Find two English words that are derived from the Latin words listed below.
1 mater (mother) sample answers: maternal, maternity
2 pater (father) sample answers: paternal, paternity, paternalistic
3 pax (peace) sample answers: pacify, Pacific Ocean, pacifist
4 liber (book) sample answers: library, librarian
5 corpus (body) sample answers: corporal, corpse, corporeal, corpulent
6 mille (thousand) sample answers: millennium, million
7 solus (alone) sample answers: sole, solitary, solitude
8 centum (hundred) sample answers: century, centurion, cent, centennial, centipede,
centigrade
9 audere (to hear) sample answers: audience, auditorium, audible, audiovisual,
auditory
10 trans (across) sample answers: translate, transfer, transport, transatlantic,
transnational
11 fortis (strong) sample answers: fortifications, fortress, fortitude, fortified, force
12 aqua (water) sample answers: aquarium, aquatic, aqueduct, aquamarine
13 terra (earth) sample answers: territory, terrain, terracotta, subterranean
14 vita (life) sample answers: vital, vitamin, vitality
15 locus (place) sample answers: location, local, locality
Group 2: French
The Normans (French people from Normandy, an area of France) invaded England in 1066
and French became the language of business, culture and the law. Still today, many French
words are part of an English speaker’s lexicon. For example:
chauffeur (driver)
à la carte (from the menu)
150

Unit 8 Language and culture
Exercise 3
1 Choose the French expression from the list to match these meanings.
coup d’état chassis dénouement faux pas poignant sabotage

coupon detour fait accompli grand prix nonchalant bon voyage
a unravelling of the plot at the end of a story dénouement

b a ticket that will allow the holder to get something coupon
c the frame of a motor vehicle chassis
d something said or done that is a social mistake faux pas
e a violent action to overthrow a government coup d’état
f deeply moving or distressing poignant
g something that is done and cannot be reversed fait accompli
h major motor vehicle race grand prix
i a deliberate attempt to spoil or destroy something, such as equipment or a plan
sabotage
j unconcerned, indifferent nonchalant
k what you would say to someone who is setting off on a journey bon voyage
l a road sign that tells you to take a different route detour
2 Find out how to pronounce each of the French terms and teach your classmates.
Group 3: Greek
During the time in Europe known as the Renaissance (re-birth) in 1300–1600, there was a
renewed interest in the classical languages, such as Ancient Greek, and English scholars
borrowed heavily from this language for words connected with education, science and
medicine.
Exercise 4
Find out the meanings of these words; they have come into English from Ancient Greek.
1 pedagogy the art of teaching
2 pedagogue a teacher
3 gymnasium a place for physical training
4 academy a school for science and art; a private secondary school
5 catharsis an emotional cleansing
6 hubris arrogant pride
7 hamartia a tragic flaw leading to the downfall of the hero
151

8 narcissism extreme self-love

9 nemesis a rival or arch-enemy; downfall or destruction
10 draconian harsh, cruel
Exercise 5
Using an English dictionary, work with a partner to find the definitions of these words.
1 antibiotic a drug used to fight against germs Some prefixes borrowed
from Greek:
2 automatic something that is done by oneself
• anti- means ‘opposite’
3 hyperactive excessively active • auto- means ‘self’
• hyper- means ‘excessive’
4 microscopic too small to be seen with the naked eye, • micro- means ‘small’
• thermo- means ‘heat’
needing a microscope to be seen
5 thermometer an instrument for measuring temperature
6 antidote a drug used to fight against poison
7 autograph a person’s signature autos (self ) + bios
(life) + grapho (write):
8 hypersensitive excessively sensitive autobiography (life story
written by oneself )
9 microbe a small organism
10 thermostat a dial to adjust the temperature on a heater
Group 4: Shakespeare’s contribution

The greatest English playwright, William Shakespeare, contributed many words and phrases
to the English language.
Exercise 6
Choose a meaning from the list to match the Shakespearean terms below.
where one was born crazy, mad

to remove one’s clothes calm, peaceful
something that looks ugly the top of a mountain
to be unable to speak properly because to be in a difficult situation
of nerves or embarrassment the murder of a political figure
having faults
1 an eyesore something that looks ugly

2 to be tongue-tied to be unable to speak properly because of nerves or embarrassment
3 to be in a pickle to be in a difficult situation
4 assassination the murder of a political figure
5 summit the top of a mountain
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6 flawed having faults

7 birthplace where one was born
8 zany crazy, mad
9 to undress to remove one’s clothes
10 tranquil calm, peaceful
The first three Shakespearean terms in the above exercise—an eyesore, to be tongue-tied
and to be in a pickle—are all examples of idioms. For example, an eyesore has nothing to do
with painful eyes!
Exercise 7
Select a Shakespearean idiom from the list to complete these sentences.
high time an eyesore budge an inch in a pickle

a tower of strength into thin air green-eyed sleep a wink
tongue-tied foul play
1 My car keys have vanished into thin air .

2 She is green-eyed with jealousy.
3 The student became tongue-tied when he had to speak in a tutorial.
4 Your friend can be a tower of strength when you are feeling sad.
5 They got in a pickle when they tried to put a flat pack: an item (e.g.
together the flat pack without looking at the instructions. of furniture) that arrives
in parts that have to be
6 I did not sleep a wink last night. put together
7 The teacher said it was high time that we handed in our work.
8 We all agreed that the new building was an eyesore .
9 She asked her parents again for money to buy a new car, but they would not budge an
inch .
10 The police questioned the owner of the shop that caught fire, because they suspected
foul play .
Group 5: Words from Chinese and other languages
Exercise 8
Explain to the class how these Chinese terms became part of the English-speaker’s lexicon.
Explain which dialect the terms come from. Provide the original Chinese meanings, and
report to the class how the original terms have been changed or manipulated for English
speakers. This should be in the form of a brief oral presentation using slides.
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1 chopsticks from Pidgin English; chop chop

2 ketchup brine of pickled fish; Hokkien/Amoy dialect; in Australia, we say ‘tomato
sauce’; Americans say ‘ketchup’
3 dim sim from Cantonese; ‘it touches the heart’; a type of dumpling
4 feng shui from Mandarin for ‘wind’ and ‘water’; a way of designing the layout of a
building or room
5 kowtow from Cantonese for ‘knock head’; in English it means to obey someone
6 shantung from Mandarin; a wild silk fabric
7 tai chi from Mandarin ‘great ultimate fist fighting’; many Westerners practise tai chi
8 tofu from Cantonese; bean curd
9 wok from Cantonese; boiler or cauldron; many
Westerners cook using a wok; most modern
domestic stoves have a ‘wok burner’, a larger
gas or electric ring than the others on the stove
10 typhoon from Hokkien or Cantonese; a violent
storm and cyclone
Exercise 9
Find out which languages these words come from and tell the class. Also tell the class
what the words mean.
1 ravioli Italian; a type of pasta
2 bungalow Indian; a small house
3 coffee Arabic; a beverage
4 cotton Arabic; a fabric
5 umbrella Italian; an object for use in the rain
6 chocolate Spanish; a sweet, dark foodstuff
7 potato Spanish; a vegetable
8 guitar Spanish; a musical instrument
9 curry Indian; a hot, spicy dish
10 kindergarten German; a pre-school
William Shakespeare
The following text is about the early life of William Shakespeare.
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1 Before you read the text or listen, find the meanings of these words, which are underlined
in the passage.
a mayor [mɛə] the leader of a community
b shunned [ʃʌnd] ignored
c ingratitude [ɪn'grætətjud] not being thankful, not appreciating someone’s help
d fickleness ['fɪkəlnɛs] changing views often
e circumstances ['sɜkəmstænsəz] conditions surrounding an event
f discontented [dɪskən'tɛntəd] unhappy, not content
g poaching [poʊtʃɪŋ] stealing food from the landowner’s forest or garden
h dramatist ['dræmətəst] writer of plays; another word for this is ‘playwright’
2 Read the text.
Shakespeare’s early life

Queen Elizabeth I had been ruling for nearly four years when William Shakespeare
was born in April 1564, to John and Mary Shakespeare. He was the third child in
a family of eight: Joan (1558–58), Margaret (1562–63), William (1564–1616), Gilbert
(1566–1611), Joan (1569–1646), Anne (1571–79), Richard (1574–1612) and Edmund
(1580–1607).
In 1552, more than 450 years ago, Shakespeare’s father came to the little
town of Stratford, which is 120 miles from London, to work as a dealer in wool and
leather. He was also a superb glover (a maker of gloves). He met, fell in love with
and married Mary Arden in about 1558.
Shakespeare’s father was interested in public affairs and for a time was High
Bailiff (mayor) of Stratford. Shakespeare’s first introduction to the theatre was
when a group of travelling players performed in Stratford and his father, being
mayor, entertained them as his guests.
From all reports, William had a full and happy childhood. He attended a
preparatory school when he was five years old, and when he turned seven, he went
to Stratford Grammar School. He spent many hours on the banks of the Avon River,
fishing and looking into the clear waters, dreaming of the things he might do. He
also spent time in the Arden forest, where he observed the changes that occurred
in nature from season to season.
Trouble hit the family of Shakespeare when William was 14 years old. His father
had money troubles and gradually retired from public office. His family was shunned
and ignored, and Shakespeare learnt of man’s ingratitude and fickleness. William
had to leave school and probably worked as a butcher or in his father’s shop.
In November 1582, at 18 years old, William married Anne Hathaway who was
eight years older. In the following May, their daughter Susanna was born, followed
155

by twins—Hamnet and Judith—two years later in January 1585. Shakespeare’s only

son, Hamnet, died when he was 11 years old.
Nothing is known of the circumstances leading up to the marriage and, except
for the birth of the children, nothing is known of the marriage, nor for certain
where the couple lived. There is no record as to whether the marriage was happy
or not, except that in his will Shakespeare left his wife ‘the second best bed’.
A company of actors visited Stratford in 1587. It is thought that being
discontented with country life and to escape a poaching charge, Shakespeare, then
23 years old, joined the actors and travelled to London, where he began to write
and act in plays. His plays were so life-like and he wrote with such skill that, at the
end of five years, he was recognised as one of the leading dramatists of London.
Pa r t B
Shakespeare’s English Students may need more time in groups,

to report their answers to the exercises
from the last class.
Exercise 10
Your teacher will ask you questions about the passage you read for homework. Record your
answers here.
1 Who was on the English throne when Shakespeare was born?
Queen Elizabeth I
2 Where was Shakespeare born?
Stratford
3 List the three jobs held by Shakespeare’s father.
dealer in wool and leather, glover and mayor
4 Where did Shakespeare play when he was a child?
by the Avon River and in the Arden forest
5 What does the writer assume the young Shakespeare was doing when he was playing?
dreaming and observing the seasons Teachers might invite
students to work out
6 What caused society to shun the Shakespeare family?
the number of months
money troubles between William and
Anne’s marriage and
7 What tragedy occurred to William and Anne Shakespeare in 1596? the birth of their
They lost their only son, Hamnet. first child. You might
explain the concept of
8 What major life change occurred for Shakespeare in 1587? a ‘shotgun wedding’.
He became involved with a company of actors and travelled with them to London.
....../8
156

Words of wisdom from Shakespeare

There are many ‘quotable quotes’ from Shakespeare’s plays. These are wise words for us to
think about and learn from.
Exercise 11
Discuss these sayings with your classmates and see if you can work out what they mean.
1 An empty vessel makes the most noise. A vessel is a container. Hint:
think of a human as a vessel.
Those who have least to say, speak the most.
2 All that glitters is not gold. glitters: shines
Things that look good may not really be good.

3 What’s gone, and what’s past help, should be past grief. grief: sadness
You can’t change what’s past, so don’t grieve or worry any more.
4 Lend thy serious ear to what I shall unfold.
Listen carefully to what I have to say.
5 A merry heart goes all the day, / Your sad tires in a mile-a. tires: becomes tired
When you are in a good mood, you live life to the full; when you are sad, you can be
tired of life.
6 Wisely and slow. They stumble that run fast. stumble: almost fall over
Take things slowly or you can make mistakes.

7 Sad hours seem long.
Time drags when you are sad, depressed or bored.
8 Young men’s love then lies not truly in their hearts, but in their eyes.
Young men (and women) can fall in love at first sight.
American English
American English is slightly different from the English spoken in Britain and Australia.
Americans have different words for certain things. For example:
American word British/Australian word

a car’s trunk a car’s boot
sidewalk footpath
crackers dry biscuits
gas petrol
ketchup tomato sauce
candy lollies/sweets
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vacation holiday
trash rubbish
trash can rubbish bin
billfold wallet
purse handbag
check bill
the fall autumn
flashlight torch
zip code postcode
fries chips
Americans also have different spellings of certain words. For example:
American spelling British/Australian spelling

color colour
organize organise
favorite favourite
honor honour
theater theatre
traveler traveller
Exercise 12
Rewrite the sentences, changing the italicised American English terms into British/
Australian English.
1 We are going to serve cheese and crackers before dinner.
We are going to serve cheese and dry biscuits before dinner.
2 Put your luggage in the trunk.
Put your luggage in the boot.
3 He took out his billfold in order to pay the check at the restaurant.
He took out his wallet in order to pay the bill at the restaurant.
4 She poured ketchup on her fries.
She poured tomato sauce on her chips.
5 Their zip code is 3058.
Their postcode is 3058.
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6 He used his flashlight to see inside the trash can.

He used his torch to see inside the rubbish bin.
7 She bought a new purse.
She bought a new handbag.
8 It starts to get cold in the fall.
It starts to get cold in autumn.
9 We needed to fill the car with gas before we went on our vacation.
We needed to fill the car with petrol before we went on our holiday.
10 The busker set up his musical equipment on the sidewalk. busker: a person who sings
on the streets for money
The busker set up his musical equipment on the footpath.
....../14
A rich and complex language

As a result of the influences of other languages, the English language has become rich and
complex. It is a difficult language to master, because there are so many ways to say the same
thing.
For example, all of these words are related to the feeling of fear, listed in order of intensity:
• frightened • fearful • alarmed • panic-stricken
• afraid • anxious • terrified
Exercise 13
Each of the following words has a synonym in the box. The synonym has the same meaning
as the original word, but it sounds more sophisticated and, in some cases, dramatic. Match
the words with their synonyms.
159

annihilate [ə'naɪəleɪt] erroneous [ə'roʊniəs] integrity [ɪn'tɛgrəti]

courageous [kə'reɪdʒəs] essential intelligent
devastated exhausted [əg'zɔstəd] significant
enraged flourish ['flʌrɪʃ ] vandalised
1 grow flourish 7 honesty integrity

2 brave courageous 8 upset devastated
3 clever intelligent 9 angry enraged
4 damaged vandalised 10 necessary essential
5 wrong erroneous 11 destroy annihilate
6 important significant 12 tired exhausted
....../12
H o me work ta s k s 8.2 K
Feng shui
Some Westerners try to follow the principles of feng shui when they are designing their
homes. Here is an extract from a text about feng shui.
1 Read the text.
Feng shui basics for your home

Feng shui is all about the balance of energies (also known as qi). Through the
placement of feng shui elements, we can gather positive energy to assure health
and good fortune, and at the same time, we can channel out negative energy to
create harmony in our space. You can draw on aspects of feng shui that you feel
you want or need to improve the way your property feels and functions.
Central to feng shui is what’s called a bagua (bagua means eight-sided)
map that lays out the nine separate areas of energy and intention in feng shui. In
arranging a room, these translate to nine areas to note. Divide your room into those
areas, then overlay the map to see which parts might need correcting or attention.
When the structure of an area cannot be physically changed to suit the ideal
energy, you can use a ‘cure’, usually in the form of objects like mirrors, running
water (like a fountain), plants or pets (like goldfish).
160

Fame
Fire
Re
Red
la
lth
tio
d
ea
Re
Re
d
ns
W
e/
in
Ea
d/
hi
W
pl
rt
S
Pi
ps
h
ur
nk
/P
/W
ue
SE
hi
Bl
SW
te
Blue/Green
Creativity
Health
Centre
Wood
White
Metal
W
E
NW
ck
Bl
NE
en la
ac
av y/B
k/
N
Bl
e
ra
M
ue
pl
ou
/G
Kn
eo
/G
nt
te
He
ow
r
ai
hi
lp
ee
Black
ns
W
le
fu
d
lp
Water
ge
Career He
Cures help us fend off negative energies. Here are some common sources of
negative energy in feng shui around our homes.
Bowing or blade shaped curves

Bending roads that are shaped like curved blades are considered bad feng shui.
The blade-like curves will bring bad luck on health, creating high possibilities for
bloodshed or surgery. When your building or house is located across the curve, you
can use broad leaf plants to shield your home from the negative energy. Plants,
such as pothos, canes or bamboos, are commonly used for shielding purposes and
are easy to keep around the house.
If your window is facing a curved road, such as an overpass or curved highway,
you should look at blocking and redirecting the possibility of negative energy.
A combination of curtains and convex mirrors can do the trick. Curtains should be
kept down at all times, as well, place the convex mirror immediately outside the
window, facing the curve, to divert the energy. (Mirrors are commonly used in feng
shui to manipulate space and guide energy).
Street lights
For individual houses or low-rise apartments, you might find you look directly at a
street light. Looking straight at a lamp post is also bad feng shui. The obstructed
view will bring bad luck to career; bright light from the lamp posts will affect
sleeping quality, in turn, bad luck on health issues. The best way is keep curtains
161

down at all times, blocking the lamp post from view and keeping its bright light
from shining into your home.
Pointy objects
Any point, such as antennas or building corners, pointing into your home can lead
to bad feng shui. Points introduce sha, a sense of killing, into your living space.
Feng shui teaches that sha can bring bad luck to health, imbalance in relationships
or legal worries. Again, the simplest way is to avoid or to block the energy. Curtains,
mirrors, or other cures in the bagua map are the best tools to keep the home safe
and harmonious.
…
Living in dense urban environments (like Beijing, Hong Kong, Sydney or
Melbourne), some negative feng shui elements are often unavoidable. The most
important thing is how you feel in your living space. Proximity to an energy source
affects its intensity and impact. If you feel uncomfortable or uneasy looking around
or outside at certain elements, try to block them. If a street light or antenna doesn’t
bother you at all, then don’t worry.
Keep in mind, the key to good feng shui is balance, harmony and inner-peace—
yours.
Philip Wong
2 Complete these sentences about the text.

a If your house or apartment faces a curved road, you could plant trees or plant
broad leafed shrubs to shield your home from negative energy.
b Another name for the balance of energies is qi .
c A street light shining into your bedroom at night affects your sleep ,
which affects your health .
d If the corner of a building points at your home on the north side, this might have a
negative impact on your career .
e The three ‘cures’ are: mirrors, running water and pets (such as goldfish) .
f Pointy objects facing your home can have an impact on your health, relationships,
legal situation .
g To stop a bright light from shining into your bedroom at night, you can close the
curtains or keep the curtains down .
....../7
162

Pa r t C
Class discussion
Exercise 14
After you have corrected the homework, have a class discussion about feng shui principles.
Discuss questions such as:
• What else do you know about the concept and practice of feng shui?
• What do you think of feng shui?
• Would you design your home according to feng shui principles?
• Do your parents follow feng shui?
• Will you look at your room or apartment now in a different way?
Australian English
Australian English is a unique variety and many foreigners find it difficult to understand,
not only because of the Aussie accent, but also because of the colloquialisms and slang.
Colloquialisms [kəˈloʊkwiəˌlɪzəmz] are informal words and phrases that are more
common in speech than in writing. They are associated with a particular country or culture.
Some examples of Australian colloquialisms:
‘Colloquy’ means
G’day, how’s it going? (Hello, how are you?) ‘conversation’, hence the
word ‘colloquialism’.
Fair dinkum! (Really!)
tucker (food)
Slang terms are even more informal, and in some situations, they would be considered to
be impolite. Slang can be used in a conversation, but only when the speaker knows the
other person really well. Some examples of slang terms:
Chill out. (Stay calm.)
this arvo (this afternoon)
Bloody oath! (For sure!)
In groups of four or five, read this news report about the difficulties foreign students have
with Aussie slang.
The good oil on slang

By Milanda Rout, Sunday Herald Sun
Aussie English as clear as mud
Most Aussies don’t think twice about getting a stubby from the Esky and watching
the footy on telly.
But ask that of a newly arrived migrant and they could become confused.
Aussie slang has become such a big part of our lives that a university is running a
three-week course on how to decipher it.
163

Swinburne University language adviser Nancy Moncrieff explained: ‘People

don’t realise how much slang we use in conversation.
‘We have hundreds of idioms in this country and they are not taught in English
language courses or available in the dictionary.’
Ms Moncrieff is teaching the Swinburne course, which This course has now
been replaced by daily
aims to help international visitors understand snags, conversation classes.
sheilas and blokes.
Students also sample such traditional Aussie fare as Tim Tams and Vegemite.
And they even get to kick a footy.
Newly arrived Chinese student Jimsun Chen, 29, finds Aussie slang funny, but
mystifying.
‘I don’t know many words like bloke or stubbies,’ he said. ‘But I know footy
because I watch the television and there is The Footy Show.
‘I don’t understand “G’day folks”. Why don’t people say hello? It is very strange.’
Norwegian Peder Dullum, 24, also said he found Aussie slang confusing.
Although fluent in English, he said he had trouble understanding casual
conversations.
‘People use a lot of slang that I don’t understand,’ Mr Dullum said.
‘Like, what is chock-a-block and what is a bloke?’
Vietnamese student Dung Tien Tran said it would be an advantage to
understand Aussie slang.
‘It is good to know Aussie slang and how you talk, because most of the time
people use very informal language, it is very difficult to catch on,’ he said.
Exercise 15
Choose the standard English word or phrase from the list to match these slang terms.
Some of them are in the article.
small bottle of beer lazy mosquitoes barbecue

football sunglasses biscuits alcohol
full (of food) television man cup of tea
1 telly television 8 bickies [ˈbɪkiz] biscuits

2 bloke man 9 cuppa cup of tea
3 footy football 10 barbie barbecue
4 slack lazy 11 mozzies [ˈmɒziz] mosquitoes
5 booze [buz] alcohol 12 chock-a-block [tʃɒk-ə-blɒk]
6 sunnies sunglasses full (of food)
7 stubby small bottle of beer
....../12
164

Exercise 16
Translate the following Aussie slang sentences into normal English. Practise saying them so
that you can have an ‘Aussie’ conversation with a partner.
1 In Australia the blokes usually cook the barbie, while the women make salads and
desserts.
In Australia, the men usually cook the barbecue, while the women make salads and
desserts.
2 I will pick up some booze to take to the party.
I will buy some alcohol to take to the party.
3 Most Aussie blokes like to drink stubbies while they watch footy.
Most Australian men like to drink small bottles of beer while they watch football.
4 We ate bickies and cheese while we watched telly.
We ate biscuits and cheese while we watched television.
5 G’day! Would you like a cuppa?
Hello! Would you like a cup of tea?
6 I can’t eat any more—I’m chock-a-block!
I can’t eat any more—I’m full!
7 Don’t be slack—clean your bedroom!
Don’t be lazy—clean your bedroom!
8 There are too many mozzies in summer.
There are too many mosquitoes in summer.
....../8
H o me work ta s k s 8.2 & 8.3 2 ] 3

The influence of Aboriginal languages
The languages of the Indigenous people have had a considerable influence on the
Australian lexicon, particularly in areas connected with flora (coolibah ['kuləba] tree), fauna
(kangaroo [kæŋgə'ru]), landscape (billabong ['bɪləbɒŋ]), place names (Uluru [ulə'ru]), and
cultural rituals (corroboree [kə'rɒbəri]).
1 Access the digital resources to hear how these words are pronounced and find out what
they mean.
a barramundi [bærə'mʌndi] a type of fish
b budgerigar ['bʌdʒəri ˌ ga] a type of bird
c dingo ['dɪŋgoʊ] a native Australian dog
165

d kookaburra ['kʊkəbʌrə] a native Australian bird
e koala [koʊ'alə] a native Australian animal
f billabong ['bɪləbɒŋ] a small lake
g boomerang ['buməræŋ] an Aboriginal throwing stick
h mulga ['mʌlgə] a type of tree
i kurrajong ['kʌrədʒɒŋ] a type of tree
j wombat ['wɒmbæt] a native Australian animal
Many Aboriginal languages have been lost. However, many people from Indigenous
communities across Australia are starting educational programs in an attempt to preserve
and protect the Aboriginal languages and cultures.
2 Read this text. Your teacher will ask you questions about it in the next class.
Indigenous pupils relish lessons in heritage

By Noel Pearson, The Weekend Australian
Matthew Bowen is a rugby league legend. He played his earliest football on

Dhurrbil, the hard red dirt of Hope Vale’s football field, where the only relief for
skinned knees and elbows is the lush carpet of prickles. He is
virtuoso [vɜtʃu'oʊsoʊ]:
our hometown’s most famous export, known for his virtuoso expert (an Italian word)
feats in the NRL. What is little known is Bowen is a native
speaker of one of Australia’s 250 or so original languages, first recorded by Captain
James Cook in 1770.
Bowen said: ‘Many adults don’t know much language but now our grand
children are learning it and teaching their parents. The older students can now
come up with their own sentences in language. The youngest children in prep
now know all their verbs in language. When they did that for the first time, I had
tears in my eyes. They are now learning the words for all their family connections.
It’s my passion to make sure every child in Hope Vale knows their mother tongue.’
With proper teaching materials, with recognition and the emergence of a
cultural infrastructure in digital and traditional media, people such Bowen are
helping their culture and language flourish. It is a national oversight that we do
not have a comprehensive policy for the indigenous heritage of all regions.
A large part of Australia’s heritage has been lost. But the irretrievable losses
continue in our time. There is still much to learn and record about our heritage.
‘Kangaroo’ was one of the words Captain Cook learned from Bowen’s ancestors,
when he wrote the first short word list of Guugu Yimidhirr, the first record of any
Australian language, in 1770; 243 years later, the work Cook started—a simple
word list of the Guugu Yimidhirr vocabulary—has not been completed.
One of the proposals for constitutional reform is the formal recognition
of indigenous languages. The recognition of Guugu Yimidhirr as a heritage
language, along with our country’s many other native tongues, is what is meant
by constitutional recognition of indigenous Australians.
166

Pa r t D
Exercise 17
Listen carefully to the questions that your teacher asks about the above article and record
your responses below.
1 Why is Matthew Bowen known as a ‘legend’?
He plays rugby league and is known for his ‘virtuoso feats’ in this game.
2 What skill does Matthew have that others may not know about?
He is a native speaker of one of Australia’s 250 or so original languages.
3 What brought tears to Bowen’s eyes?
The youngest children learnt all their verbs.
4 What are the young children currently learning?
words for family connections
5 What is our ‘mother tongue’?
the language of our mother or our parents; the language we first learn to speak
6 What three things are needed in order for the Aboriginal cultures and heritage to
flourish?
proper teaching materials, recognition and the emergence of a cultural infrastructure
in digital and traditional media
7 What reforms to the Australian constitution is Bowen hoping for?
formal recognition of Indigenous languages
8 Who first recorded an Aboriginal word?
Captain Cook
....../8
Exercise 18
Match the Indigenous words from the homework task to the correct picture.
1 billabong 2 koala 3 wombat
167

4 budgerigar 5 kurrajong 6 mulga
7 kookaburra 8 boomerang
9 barramundi 10 dingo ....../10
Waltzing Matilda
‘Waltzing Matilda’ is a popular Australian song and many people wanted it to be the
national anthem instead of ‘Advance Australia Fair’. It is often played at functions as well as
the official anthem.
The song is about a jolly (happy) swagman (a man who walks around the countryside
looking for work) who steals a jumbuck (a sheep) and hides it in his tuckerbag (a bag for
storing food). His matilda is his blanket for sleeping, which he carries on his back, and his
billy is the metal container in which he boils water for his tea.
The swagman is caught by the squatter (a rich land-owner and owner of the sheep) who
rides to the billabong (a waterhole) on his thoroughbred (horse), and he is arrested by the
troopers (policemen). The swagman drowns in the billabong and the song tells of his ghost
being heard in the area.
‘Waltzing’ is dancing, but in the song, it means walking around.
Exercise 31 8.4 2 ] 3

Listen to the song as you read the words.
Waltzing Matilda
Play the song in class if possible.
VERSE 1
Once a jolly swagman camped by a billabong
Under the shade of a coolibah tree.
168

And he sang as he watched and waited till his billy boiled;

Who’ll come a-waltzing Matilda with me?
CHORUS
Waltzing Matilda, Waltzing Matilda,
And he sang as he watched and waited till his billy boiled,
VERSE 2
Along came a jumbuck to drink at the billabong
Up jumped the swagman and grabbed him with glee,
And he sang as he stowed that jumbuck in his tucker bag
Who’ll come a-waltzing Matilda with me.
CHORUS
VERSE 3
Up rode the squatter mounted on his thoroughbred;
Down came the troopers one, two, three.
Whose is that jumbuck you’ve got in your tuckerbag?
You’ll come a-waltzing, Matilda, with me.
CHORUS
VERSE 4
Up jumped the swagman and leapt into the billabong.
‘You’ll never catch me alive’, said he.
And his ghost may be heard as you pass by that billabong
You’ll come a-waltzing, Matilda, with me.
CHORUS
Exercise 19
Discuss these questions with your classmates and record your answers.
1 How was the swagman feeling when he stole the jumbuck?
full of glee (happiness)
2 Why do you think he felt this emotion?
Perhaps he was hungry.
3 The definition of ‘waltzing’ changes in two ways at the end of the song. Explain.
The policemen want to take him to jail (‘waltzing him to jail’) and his ghost is now
‘waltzing’ around the billabong.
4 Did the swagman want to go to jail? How can you tell?
No, he didn’t want to go to jail. He would rather die. He drowned himself.
5 Why do you think a sad song about poverty has become such an iconic Australian
song?
The tune is upbeat and catchy, and Australians have always admired those who
struggle—‘Aussie battlers’.
169


Subtle differences in sound
Some English words are confusing because they sound the same or similar, but they have
different functions in a sentence, different spellings and different meanings.
1 Listen carefully to the different pronunciations of the words options as you complete the
sentences. You may have to find the meanings to complete the task.
a accept/except
i I accept your invitation.
ii Everyone went to the party except Michael.
b access/excess
i The security guard has access to the office at all hours.
ii Those with an excess of wealth might consider donating to charity.
c allusion/illusion
i The light in a desert sometimes give an illusion of objects in the

distance.
ii A writer may make an allusion to another work.
d conscious/conscience
i If a criminal has no conscience , there is not much hope for redemption.
ii He was conscious of the attention he was receiving because of his

expensive car.
e desert/dessert
i You need to make sure you have a lot of water if you plan to walk in the
desert .
ii She ordered the lemon tart for dessert .
f emit/omit
i If you omit the photograph from your visa application, you will not be
allowed to enter the country.
ii The refrigerator will sometimes emit a strange noise.
g eminent/imminent
i They prepared thoroughly for the visit from the eminent leader.
ii The leader’s visit was imminent .
170

h employer/employee
i The employer hired several new workers.
ii The new employee worked overtime.
i illicit/elicit
i The police tried to elicit information in order to solve the crime.
ii The police arrested the man who had illicit goods for sale.
j loan/lend
i They needed to take out a personal loan to start up their business.
ii The library will lend you the books you need for the course.
k personal/personnel
i All personnel must report to the assembly area.
ii The company will keep your personal details on file.
l quiet/quite
i She was quite pleased with her exam results.
ii There was a quiet space in the garden where she could sit and read.
m weary/wary
i She was wary of the man who was approaching her in the dark alley.
ii She felt weary after the exams.
n walk/work
i Do you walk to classes or drive a car?
ii Some students like to do some part-time work .

....../28
8.3 K
Pa r t E
Clarity of meaning
Sometimes subtle differences in word choices, emphasis placed on spoken words, and
punctuation in written language can affect meaning.
These puzzles are meant to be for fun, to break up the unit a

Exercise 20 little, which has been heavy on vocabulary development.
Work with a partner to find solutions to these problems.
171

1 A policeman is trying to discover who saw a car being stolen. He finds these witnesses,
who make the following statement:
Witness 1: ‘I didn’t see anything.’
Witness 2: ‘I didn’t see everything.’
Witness 3: ‘I saw something.’
Witness 4: ‘I didn’t exactly see nothing.’
Witness 5: ‘I saw nothing.’
Witness 6: ‘I saw everything.’
a Which two witnesses did the policeman dismiss immediately?
Witness 1 and Witness 5
b Which two witnesses would be most helpful? Witness 3 and Witness 6
2 An incident occurred in a bank and four people witnessed the event. They made these
statements:
Witness 1: ‘Only I saw what happened in the bank.’
Witness 2: ‘I only heard what happened in the bank.’
Witness 3: ‘I saw only what happened in the bank.’
Witness 4: ‘I saw what happened in the bank.’
Explain the meaning of all four witness statements.
Witness 1 was the only person to see the event. Witness 2 did not see anything,
only heard it. Witness 3 saw the event and nothing else. Witness 4 saw what
happened in the bank and did not see events anywhere else.
3 The following sentences demonstrate the importance of a comma in written sentences.
Discuss in your group the meaning of each sentence and record your answers.
a Let’s eat Tommy. Let’s eat, Tommy.
The first sentence suggests that Tommy will be eaten! The second sentence is
suggesting to Tommy that it is time to eat.
b How do you know, Blake? How do you know Blake?
The first sentence is asking Blake how he knows something; the second sentence
is asking someone else how they know Blake.
c The concert is about to begin. I’m going to watch Uncle Dong.
The concert is about to begin. I’m going to watch, Uncle Dong.
The first sentence suggests the speaker is going to watch Uncle Dong perform in
the concert. The second sentence is informing Uncle Dong that the speaker is
going to watch the concert.
8.4 K
172

U nit 9 T
HE NATURAL
WORLD
ABOUT THIS UNIT
KEY TOPICS
• Climate change
• Endangered species
• Rising sea levels
• Japanese whaling
• Keeping animals in theme parks and zoos
• Land rights for Indigenous Australians
KEY SKILLS
• Note-making
• Sequencing of information
• Synthesis of information
• Presenting numerical information
• Signposting arguments
• Essay structure and content
• Persuasion
• Reading, speaking, listening and writing
READING
• Texts about the natural world, climate change and whaling
• A speech about land rights for Indigenous Australians
WRITING
• Note-making
• Persuasive essay
• Sequencing activity

• Oral presentation about an endangered species
• Listening to and evaluating the speeches of classmates
9a

GRAMMAR
• Abbreviations
• Persuasive language
HOMEWORK ACTIVITIES
• Reading texts
• Vocabulary exercises
• Oral presentation
• Persuasive essay
DIGITAL RESOURCES
• 9.1 Present perfect tense
• 9.2 Checklist for effective listening
• 9.3 Whitlam speech video
9b

Unit 9 THE NATURAL
WORLD
In this unit, you will think, read and write Personal Word Bank
about issues connected with the natural world. You
will be given opportunities to develop your English
skills in reading, writing, speaking and listening. on page 202.
Pa r t A
Climate change
Across the globe, people are concerned about the issue of climate change and its impact on
the planet.
Exercise 1
Read this information about global warming. As you read the passage, try to work out the
meanings of the underlined words.
Wake up—this is serious

By Melissa Fyfe, The Age
A rise in temperature may sound desirable during the depths of winter,

but a two-degree warming would have dire consequences for the world.
In the past 50 years, there have already been big changes, such as the Arctic icecap
losing a huge area; but there have also been subtle shifts in the planet’s rhythm.
Spring now comes slightly earlier and autumn later in the northern hemisphere
and this seems to be happening in the south, too. Some eastern European winters
are so warm that bears reportedly wake early from hibernation. In Australia, the
trees called snow gums are moving into higher mountain terrain, which was once
too cold for them, while vegetation is thickening in some regions because higher
carbon levels are spurring growth. The heat-sensitive corals along the Great
Barrier Reef of Australia could soon be completely destroyed.
Across the globe, at least 100 animal species are on the move, searching for
cooler habitats.
It is not only animals feeling the heat. The climate change we have seen since
the 1970s has claimed 150 000 lives a year through disease, malnutrition and
heatwaves, according to a report from the World Health Organisation.
Perhaps the most worrying sign is the melting of the polar icecaps—with
recent reports showing this is happening more quickly than expected. A few years
ago, scientists described Antarctica as a ‘slumbering giant’, with vast ice sheets
that would not melt for centuries. Recently, the director of the British Antarctic
173

Survey, Chris Rapley, said that ‘the giant is awakening’. Three ice streams were
speeding up and discharging into the sea on the west Antarctic ice sheet, he said,
raising the prospect of a more rapid sea-level rise. If the sea level rises, even in
tiny amounts, this could lead to the disappearance of small islands, as well as
more floods and beach erosion.
Exercise 2
The words in the box are the underlined words from the passage in Exercise 1. Match these
words to their correct definitions.
dire terrain spurring malnutrition rapid

hibernation vegetation habitats discharging erosion
1 encouraging spurring
2 terrible dire
3 going to sleep during winter hibernation
4 dwelling places habitats
5 the state of being underfed (without enough food) malnutrition
6 destruction caused by sun, wind or water erosion
7 trees and other plants vegetation
8 the landscape and all its features terrain
9 quick/fast rapid
10 releasing liquid discharging
....../10
Here are some examples of abbreviations, and you can make up your own too.
How should abbreviations be punctuated? If the last letter of the full word
is included in the abbreviation, there is no need for a full stop; otherwise,
add a full stop. For example: yrs (no full stop), but etc. needs a full stop.
Aust. Australia min. minimum

b/w between n. north
c. circa (about) nthn northern
cont. continued p.a. per annum (yearly)
deg. degrees s. south
destr/n destruction stats. statistics
e.g. for example sthn southern
etc. etcetera (and so on) veg/n vegetation
max. maximum yrs years
174

Unit 9 The natural world
These symbols can be used for to make note-making quicker.

∴ therefore @ at
+ and > more than
w/ with < less than
→ leading to, resulting in ↑ increasing
because ↓ decreasing
Exercise 3
Make notes about the text in Exercise 1, using headings, dot points, abbreviations and
symbols. Try not to use the exact words of the article, but use your own words instead.
Don’t use whole sentences.
Sample answer:
Global warming
2 deg. warmer → dire results
Changes last 50 yrs:
• ice melting
• spring earlier + autumn later—nthn hemisphere (also sthn?)
• Eastn Europe—bears wake earlier from hibernation
• Aust. —snow gums higher + ↑carbon → veg/n thickening + Barrier Reef destr/n?
• Min. 100 animal species moving— (cooler areas)
Also
Since the ’70s, 150 000 lives lost p.a. disease, malnutrition + heatwaves (WHO)
Most disturbing
Polar ice caps melting ∴
• ↑sea levels
• ↓small islands
• ↑floods
• ↑beach erosion.
Exercise 4
Compare your notes with those made by a partner and discuss the reasons for the
similarities and differences.
175

Exercise 5
Look at the following photograph of some of the residents of the Pacific island, Abaiang,
in the Republic of Kiribati. What do you think has happened to this community? Write your
answer and then check with your teacher.
The villagers of Abaiang have lost their homes because of rising sea levels. The people are
standing where their homes used to be.
9.1 K
Species extinction
1 Read the following text about species extinction. Your teacher will ask you questions
about the text in the next lesson. As you read, match the underlined words from the
passage with these definitions.
a extremely important vital
b kill slaughter
c about to happen imminent
d people who care about the protection and conservation of plants, animals and
natural resources conservationists
e a rare food delicacy
f people who hunt game illegally poachers
g uncontrolled unbridled
h most dire or terrible bleakest
i reduced in number dwindled
176

j perfect, untouched pristine
k the development of villages and cities urbanisation
Do you know the difference between imminent ....../11

and eminent? Write the definition of eminent here:
famous, well-known and respected
Species extinction
Conservationists have given up issuing dire warnings about the gradual extinction
of our closest living relatives, the great apes. It’s now imminent. ‘The clock is
standing at one minute to midnight,’ according to a recent report by the United
Nations Environment Program (UNEP). Two more monkey species have become
extinct over the past five years, and most species of chimpanzees, gorillas and
orang-utans have dwindled to critical lows in virtually all regions.
‘Roads are being built in the few remaining pristine forests of Africa and
Southeast Asia to extract timber, minerals and oil, which is destroying the great
apes’ last homes and making it easier for
poachers to slaughter them for meat’,
claims the report.
Habitat destruction, fuelled by civil
unrest in Africa and unbridled logging and
urbanisation in Indonesia, means that
less than 10 per cent of the habitat left for
ape populations will remain by 2030. The
outlook for the orang-utans is bleakest:
within 10 years, almost all of their habitat
will be gone. Every year, thousands more
gorillas and chimpanzees are killed for
meat, a delicacy in some countries. It’s not just conservationists who are deeply
concerned. Because chimps and apes share more than 98 per cent of the DNA of
humans, they are vital to the study of disease, most recently AIDS.
2 Prepare an oral report of approximately five minutes, focusing on an endangered

species of your choice. Do some research and prepare slides to accompany your
speech.
Make notes here in preparation for your talk.

177


Pa r t B
Exercise 7
Your teacher will ask you some questions about the homework text.
Ask students the
Write the answers here. following questions.
1 Who are our closest living relatives in the animal kingdom?
the great apes
2 Why are roads built through forests?
to extract timber, minerals and oil
3 Explain the meaning of ‘The clock is standing at one minute to midnight’.
The great apes are extremely close to extinction.
4 Why is it easier for the poachers?
because of the roads
5 According to the passage, there are two main reasons for the imminent extinction of the
great apes. What are they? (2 marks)
poaching and habitat destruction
6 In 2030, how much of the ape habitat will be remaining?
less than 10 per cent
7 Which species is in the greatest danger and why? (2 marks)
The orang-utans are in most danger because their habitat is being destroyed.
8 Why are scientists and medical researchers also concerned about this?
Chimps and apes are vital to the study of disease, such as AIDS.
....../10
178

Oral presentation 2.4 K
Present your information to the class about an endangered species. First, check your speech
in the light of the information below.
Teachers can use the assessment
criteria sheet for oral presentations
Language for signposting in the digital resources.
It is important to signpost the points in a speech so that the audience can follow the
information easily. The following words and phrases can be used for signposting. Check
your speech to see if you need to add any of these terms.
• The topic of my presentation is • Second
• The animal I have chosen to talk about is • Third
• I will be presenting information to you about • Furthermore
• First • In conclusion
• My first point is • So, it is obvious that
• As you can see from this slide • Therefore
• For example • Finally
• For instance
Effective listening 9.2 K
As you listen to the oral presentations, use the Checklist for effective listening provided by
your teacher to evaluate the speeches and provide feedback to your classmates.
The ‘Checklist for effective listening’ (digital

resource 9.2) is a form for students to
complete as they listen to each other speak.
The Great Pacific Garbage Patch
In the Pacific Ocean, there is an ‘ island’ of floating garbage. Synonyms for ‘garbage’ are
‘rubbish’, ‘trash’ and ‘debris’.
1 Scan the text and complete these sentences.
a Most of the trash originates from sources on land .
b The garbage patch was formed by ocean currents .
c Charles Moore discovered the patch in 1997 .
....../4
The world’s largest garbage dump

When we think of an island in the Pacific Ocean, we might think of palm trees, a
warm sun and soft ocean breezes. But you may be surprised to discover that there
is an enormous ‘island’ of floating garbage, more than twice the size of France,
somewhere between California and Japan. This moving patch of trash is the largest
garbage dump on the planet.
179

In fact, the Great Pacific Garbage Patch is more like a ‘plastic soup’ than an
island—it can’t be seen in satellite images, as it is made of small pieces, and much
of it is below the surface of the water. It has been estimated that this colossal
patch of garbage contains more than 3.5 million tons of debris, much of it plastic.
Researchers have noted that the patch has doubled in size every decade and
forecast that this trend will continue. Moreover, it is not the only such garbage
patch in the world’s oceans; scientists have used their knowledge of currents to
predict that there are at least four others.
So where does all the trash originate? Experts believe that 80 per cent comes
from sources on land and 20 per cent comes from trash thrown out by ships at sea.
The garbage patch itself was formed by ocean currents. A high-pressure zone of air
called the North Pacific Subtropical Gyre forces ocean surface currents to move in
a slow clockwise pattern, creating a giant whirlpool that sucks garbage from other
parts of the ocean into the patch.
The garbage patch was discovered in 1997 by an American, Charles Moore, who
was sailing home from a boat race in Hawaii. He was a wealthy businessman at the
time, but as a result of this experience, he sold his business interests and became
an environmental activist. Ever since, his time and financial resources have been
dedicated to studying the garbage patch and publicising the harmful effects of
disposable plastics.
His foundation takes water samples from the patch and analyses them for
the amount of plastic and toxic chemicals. Fish caught in the research boat’s nets
have also been tested. The samples have shown that the plastic in the patch, and
the Pacific Ocean in general, is increasing. Water samples taken recently contained
twice as much plastic as samples from 10 years before.
How harmful is it? It has been shown that marine debris can entangle or
otherwise harm ocean life. For example, animals may eat the garbage, which not
only damages their stomachs but can also make them feel full, so that they stop
eating the food they need to survive. One recent catch from Moore’s research boat
had 84 pieces of plastic in its stomach. Because the garbage patch moves, trash
has also been swept onto land, endangering shore animals such as seals.
Dr Marcus Eriksen, a US researcher, believes that the trash-filled water also
poses a risk to human health. The tiny plastic pieces attract manmade chemicals
such as hydrocarbons and DDT, a toxic substance used to kill insects. Fish eat this
contaminated plastic and we eat the fish. ‘What goes into the ocean goes into these
animals and onto your dinner plate. It’s that simple,’ said Dr Eriksen.
2 Research the following terms and record a brief definition.

a North Pacific Subtropical Gyre
A spiral ocean current of approximately 20 million square kilometres, situated in

the northern area of the Pacific Ocean, containing the largest ecosystem on Earth.
180

b environmental activist
someone who protests and speaks out about environmental issues

c disposable plastics
plastic items that are thrown away as garbage

d toxic chemicals
chemicals that are harmful, poisonous, deadly

e hydrocarbons
Compounds of hydrogen and carbon, found in petroleum and natural gas. Some
hydrocarbons are harmful to humans and the environment.
f DDT
a poisonous pesticide
....../6
Pa r t C
Providing evidence
Factual texts provide evidence to support the points made. We can see this in the homework
text about the Great Pacific Garbage Patch.
Exercise 8
Complete the missing details from the text in the evidence sentences below and then place
each sentence next to the point it relates to in the table.
• A fish caught by Moore’s research boat had 84 pieces of plastic in its stomach.
• Recent water samples contained twice as much plastic as 10 years ago.
• The garbage patch contains more than 3.5 million tons of trash.
• According to experts, 80 per cent of the trash comes from sources on land and
20 per cent originates from ships at sea.
• Hydrocarbons and DDT are found in fish and the fish end up on our dinner
plates.
....../6
181

Point Evidence
Marine debris can harm ocean life. A fish caught by Moore’s research boat had
84 pieces of plastic in its stomach.
The amount of plastic is increasing. Recent water samples contained twice as much
plastic as 10 years ago.
There is a huge amount of trash in The garbage patch contains more than
the garbage patch. 3.5 million tons of trash.
Only a small portion of trash comes According to experts, 80 per cent of the trash
from ships. comes from sources on land and 20 per cent
originates from ships at sea.
The garbage in the water may be Hydrocarbons and DDT are found in fish and
poisoning the food eaten by humans. the fish end up on our dinner plates.
Presenting numerical information

When presenting numerical information in a report, large numbers are usually presented
in the form of a percentage, and the numbers are rounded up or down. Furthermore, it
is common to use words and phrases that suggest the number is an approximation
[əprɒksəˈmeɪʃən].
Chimps and apes share more than 98 per cent of the DNA of humans.
The garbage patch contains more than 3.5 million tons of trash.
Exercise 9
Write a sentence about the numerical information in each of the following graphs. Then
share your sentences with the class for correction. See how many different sentences the
class can come up with. You may need these words and phrases:
approximately almost it is estimated that compared with

more than around it is expected that if we compare … we
less than just over growth rate can see that
5000 100
USA
90 China
Percentage of total population
4000 80
Population millions
70
3000 60
50
2000 40
30
1000 20
10
0 0
1900 1950 2000 2030 1978 2011 2030 (est)
Graph 1 World urban population since 1900 Graph 2 Urbanisation in China and the USA
182

Graph 1: Sample answer: In 2030, the world’s urban population will be almost
5000 million.
Graph 2: Sample answer: In 2030, the urbanised population of China is estimated to be
65 per cent of the total population.
Exercise 10
Form small groups of four or five and discuss these questions.
1 Have you heard of the Great Pacific Garbage Patch?
2 What do you think of this problem?
3 Who should be responsible for cleaning up this mess?
4 Do you recycle? Which items?
5 Do you know what happens to the garbage that is produced where you live?
6 Do you think that humans produce too much garbage?
7 What happens to the plastic waste where you live?
8 What can people do to reduce the amount of plastic waste (e.g. what can be done
about plastic take-away food containers and coffee cups?)
Exercise 11
In your group, design a poster for university students, informing them about the Great
Pacific Garbage Patch and what they can do to cut down the amount of disposable plastic
garbage.
This could be a genuine project and you might
allow students to use a mixture of Chinese and
English to engage a wider audience. Perhaps the
H o me work ta s k s posters could be displayed around campus. 9.2 2 ] 3
Land rights for Indigenous Australians
The Indigenous peoples of Australia respect the environment and
inhabited: lived in
they have strong ties to the land, which they have inhabited for
about 60 000 years. For them ‘Country’ is inextricably linked to their heritage, language,
history and culture.
After many years of political struggle, in 1975 Prime Minister Gough [gɒf ] Whitlam
granted to Aboriginal people the right to own land.
Read the speech made by Mr Whitlam as he poured some sand
an elder: a respected
into the hands of Vincent Lingiari [lɪŋgi ˈari], an elder of the Gurindji older person
[ˈgʊrɪndʒi] tribe. You will answer questions about it in your next
lesson.
183

On this great day, I, Prime Minister of Australia, speak to The Aboriginal workers
‘walked off’ the Wave Hill
you on behalf of all Australians who honour and love this cattle station, which means
land we live in. For them, I want: first, to congratulate you they refused to do their
work. They were protesting
and those who have shared your struggle on the victory
about the lack of land rights
you have won in that fight for justice begun nine years ago for Aboriginal people.
when, in protest, you walked off Wave Hill station;
Second, to acknowledge we have still much to do to redress acknowledge: admit
understanding
the injustice and oppression that has for so long been the lot of
redress: fix up
black Australians; third, to promise you that this act of restitution
injustice: lack of
we perform today will not stand alone. Your fight was not for justice
yourselves alone, and we are determined that Aboriginal oppression: lack of
Australians everywhere will be helped by it; fourth, to promise freedom
restitution: making
that, through their government, the people of Australia will help
things better
you in your plans to use fruitfully: in a
this land fruitfully for the productive way
Gurindji;
Finally, to give back to you formally, in
Aboriginal and Australian law, ownership of
this land of your fathers.
Vincent Lingiari, I solemnly hand to you
these deeds as proof,
deeds: written proof
in Australian law, that of ownership of land
these lands belong to the restore: give back
Gurindji people, and I put
into your hands this piece of the earth itself
as a sign that we restore them to you and
your children forever.
Pa r t D
Land rights
Exercise 12
Select whether these statements are true or false.
a The Prime Minister thinks the Aboriginal workers did the wrong
thing in walking off Wave Hill station. True/False
b The Prime Minister says that all Aboriginal Australians will fight for justice. True/False
c The Aboriginal people promised the prime minister that they
would use the land fruitfully. True/False
184

d The land belonged to the ancestors of the Gurindji people. True/False

e Vincent Lingiari’s children will own the land. True/False
f The Prime Minister poured dirt into Vincent Lingiari’s hand as a
symbol of restoration. True/False
....../6
The natural world

Exercise 13
Working with a partner, choose a word from the box to match the definitions.
geologist cavern territory wilderness conservation

sanctuary surveyor canyon boulder precipice
1 a place of safety sanctuary

2 a person who studies rocks geologist
3 a deep valley with steep sides canyon
4 a large rock boulder
5 an area of land that is untouched by humans wilderness
6 a person who observes and measures the land surveyor
7 taking care of natural things, such as plants, animals and the environment
conservation
8 the edge of a cliff precipice
9 a cave cavern
10 an area of land territory
....../10
Exercise 14
With a partner, design sentences for the above 10 words. See if you can design a coherent
paragraph containing all 10 words.

For correction of the paragraphs, students could
swap with others. Alternatively, you could collect
paragraphs/sentences written on paper.

185



Whale hunting
Read the article about Japanese whale hunting. Your teacher will ask you questions about
it in the next lesson.
‘Science’ of Japanese whaling attacked in court case

By Andrew Darby, Sydney Morning Herald
Australia mounted an attack on the scientific basis claimed for Japan’s Antarctic
whaling as it broadened its case for a ban by the International Court of Justice.
The 26-year-old Japanese program, conducted under a self-awarded special
scientific permit, has taken upwards of 10 000 whales, the court heard on
Thursday.
Counsel and witnesses for Australia told the court in The Hague that the
program, currently known as JARPA II, had made a negligible contribution to
science.
‘JARPA II is not a program of science, it is a parody of science,’ said Professor
James Crawford, QC. ‘It is designed to keep Japan in the whaling business, come
what may.’
Australian Antarctic program chief scientist Nick Gales told the court that
Japanese whalers’ examination of such measures as stomach contents and
earplugs had added nothing to what was already known about what minke
whales ate, or their age at death.
JARPA II’s ‘contribution to the conservation and management of minke whales
is negligible,’ Dr Gales said.
Dr Marc Mangel, a mathematical biologist from the University of California
Santa Cruz, said Japan’s approach to setting a quota of 850 minke whales in JARPA
II was ‘absolutely not’ scientifically justified.
‘I have been unable to understand how sample sizes have been set in JARPA
II,’ Professor Mangel said.
He said the Japanese whaling program lacked any testable hypothesis, and
no serious attempt appeared to have been made to explore non-lethal research
methods.
After eight years of JARPA II, he said the two internationally peer-reviewed
scientific papers produced were of a ‘woefully low’ level.
‘It is my opinion … that JARPA II collects a considerable amount of data—but
it is not a program for the purposes of scientific research,’ he said.
The case, before a panel of 16 judges, is continuing.
186

Pa r t E
Reading comprehension Ask students the following questions and
Exercise 15 give them time to write their answers.
The teacher will ask you questions about the homework text. Answer them here.
1 Who are the parties involved in the dispute?
Australia and Japan
2 What is the article about?
Australia wants to stop Japan hunting whales, arguing that the Japanese program of
Antarctic whaling cannot be justified as scientific research.
3 Which court is involved?
the UN’s International Court of Justice in The Hague
4 How is Australia attempting to support its claim?
Australia is attempting to support its claim by using the expert opinions of multiple
scientists.
5 According to Japan, why are they hunting whales?
Japan argues that the hunting of whales is for scientific research.
6 According to Australia, why is Japan hunting whales?
Australia argues that the Japanese program is not scientifically justified and is
designed to keep Japan in the whaling business.
....../6
Persuasive language
Speakers and writers choose language to make their arguments more persuasive. Some
words have more of an impact on the audience than others, as you can see in the sentences
below.
Exercise 16
Underline the words and phrases in the following sentences evoke: draw out, as in
that are designed to have some kind of emotional impact on the an emotional response
audience.
1 Every year thousands of gorillas and chimpanzees are slaughtered for meat.
2 How can we allow the senseless killing of these wonders of the ocean—whales?
187

3 We must give animals the freedom to live in their natural habitats and not imprison
them between walls and fences.
4 The Earth is a precious jewel and we must protect it.
More persuasive techniques

Here are some more persuasive techniques. Read the information and try to include some
of these elements when you write a persuasive essay.
Citing expert opinion
For example:
According to Marc Mangel, a mathematical biologist from the University of
California Santa Cruz, the Japanese practice of whale hunting does not count
as science.
Rhetorical questions
Rhetorical questions do not require an answer. They merely plant ideas in the minds of the
audience members and suggest a point of view in a subtle way.
How can we allow the senseless killing of these wonders of the ocean—whales?
Inclusive language
Inclusive language is when the author mentions the idea of ‘community’ and uses the
inclusive pronoun ‘we’ instead of ‘I’ or ‘you’. This encourages the audience to feel involved
in the issue and suggests that the author is connected with the audience.
As a caring community, we need to protect the defenceless members of the
animal kingdom.
Repetition of words and phrases

The repetition of words and phrases emphasises key points and helps the audience to
remember them.
Zoos protect animals; zoos help animals to breed; zoos are for the benefit of
animals.
Figurative language
Figurative language refers to the creation of images in words, so that the audience can
picture the idea and remember it and/or feel some kind of emotional response. Figurative
language involves the use of similes and metaphors.
• A simile is a comparison that begins with ‘like’ or ‘as’.
• A metaphor is also a comparison, but it does not begin with ‘like’ or ‘as’.
Many zoos care for animals and protect them but some are like torture
chambers.
Some theme parks are prisons.
188

Persuasive essay 6.4 K

Choose one of the following headlines and images as stimulus for a persuasive essay,
giving your opinion of the question that is asked after each headline. Your essay should be
approximately 500 words in length.
Submit your essay for assessment. You can find a template for essays on page 115.
1 Japan to resume whaling in Antarctic despite court ruling
Question: Should Japan

stop hunting whales?
Students may need to be

given time at home to do
some research for their
essay. Remind students of
the template for an essay,
which is on page 115. Digital
resource 6.4 can be used for
assessing students’ work.
2 Gorillas in zoos—the unpalatable truth
Question: Should gorillas and

other animals be kept in zoos?
Teachers could allow

students to design
their own topics.
3 Booming ocean parks miserable for inmates
Question: Should ocean parks

be banned from using large
sea creatures, such as dolphins,
whales and sharks?
189

Unit 10 S ELF-
EVALUATION
Total marks
available for
AND TESTING
the tests in
this unit: 340.
This unit provides opportunities for you to evaluate your progress in English, test your skills
and knowledge, and set some goals for learning in the next semester. You will take tests
in reading, vocabulary, grammar, writing, speaking and listening. You will complete a self-
evaluation table and then compare your assessment with your teacher’s assessment of your
English skills.
Pa r t A
Reading comprehension test
Read the following text and complete the tasks that follow.
The Great Pyramids of Egypt

1 When we look at the Egyptian pyramids with a modern eye, we realise that they are
amazing works of skill, engineering and mathematics. Angles were measured with
extremely accurate instruments, and enormous blocks of granite were precisely cut to
fit the design.
2 But why did the ancient Egyptians create the pyramids? It was due to their religious
beliefs. They believed that their Pharaoh became King of the Dead in the afterlife,
but only if his mummified corpse was preserved in proper fashion. Without wealth,
servants and prayers to accompany him beyond death, Egypt would be cursed and fall
apart.
3 So the Egyptians built immense, splendid tombs for the pharaohs, burial palaces for
their dead kings. The most splendid and important of these tombs were the pyramids,
huge structures that protected the royal mummies behind thick walls, capped off with
a special stone that symbolised the rays of the rising sun.
4 The most famous pyramid is the Great Pyramid of Giza, near Cairo. This pyramid is the
tomb of King Khufu, who ruled Egypt in the 26th Century BCE. It took thousands of
labourers about 20 years to create, and was built using more than two million massive
stone blocks. It is considered one of the Seven Wonders of the World.
5 The pyramids are not solid stone, but they’re not hollow either. Each pyramid contains
a complex system of rooms, passages and tombs. A huge rock sealed off the burial
chamber at the centre of the pyramid, and traps stopped intruders from stealing the
pharaoh’s wealth.
190

Unit 10 Self-evaluation and testing
6 Sadly, the traps did not stand the test of time. In the modern era, grave looters have
stolen almost all of the treasures from Egypt’s pyramids, and they are falling apart due
to centuries of weathering and neglect.
Questions
1 In which paragraph would you find the following information? Write the numbers 1–6 in
the boxes.
a the reason for the building of pyramids 3
b the skills of the designers and builders of the pyramids 1
c the importance of the pharaoh 2
d King Khufu’s tomb 4
e the present condition of the pyramids 6
f the interior of a pyramid 5
2 Circle whether these statements are true, false or not given?

a Precision instruments were used to measure and
cut granite blocks for the pyramids. TRUE/FALSE/NOT GIVEN
b The Ancient Egyptians believed in life after death. TRUE/FALSE/NOT GIVEN
c The blocks of granite were lifted by pulleys. TRUE/FALSE/NOT GIVEN
d Each pyramid structure is topped by a huge rock. TRUE/FALSE/NOT GIVEN
e Erosion and robbery have damaged the pyramids. TRUE/FALSE/NOT GIVEN
f All the pyramids of Cairo are classified as the Seven
Wonders of the World. TRUE/FALSE/NOT GIVEN
g The granite blocks were difficult to cut. TRUE/FALSE/NOT GIVEN
3 Find the words in the passage that have these meanings.
a dead body corpse
b kept in good condition preserved
The tests are designed so that
c very big massive students can work through them
d represented symbolised individually. Some tests can be
marked by peers, but you will
e workers labourers need to collect the written tests
for assessment.
f extremely complicated complex
g room chamber
....../20
Listening test 10.1 2 ] 3

Listen twice to the passage that your teacher will play for you or read to you and answer the
following questions.
191
This passage is not in the student book.

Unsinkable
The Titanic sailed from Southampton in southern England on 10 April 1912, headed
for New York on her maiden voyage. It had around 1300 passengers, many of them
wealthy and famous, and nearly 900 crew members.
By the evening of 14 April the Titanic was off the coast of Canada and heading
south, with the passengers enjoying dinner or the on-board entertainment. Things
were quiet on the bridge, although there had been a message from another ship
earlier in the night, warning of ice ahead. Because radar hadn’t been invented
in 1912, ships used crew members as lookouts, and the lookout that evening was
Frederick Fleet. When he saw something hazy ahead at 11:30 pm, he tried to find
his binoculars to investigate, but they had gone missing. This meant that several
crucial minutes passed before Fleet saw an iceberg in the water and called the
bridge to warn the crew.
As soon as he got the warning, helmsman Robert Hitchens swung the wheel
to starboard (right). But a ship as big as the Titanic was hard to manoeuvre, and it
didn’t turn far enough in time. It didn’t hit the iceberg directly, but still scraped it
all along the starboard side. There was a terrible noise as ice flew everywhere; one
passenger said it was ‘as though someone had drawn a giant finger all along the
side of the boat.’
Despite the noise, most of the passengers didn’t realise the ship had hit the
iceberg—they continued sleeping, or partying in the lounges. But on the bridge,
Captain Edward Smith knew that the iceberg had torn open the side of the Titanic,
and the sea was flooding in through a 100-metre-long gash. Water was filling the
ship’s special watertight compartments, and the Titanic was doomed to sink!
Alarms sounded, and the crew and passengers were ordered to abandon ship.
It was only now they realised the worst horror of the crash—that while there were
more than 2200 people on board, the Titanic only had sixteen lifeboats, plus four
collapsible canvas boats. Even when filled, those boats could hold less than a
thousand people! The officers in charge tried to fill all the boats, but some still
launched half empty due to the panic and confusion.
As the lifeboats floated away, the Titanic rose upright in the water, the bow
(front) sinking down due to being filled with water. The lights of the ship went out,
there was a terrible crashing sound as it broke in two, and then both halves went
under the water. The Titanic—the unsinkable ship—sank into the Atlantic Ocean,
and 1503 people died in the disaster, drowning with the ship or freezing to death
in the icy waters.
Questions
Circle the correct answer.
1 In what year did the Titanic set sail? 2 What was the ship’s destination?
A 1912 A Southampton
B 1910 B Canada
C 1900 C New York
D 1812 D England
192

3 What message did the Titanic receive 7 How many lifeboats were there?
from another ship?
A 16
A It was a cold night.
B 20
B There was ice ahead.
C 4
C There were approaching obstacles.
D more than 1000
D It was quiet on the bridge.
8 Why was the ship dragged under?
4 Why could the lookout not see the
A It broke in two.
iceberg in front of the ship?
B It was filling with seawater.
A He did not have his binoculars.
C The lights flickered and went out.
B He did not have a radar.
D The passengers and crew were
C He did not have his glasses on.
huddled in the stern.
D The weather was too hazy.
9 1503 people …
5 Why was the ship hard to manoeuvre?
A survived.
A There was too much ice.
B remembered the cries of the victims.
B It did not have enough time.
C drowned or froze in the icy waters.
C It hit an iceberg.
D were huddled in the lifeboats.
D The ship was too big.
10 Why was the ship called ‘unsinkable’?
6 How big was the cut in the side of the
A It was meant to have watertight
ship?
compartments.
A 100 metres
B It was able to send distress signals.
B 200 metres
C It had lifeboats.
C 1 metre
D The captain and crew were
D 150 metres professional.
....../10
H o me work ta s k
Reread Pathways to Academic Success and revise all the grammar and vocabulary. Your
teacher will give you a test in grammar and vocabulary in the next lesson.
Pa r t B
Your teacher will supply the grammar and vocabulary tests for you to complete in this
lesson. When the tests have been corrected, record your results here:
Grammar test: ....../165 10.1–10.4 K
Vocabulary test: ....../85 The grammar test is digital resource 10.1, and the
answers are digital resource 10.2. The vocabulary test
TOTAL MARKS: ....../250 is digital resource 10.3 and the answers are 10.4.
Distribute the tests for students to complete in
this lesson.
193

Prepare for a speaking test tomorrow by gathering verbs and vocabulary related to the
following:
1 current events in China
2 the future of the world
3 something from your past, such as a journey or an exciting event.
Pa r t C
Speaking test
The teacher will inform you of the choice of topics. Choose one and speak for three minutes.
You will be given two minutes to prepare. You will be assessed according to the following
criteria. Take this assessment table to your assessor.
Criteria Very good Good Satisfactory Needs to

(4) (3) (2) improve (1)
Fluency in the English language
Pronunciation of English words
Information can be understood
clearly
Verbs used correctly, as stipulated
in the task description
Correct grammar and sentence
structure
....../20
Prepare some notes about your speech here.

The speaking tests should take the whole lesson. If there is any time at the
end, you could set up small groups for casual conversation and conduct some

qualitative assessment.
Inform students of the three choices below (or you may devise topics to suit
your class). The class should be given two minutes to prepare their speech.
1 Speak about a current Chinese issue that is in the news. Use verbs in
present tense.

OR
2 Give your views about the future of the planet Earth. How do you think life
will change? Or will things remain the same? Use verbs in future tense.
OR
3 Speak about a journey you have been on, or something exciting that
happened to you in the past. Use verbs in past tense.
194

Impromptu speech
Your teacher will give you one topic. You should speak for one minute about that topic, with
30 seconds to prepare. You are not allowed to make notes. Your teacher will allocate a mark
out of 10 for fluency, vocabulary and filling the time without too many pauses.
....../10
Allocate one topic per student. Suggested topics:

Rice is better than noodles. Shopping is the best hobby.
The best city in China is … How I love gardening!
The worst place in the world would have to be … My favourite TV show.
People should eat more vegetables. A film I have seen recently.
My crazy friends. Does money bring happiness?
Winter is better than summer. Every child should learn how to play piano.
Every new home should have solar panels. The worst job in the world.
Bananas are better than oranges. What I would do with a million dollars.
My hero. Why I love pets.
My favourite sport. Birds are fascinating.
Why I like spiders. People eat too much.
My favourite food. Why I like rainy days.
A book I have read recently. The advantages of competitive sport.
My favourite car. The disadvantages of competitive sport.
Summer is better than winter. Why I’d rather be a lion than an elephant.
H o me work ta s k
Skim through Pathways to Academic Success in preparation for the writing test in the next
class.
Pa r t D
Writing test
Paragraph
Write a paragraph of approximately 150 words about one of the topics set by your teacher.

Students should be encouraged to draft both pieces
before they submit a polished version for assessment.
These are some suggested topics or you could

devise your own.
• the benefits of sport and exercise
• good memories
• the beauty of the natural world
• life as a journey
• an ideal university

195


....../10
Essay
Write an essay of approximately 500 words on one of the topics set by your teacher. Use words
with high and low modality, connectives and some persuasive devices. Draft your essay first
and then compete a polished version to hand to your teacher for assessment.
You may wish to set different topics from the

suggestions below.
Students will need time to draft and polish their
essay, so this task may go into the next lesson. ....../20
• Should more be done to combat climate change?
• Is it beneficial for a country to host the Olympic
Total marks for tests: ....../340
Games?
• Should zoos be banned?
Percentage: ......%
H o me work ta s k
Look back over the work you have done this semester and look at the marks you have
achieved for the exercises and other tasks in Pathways to Academic Success.
Pa r t E
Evaluation of English skills

Reflect on the development of your English skills over the semester. Assess yourself for each
item on the table. Follow this key:
A excellent improvement D a little improvement
B very good improvement E very little or no improvement
C good improvement N/A not applicable

Then ask your teacher to provide their assessment too.
196

Self Teacher
Reading skills
Ability to comprehend an English text well
Scores on reading comprehension tests and exercises
Ability to read aloud with fluency
Writing skills
Ability to write a paragraph of approximately 150 words
Ability to construct a fluent and grammatically correct sentence
Ability to spell English words correctly
Ability to use punctuation correctly
Ability to construct an essay of approximately 500 words with an

introduction, body paragraphs and conclusion
Development of a comprehensive word bank of English lexicon
Development of knowledge and understanding of English

grammar
Speaking and listening skills
Ability to speak in English with a partner
Ability to speak in English in a small group
Ability to speak in English in whole class discussions
Ability to listen to peers in formal and informal situations
Ability to understand spoken English
Ability to deliver a successful oral presentation
Setting goals
Think about which areas you need to improve on and set some goals for the next semester
in the boxes below. Some examples of goals might be:
• Read more English novels.
• Watch English programs on television without subtitles.
• Find English-speaking tourists and practise my English on them.
• Speak up more in whole class discussions.
• Add more words to my Personal Word Bank.
197

My reading goals
My writing goals
My speaking and listening goals
198

The International Phonetic
Alphabet (IPA)
We use a phonetic alphabet, such as the International Phonetic Alphabet (IPA), to provide a
written representation of the sounds in words—vowels, consonants and diphthongs. In the
table below, you will find an IPA for Australian English, which may be slightly different to
the IPA and pronunciation you have encountered in the past. Throughout this book, there
is IPA notation for the pronunciation of words that may be unfamiliar to you.
Consonants
p as in pin pɪn ŋ as in ring rɪŋ ð as in then ðɛn
b as in bin bɪn r as in rat ræt s as in seal sil
t as in tin tɪn j as in yes jɛs z as in zeal zil
d as in din dɪn w as in win wɪn ʃ as in shoe ʃu
k as in curl kɜl l as in leaf lif ʒ as in beige beɪʒ
g as in girl gɜl f as in fat fæt h as in hat hæt
m as in mat mæt v as in vat væt tʃ as in choke tʃoʊk
n as in no noʊ θ as in thing θɪŋ dʒ as in joke dʒoʊk
Vowels
i as in peat pit ə as in apart ə'pat* ɒ as in pot pɒt
ɪ as in pit pɪt ɜ as in pert pɜt ɔ as in port pɔt
ɛ as in pet pɛt a as in part pat ʊ as in put pʊt
æ as in pat pæt ʌ as in but bʌt u as in pool pul
Diphtongs
aɪ as in buy baɪ aʊ as in how haʊ ɛə as in hair hɛə
eɪ as in bay beɪ oʊ as in hoe hoʊ ʊə as in tour tʊə
ɔɪ as in boy bɔɪ ɪə as in here hɪə
* The symbol ' before a syllable indicates that the syllable is stressed.
199

Acknowledgements
The author and publisher are grateful to the following for Darby, The Sydney Morning Herald, 28 June 2013, reproduced
permission to reproduce copyright material: with permission of Fairfax Media/Copyright agency Limited,
186; Extract from Jesse Martin is Sailing into History by Maya
Chendke and route map, reproduced with permission of
Photographs
Faze Media, www.faze.ca, 108; Extract from poem ‘Running’
Alamy Stock Photo/FOR ALAN, 169; Fairfax Photos/Fairfax by Renee Forristal, reproduced with permission, 139; Blue, a
Syndication/Mervyn Bishop, 184, /Justin McManus, 176; comic by Pat Grant, www.boltonblue.com, reproduced with
Faze Media, www.faze.ca, 108; Getty Images/John Donegan, permission, 24-5; Extract from Talking to My Country by Stan
121, /Christie Goodwin, 11r, /Kevin Mazur, 11l, /Jeremy Grant, HarperCollins AU, 2016, 23; How I discovered Music, by
Sutton-Hibbert, 189t, /The Washington Post/Simon Denyer, Wenush Jayakody, reproduced with permission, 8-10;
189b; iStock/Clancy2000, 167 (billabong), /USO, 177; Anne
‘Christmas Day - a celebration of family’ cartoon by Leunig,
Mitchell, 5, 107; Shutterstock/Africa Studio, 62 (fruit salad,
reproduced with permission of Leunig Studio, 44; Extract
pizza), 63 (salt & pepper), /Tommy Alven, 106 (train), /
from Running in the Family by Michael Ondaatje, McClelland
Babyboom, 154, /bbtomas, 98, /beboy, 62 (toast), /Ruth
& Stewart, 1993, 26; Extract from ‘Raising Sasha’, by Beck
Black, 61 (cupcake), /Alex Bonapart, 62 (cake), /bonchan, 62
Laxton, The Australian, March 10, 2012, reproduced with
(sushi, noodle soup, rice paper rolls), /Wittaya Changkaew,
permission of News Ltd/Copyright Agency Limited, 48;
168 (barramundi), /Neale Cousland, 131, /covenant, 167
Extract from ‘Successful refugee: A Vietnamese Australian
(koala), /dangdumrong, 32, /Digital Storm, 106 (cruise ship),
celebrity chef ’, by Peter Wilmoth, Herald Sun Weekend
/Aleksandra Duda, 61 (bolognaise), /Ekapong, 106 (feet), /
Magazine, February 11, 2012, reproduced with permission
encodah, 189c, /FiledIMAGE, 168 (dingo), /Richard Griffin, 63
of News Ltd/Copyright Agency Limited, 120-1; Extract from
(bread & butter), /Mark Higgins, 167 (wombat), /homydesign,
‘The good oil on slang’ by Milanda Rout, Sunday Herald Sun,
63 (chocolate), /Hurst Photo, 61 (tacos), 63 (milk), /Jstone,
September 7 2004, reproduced with permission of News Ltd/
101, /Jasmine_K, 61 (salad), /Albert Lozano, 62 (broccoli), /
Copyright Agency Limited, 163-4;
KateMacate, 46b, /Robyn Mackenzie, 61 (pie), /Maggiezhu,
62 (dim sum), /mooinblack, 129, /Olga Nayashkova, 63 (fish Extract from ‘Indigenous pupils relish lessons in heritage’ by
& chips), /Nerthuz, 106 (tram), /Okcamera, 45, /Tyler Olson, Noel Pearson, The Australian, July 13, 2013, reproduced with
105 (bus), /orangecrush, 168 (kurrajong), /Richard Peterson, permission of News Ltd/Copyright Agency Limited, 166;
168, (boomerang), /phototogisu, 88, /Pics by Nick, 62 (lemon
tart), /Tatiana Popova, 105 (car), /rangizzz, 112, /Rawpixel. Extract from ‘Transitions: Highly devolved’ by Greg Callaghan,
com, 105 (taxi), /Joshua Resnick, 61 (stir-fry), /rvlsoft, 62 Australian Magazine, October 5, 2002, reproduced with
(hamburger), /Valery Sidelnykov, 46cb, /Seregam, 62 (fried permission of News Ltd/Copyright Agency Limited, 177;
rice), /stockcreations, 62 (steak), /svariophoto, 62 (lemon
chicken), /Somchai Som, 63 (wine), /Ruslan Semichev, 63 Extract from Oh Pray My Wings Are Gonna Fit Me Well by
(tea), /steamroller_blues, 105 (bike), /Denis Tabler, 168 Maya Angelou. Copyright © 1975 Maya Angelou. Used by
(budgerigar), /Timmary, 63 (bacon & eggs), /TORWAISTUDIO, permission of Random House, an imprint and division of
51, /UnknownLatitude Images, 168 (kookaburra), /urfin, Penguin
63 (knife & fork), /Vereshchagin Dmitry, 105 (yacht, ferry), / Random House LLC. All rights reserved, 15-16; ‘Welcome to
Vgstockstudio, 46ct, /VojtechVlk, 60, /Ashley Whitworth, 168 Australia’ cartoon by Nik Scott, 159;
(mulga), /Carlos Yudica, 63 (salt), /YuryImaging, 46t.
Extract from Norwegian Wood, by Haruki Murakami, Vintage
Books, 2003, 87-8; Modified extracts from the VCE English
Other material
exam section C 2005 and VCE English exam 2007 (pp. 14,
Transcript of ‘Belle Gibson: The Whole Pantry author fails 15); © Victorian Curriculum and Assessment Authority
to appear in court for Consumer Affairs action’, by Emma (VCAA), reproduced by permission; Extract from Gough
Younger, 13 Sep 2016, reproduced by permission of the Whitlam’s ‘Gurindji Speech’ spoken by Gough Whitlam 1975,
Australian Broadcasting Corporation—Library Sales © ABC, written by DR HC (Nugget) Coombs, 184; Extract from ‘Feng
18; Transcript of ‘Chinese Migration’, ABC Behind the News, shui basics for your home’ by Feng Shui Master Philip Wong
reproduced by permission of the Australian Broadcasting 黃立棣師傅,160-2; Extract from Bessie Wu’s Story by Bessie
Corporation—Library Sales © ABC, 36-7; Medal table Wu, reproduced with permission, 48-50.
reprinted with permission from BBC Sport, 126; Extract from
The author and publisher would like to acknowledge the
Take Me Away, Please, by Lily Chan, from ‘Growing up Asian
following:
in Australia’, edited by Alice Pung, Black Inc. 2008, 78-9; Page
110 from Melbourne in Summer Official Visitor Guide 2016 The author would like to thank Ken Snibson, Kingsley Law,
reproduced with permission of Destination Melbourne and Xie Tianhe, JiLiXin (Blake) Tang and Tatiana Voloshina.
Wyndham City Council, 117;
Macmillan Education thanks Stuart Gale for his manuscript
Extract from ‘A poke in the eye worth a life in crocodile country’, review and feedback.
by Tara Ravens, AAP, Darwin, April 4, 2008, reproduced with
permission of Fairfax Media/Copyright agency Limited, While every care has been taken to trace and acknowledge
32; Extract from ‘Wake up this is serious’, by Melissa Fyfe, copyright, the publisher tenders their apologies for any
The Age, February 12, 2005, reproduced with permission of accidental infringement where copyright has proved
Fairfax Media/Copyright agency Limited, 173-4; Extract from untraceable. They would be pleased to come to a suitable
‘Science’ of Japanese whaling attacked in court case, by Andrew arrangement with the rightful owner in each case.
200

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97322_AEMG_PTAS_F_TB_Txt_Fpp_2A-1 further corrected.

This publication is a joint venture between

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Unit 1 Identity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1a Unit 3 Family. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3a

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PART D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Unit 7 Sport and leisure. . . . . 7a

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Unit 9 The natural Unit 10 Self-evaluation

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97322_AEMG_PTAS_F_TB_Txt_Fpp-PRESS.indd 1 30/06/2017 3:31 pm

SPEAKING AND LISTENING

Students are encouraged to keep a Personal

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Vocabulary Personal Word Bank

ancestors appearance autobiography beliefs biography

1 His favourite sport is tennis. These words could be tested

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14 The multifaceted diamond shone brilliantly in the sunlight.

Who are you?

Favourite sport Favourite foods

Favourite IDENTITY English name

Hobbies Friends Family members

Exercise 3 Students might have to finish this exercise

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2 Why were you given that name?

to brag about knowing important people brag: boast

1 to be a name-dropper to brag about knowing important people

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4 I don’t have a dollar to my name. to have no money

hair colour shape of nose body shape personality

1 friendly, quiet, funny, kooky personality

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2 Complete these details about Caitlin.

e Colour of hair: brown with green highlights

f Colour of eyes: blue

g Pet’s name: Tilly

h Favourite food: vegetable curry

i Brother’s name: Tom

97322_AEMG_PTAS_F_TB_Txt_Fpp-PRESS.indd 5 30/06/2017 3:31 pm

she also meditates 

k Future ambition: travel to Europe

affectionate deceitful impatient self-centred

‘Character’ refers to personal qualities, such as moral strength, whereas 

‘Human’ means belonging to the human race, while ‘humane’ means 

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d What is the difference between ‘social’ and ‘sociable’?

We can say ‘tray’ [treɪ] or ‘trate’ [treɪt]. 

Person Singular Plural

first person I, me, myself we, us, ourselves

second person you, yourself you, yourselves

third person he, him, himself they, them, themselves

possessive first person my, mine our, ours

possessive second person your, yours your, yours

possessive third person his, her, its their, theirs

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H o me work ta s k s  1.2 2 ] 3

How I discovered music

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a wide choice or variety moody atmosphere

a indifferent to music not caring about music

c lyrics the words of a song

b subconsciously not part of conscious thought

1 to be a name-dropper to brag about knowing important people

4 I don’t have a dollar to my name. to have no money

she also meditates

k Future ambition: travel to Europe

‘Character’ refers to personal qualities, such as moral strength, whereas

‘Human’ means belonging to the human race, while ‘humane’ means

We can say ‘tray’ [treɪ] or ‘trate’ [treɪt].

H o me work ta s k s 1.2 2 ] 3

Exercise 12 1.3 K

H o me work ta s k s This is a listening task only. Students do 1.3 2 ] 3

Exercise 19 1.5 K