Pca1 Life 6

PC1
Unit 1 Lessons for life

A Tuareg tribesman at twilight, Libya
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F E AT U R E S 1 Work in pairs. Look at the photo and these Tuareg proverbs.

What do the proverbs tell you about the Tuareg attitude to life?
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10 Learning from the “Better to walk without knowing where than to sit doing nothing.”
past
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“In life, it is always possible to reach an agreement in the end.”

The lessons we learn from
the past “Acquiring things you do not need will kill you.”
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2 1 Listen to two people talking about important lessons

12 What makes us who they have learned in life. Work in pairs. Answer the questions.
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we are?
1 What advice does each speaker now try to follow?
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Understanding what makes 2 What experience led them to learn this lesson?
people who they are 3 Which lesson do you think a Tuareg person would agree
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with? Why?
14 Immortal words
The language of 3 1 Complete the phrases the speakers use to describe the
Shakespeare life lessons they have learned. Then listen again and check.
1 The most valuable lesson I’ve learned was …
18 Arctic wisdom 2 That’s become a sort of guiding principle for me …
A video about how Inuit 3 But it’s a lot easier said than done …
elders pass on their 4 I always make a point of not getting …
knowledge
4 Think of an occasion when you learned an important lesson.
Describe what happened. What did you do? What have you
learned from it?
SAMPLE COPY, NOT FOR DISTRIBUTION 9

1a Learning from the past
Reading 3 Work in pairs. Discuss these questions.
1 Work in pairs. Read the quotation. 1 What is the main point of this article?
Do you think this is good advice? Is it easy 2 What was Nelson Mandela’s main goal? How did he work
to follow? Discuss with your partner. toward that goal?
3 What does the author mean by “sometimes it is difficult to
“Learn from the mistakes of others. You can’t
learn lessons because the standards of the ‘teacher’ are so
live long enough to make them all yourself.”
high”? Do you agree?
Eleanor Roosevelt, diplomat
4 Work in pairs. Find words or expressions in the article with
2 Read the article. According to the article, these meanings.
are the sentences true (T) or false (F)?
1 making peace and re-establishing relations
1 Apartheid is still in practice T F (para 3) reconciliation
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in South Africa today. 2 work hard toward a goal (para 4) strive
2 Nelson Mandela wanted T F 3 start a conversation (para 4) begin a dialog with
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the two sides in South 4 copy someone’s behavior (para 4) follow the example
Africa to discuss what had 5 paying attention to (para 4) heeding
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happened in the past.
3 The writer suggests that T F
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most people are too selfish.
L E A R N I N G F R O M c
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T H E P A S T
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2
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1 Why do we never seem to learn from the past? The mistakes of

others should point the way for us in the future. But either we
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forget these lessons, or we fail to follow them, or, in some cases,

we deliberately choose to ignore them. Of all the lessons that we
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have to learn, perhaps the most difficult is how not to be selfish.

2 Sometimes it is difficult to learn lessons because the standards
of the “teacher” are so high. This is certainly the case with
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South Africa’s Nelson Mandela. Mandela, South Africa's first

black president, devoted his life to fighting apartheid (the
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discriminatory laws of the white government that existed

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before 1991).
3 Mandela tried to spread the message of reconciliation to two
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sides—blacks and whites—that hated and distrusted each other

deeply. He had always been committed to peace, and while
he was in prison, he decided that the only way to unite his
divided country was if the two sides could talk about what
had happened in the past and begin to rebuild some measure
of trust. When he was released in 1991, he had spent 27 years
in prison. After the end of apartheid, he was awarded many ‘‘If you want to make peace with your enemy,
you have to work with your enemy.’’
honors, including the Nobel Peace Prize. Today, he is still deeply
Nelson Mandela
respected.
4 All those who strive for peace know that in the long term they a high degree of selflessness. It seems that heeding this
will have to begin a dialog with their enemy. Yet few are able warning—not to be selfish—is perhaps the hardest lesson of
to follow the example set by Mandela, because it requires such all for people to learn.
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SAMPLE COPY, NOT FOR DISTRIBUTION
3
1a Learning from the past • Ask pairs to discuss the questions.
• In feedback, ask students to justify their answers by
Lesson at a glance quoting from the text or giving an explanation in their
own words.
• reading: lessons in life
• grammar: time phrases 4
• speaking: your favorite saying
• Ask students to find and underline words and
expressions that match the definitions. Let students
Reading check answers in pairs before eliciting answers in
feedback.
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• Organize pairs to discuss the quotation. In feedback, Vocabulary notes
briefly elicit ideas from the class. The verb strive suggests that you work hard because you
really believe in something and want it to happen.
EXAMPLE ANSWER If you follow the example of someone, it’s because you
We are often told to learn from our mistakes. Roosevelt admire and look up to that person.
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cleverly and amusingly turns the commonplace quote heed = to listen to, consider, and do what someone
around. It’s good advice because if we consider what suggests
mistakes other people make, we are less likely to make
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them ourselves. However, it isn’t easy to follow because we
don’t necessarily see or understand that people have made Background information
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mistakes and we often want to go our own way in life. Nelson Mandela /mænˈdelə/ (1918–2013) was a South
African anti-apartheid revolutionary and activist who
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believed in democracy and equality for all, regardless of
Background information race or color and who fought against apartheid
Eleanor Roosevelt (1884–1962) married Franklin D. (/əˈpɑːrteɪd/—the political system that existed in South
Roosevelt in 1905 and as a result became First Lady of the
c Africa until the early 1990s, in which only white people
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United States when her husband became the president of had political rights and power). As a result of his political
the USA in March 1933. She held the role of First Lady for activity, he spent twenty-seven years in prison, from 1962
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the four terms of his presidency, until April 1945. She was to 1990. In 1994 he became the first black president of
the United States Delegate to the United Nations General South Africa. His government focused on democracy and
Assembly from 1945 to 1952 and campaigned for women’s on building a political system that treated white and black
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rights and civil rights for African Americans. people equally.

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2 2
• Tell students to look at the photo and ask them what
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they know about this person.

• Ask students to read the article and decide which
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sentences are true or false. Students can listen and read

along to the recording if needed. Let students compare
their answers in pairs before checking with the class.
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1a Learning from the past 10a
Grammar time phrases 8
5 • Ask students to complete the sentences by writing facts
• Ask students to read the information in the grammar about themselves. Explain that they should include one
box. Elicit one example sentence that includes a time sentence which is not true. Set a time limit and monitor
phrase for each of the specified tenses. to help with ideas and vocabulary if necessary.
• Ask pairs to read the time phrases 1–8. Then find the • Ask pairs or small groups to share ideas. Tell them to
verbs in the article with each of the time phrases and read out their sentences so that their partner or group
identify the tenses. members can guess which of the sentences is false.
• In feedback, ask students if they guessed the false
• Ask students to match the time phrases with the tenses
sentence from each set of six sentences.
in the grammar box.
EXAMPLE ANSWERS
ANSWERS
2 ... A few years ago, I went to Thailand for the first time.
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3 ... I usually watch TV or do sports.
1 never = simple present
4 I have never been windsurfing …
2 before = simple past
5 I didn’t study last weekend, because I had already
3 always = past perfect
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learned all the vocabulary on the list.
4 while = simple past 6 I have had my present job for several years.
5 when = simple past
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6 after = simple past 9
7 today = simple present
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• Ask students to complete the advice using the words
8 in the long term = future in the box. Let them compare answers and discuss the
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advice in pairs.
Refer students to page 156 of the Student Book for further
information and practice. Background information
Please refer to page 156 for Grammar Notes on time
c The quote “Life is what happens while you are making
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phrases. other plans” was created by American writer Allen
Saunders in the 1950s, but popularized by John Lennon in
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his 1980 song “Beautiful Boy.”

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• Before looking at the time phrases in the box, ask
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students to read the three short texts and decide which

word or phrase they would naturally use in each space.
Speaking my
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• Ask students to read the short texts carefully and

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complete the sentences with the correct time phrases. • Ask students to think of their favorite saying before the
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Elicit the first answer to get students started. Let them class so that they are prepared for this exercise.
compare answers in pairs before checking with the • Organize groups of four or five. Tell each student to
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class. write a saying on a piece of paper (provide evenly

sized pieces of paper). You could provide one or two
7 examples of your own to get them started.
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• Ask students to complete the conversations with the • Once each group has a pile of sayings, turn them over
correct form of the verbs. Let them compare answers in
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one by one. Together they should discuss the meaning

pairs before checking with the class. and guess whose favorite saying it is. The person can
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Please refer to page 156 for Grammar Notes for then tell the group why they chose it.
Exercises 6 and 7.
11a SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar time phrases 7 Complete the conversations with the correct form
of the verbs. Use the time phrases to help you
TIME PHRASES decide which form to use.
Certain time phrases are commonly (but not always) used 1 A: How long have you been learning (you /
with certain tenses. learn) Japanese? You speak it really well.
Simple present: often, never, every week, generally B: Thanks! I started (start)
Present continuous: now, at the moment, this week taking classes two years ago. But I
Simple past: two days ago, last week, at the time, when, after
had learned (learn) a few words
Past continuous: at the time
on a trip to Japan before that.
2 A: Have you tried out (you / try out) the
Present perfect: just, recently, so far, over the last two went
new gym yet? I (go)
years, how long, for, since (2010), already, yet, ever, never
last night. It’s great.
Present perfect continuous: how long, for, just, recently, tell
B: No. Every week I
since
(tell) myself I’m going to go, but I never
Past perfect and past perfect continuous: already, before seem (seem) to make it. I’m
that, up to then will get
sure I (get) there in
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will, going to, and present continuous for future: next the end, though.
week, in three days / in three days’ time, soon, on Friday
8 Complete the sentences by writing facts about
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For more information and practice, see page 156.
yourself. Write one sentence that is not true. Then
work in pairs. Compare sentences with your
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5 Work in pairs. Look at the grammar box and the time partner and try to guess the false sentence.
phrases (1–8) below. Then follow the steps (a–b).
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1 My work? At the moment, I …
1 never 5 when At the moment, I’m looking for a new job.
2 before 6 after 2 I like seeing new places. A few years ago, I …
3 always 7 today
c 3 In my free time, I usually …
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4 while 8 in the long term 4 I have never … , but I’ve always wanted to.
5 I didn’t … last weekend, because I had already …
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a Find the verbs that are used in the article with 6 I … for several years.
each of the time phrases and identify the tenses.
9 Complete the advice about life using these words.
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b Match the time phrases (1–8) with the tense in

the grammar box. Then compare answers with your partner. Which
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piece of advice do you like most? Why?

6 Complete the sentences with these time phrases.
ever for in never now while
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at the moment at the time often

before that for years ever 1 Life is what happens while you are
over the last 25 years
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making other plans.

2 Value your friends. If you ignore them
a Over the last 25 years , people have
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for a long time, they will start to
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definitely become more greedy. I’ve been ignore you.

saying 2 for years that it is not
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3 When you’re feeling stressed, ask yourself this

right for anyone to earn a hundred times the question: in five years, will the
average salary.
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problem still seem so important?

b I’m having an interesting debate with my dad 4 No one has ever become poor by
3 at the moment . He says that young giving.
people don’t 4 often show 5 Get out more. A whole world of amazing
respect to their elders anymore. But I don’t experiences is waiting for you right
think you can just demand respect; you have to now .
earn it. 6 You should never take yourself too
c When I was forty, I decided to stop working so seriously.
hard. 5 At the time , I was working
sixty hours a week. It was the best decision
that I have 6 ever made. Speaking my
7 Before that , I had had no time to
enjoy life.
10 Work in groups. Each person should write down
two of their favorite (or least favorite!) sayings
about life. Then discuss your choices.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 1 Lessons for life 11

1b What makes us who we are?
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A painter in Paris next to his self-portrait

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Vocabulary and listening 3 Look at these factors that can give people information
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about you. Which do you think are the most significant?

personality and identity Number them in order (1–8) of importance.
1 Work in pairs. Look at the photo and
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1 your friends 5 your life experiences

caption. Discuss the questions. 2 your work 6 your interests/hobbies
3 your age 7 your background
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1 Why is the painter putting his

4 your character 8 your beliefs and values
hands up?
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2 What impression of the painter do 4 3 Listen to a sociologist describing how we define ourselves.
you get from his self-portrait? According to the speaker, which of the factors above is the
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most important? Discuss in pairs.

2 Work in pairs. Look at the expressions to
describe people. Answer the questions. 5 3 Listen to the talk again. Choose the correct option to
complete the sentences.
a control freak a dreamer
a driven person a family person 1 The speaker thinks the question “What do you do?” can
an outgoing type a joker sound aggressive / judgmental as a conversation starter.
the life of the party a free spirit 2 Sally has been defined by her background because she
didn’t grow up in the city / a normal family.
1 What do you think each expression 3 Sarah has dedicated her life to helping people who have
means? cancer / tropical diseases.
2 Which expressions do you think are 4 The most important thing for John about his work is the
positive, negative, or neutral? challenge / security.
3 Give an example of someone you 5 Jack’s last relationship began when he was 34 / 25.
know who fits each description. 6 Anne wants school kids to eat better / more vegetarian food.
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ANSWERS
1b What makes us who we are?
1 a control freak: someone who wants to control every
situation and will not allow other people to share in
Lesson at a glance making decisions
• vocabulary and listening: personality and identity a dreamer: someone who has a lot of ideas but those
• wordbuilding: binominal pairs things are often not very practical or likely to happen
• pronunciation: linking in word pairs a driven person: someone who is ambitious and
• grammar: the continuous aspect motivated
• speaking: situations in your life a family person: someone who thinks their family is
important, and likes to spend time with their family
an outgoing type: someone who is friendly and enjoys
Vocabulary and listening personality meeting and talking to people
and identity a joker: someone who likes to tell jokes or to do things
to make people laugh
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the life of the party: someone who is very lively and
• Pre-teach self-portrait (= a painting of yourself). Ask sociable
students to discuss the questions about the photo in
a free spirit: someone who does things their own way
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pairs. In feedback, elicit ideas and open up a class and doesn’t always follow the rules
discussion.
2 Possible answers:
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Positive: a family person, the life of the party
EXAMPLE ANSWERS
Negative: a control freak, a dreamer
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1 because he doesn’t want us to see his face; because he Neutral: a free spirit, a joker, an outgoing type
wants to show his face through his portrait; because he
3 Students’ own answers
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doesn’t want the viewer to compare his real face with
his portrait
2 He looks thoughtful, wise, serious, intelligent, calm. 3
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• Ask students to number the factors in order from 1
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Please refer to page 180 for Teacher Development notes on to 8 according to which are the most significant. Let
critical thinking and photos. students compare answers in pairs.
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4 3
Background information
• Tell students they are going to listen to a sociologist
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The photo was taken in 2009. The painting on the right is describing how we define ourselves. Explain to
a self-portrait done by the man on the left—one of many students that while they listen they must (✔) the factors
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street artists who work on Place du Tertre in Montmartre, in Exercise 3 that the speaker mentions.
Paris, France.
• Play the recording. Students listen and (✔) the factors
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mentioned. Let them compare answers in pairs before

2 checking with the class.
• Ask pairs to discuss the expressions used to describe
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• Ask students which of the factors is the most important,

people. In feedback, elicit definitions and discuss how
according to the speaker.
the phrases might be used.
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• If your students are creative, ask them to draw pictures

ANSWERS
to represent each character, or ask them to mime them.
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2, 4, 5, 6, 7, 8
Most important factor according to the speaker = 5
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5 3
• Play the recording again. Students listen and circle the
correct option to complete the sentences. Let students
compare their answers in pairs before checking with
the class.

1b What makes us who we are? 12a
Wordbuilding binominal pairs ANSWERS
6 1 The verb form “do you do” is asking about your current
• Ask students to read the information in the wordbuilding situation (i.e., what do you do as a job). In contrast,
box. Then ask students to circle the correct forms. Let “are you doing” is asking about now, or around now,
students compare their answers in pairs before checking (i.e., your current activity).
with the class. 2 The verb form “is always calling” implies an irritating habit;
“always calls” describes a habit but as a neutral statement
Vocabulary notes of fact (note that the simple present can be used to describe
bits and pieces = small, separate amounts an irritating habit as well, depending on tone of voice).
3 The verb form “I’ve been reading” implies you may still
now and then = from time to time
be reading it (i.e., it’s an action which is still in progress
first and foremost = principally; most importantly —you haven’t finished reading the book); “I’ve read” is
for a completed activity (i.e., you’ve finished the book—
Refer students to Workbook pages 7 and 11 for further but recently—we don’t know when exactly).
practice. 4 There is not much difference in meaning: “will be going”
means that you expect Anne-Marie to be doing this now;
7 “usually goes” is used to talk about a routine or habit.
5 There is very little difference in meaning. You could say
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• Tell students to complete the word pairs using the
words in the box. Then ask them to work in pairs to “was living” emphasizes the action or the duration of
compare answers and to discuss the meaning of each the action; “had been living” emphasizes that this was
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an action in progress before the main past action (“she
completed phrase.
moved to this country”); “lived” would be used when you
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are talking about a series of completed actions in the past.
Pronunciation linking in word pairs
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8 4 Please refer to page 156 for Grammar Notes on the
continuous aspect.
• Tell students they are going to listen to the recorded
word pairs in Exercise 7. Play the recording. Students
listen and note the linking and pronunciation of and in
c 11
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the word pairs. • Ask students to complete the sentences. Elicit the first
answer to get them started. Let them compare answers
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• Ask pairs to practice reading the sentences. Tell them in pairs before checking with the class.
to focus on the linking and pronunciation. Monitor and
correct any pronunciation errors. • Ask students to say how the meaning or feel of the
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sentences would be different if simple forms were used.

ANSWERS
Speaking
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a The consonant sound at the end of the first word
“links” with the vowel sound at the start of and. 12
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b and is pronounced “n” (/n/)—the /d/ sound is only • Organize new pairs. Ask students to read the list
pronounced if the second word begins with a vowel. carefully, and to prepare examples. When students are
ready, ask them to discuss experiences.
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Grammar the continuous aspect • The main aim here is to ensure students are using
continuous forms appropriately in a fluency activity.
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Monitor as students speak and note errors which you

• Ask students to read the information in the grammar could write on the board at the end for students to correct.
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box. Then ask students to match rules a to f to the verb You could also provide feedback on situations when they
forms in bold in the sentences. Let students compare
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might have used continuous forms but failed to.

their answers in pairs before checking with the class.
• Optional step Ask students to label the form to show EXAMPLE ANSWERS
they recognize the different parts.
One habit that irritates me is people who are always
Refer students to page 156 of the Student Book for further looking at their phones during meals. It’s just rude!
information and practice. I imagine my dad will be watching TV and my brother will
Please refer to page 156 for Grammar Notes on the be texting his girlfriend.
continuous aspect. We’re having the kitchen decorated—I hope they won’t
still be painting at Christmas!
10 I have been meaning to clean the car all week.
• Ask pairs to discuss differences in meaning, if any,
between the verb forms in each sentence. Elicit the first
answer to get students started.
• In feedback, ask students to refer to the rules they have
studied to explain their answers.

Wordbuilding binomial pairs 9 Look at the grammar box. Which verb form in
bold describes something that
WORDBUILDING binomial pairs is becoming
a is a current trend?
Certain pairs of words in English are irreversible, i.e., they b we expect to be happening (now or) in the future?
always appear in the same order. won't be moving
rock and roll (never roll and rock), law and order
c started in the past and is still continuing?
For more practice, see Workbook pages 7 and 11. has been saying
d is the background to another more important
event in the past? had been intending
6 Look at the wordbuilding box. Choose the correct e was in progress up to a point in the past?
form of these irreversible word pairs (a–b). was working
a He picks up pieces and bits / bits and pieces of f happens regularly and is irritating?
work now and then / then and now. are always judging
b It seems that what defines people
first and foremost / foremost and first is experience. 10 Work in pairs. What is the difference in meaning,
if any, between these verb forms?
7 Complete the word pairs using these words.
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Discuss what you think each phrase means. 1 What do you do / are you doing?
2 My husband is always calling / always calls me at
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fro large pains quiet work.
sound sweet wide 3 I’ve been reading / I’ve read the book you gave me.
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4 California is eight hours behind us. Anne-Marie
1 I need peace and quiet to concentrate. will be going / usually goes to bed now.
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2 They all came back from their canoeing trip safe 5 She was living / had been living / lived in
and sound . No one was injured, but most Germany before she moved to this country.
of them had a few aches and pains .
c 11 Complete the sentences using the appropriate
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3 Try not to give a long talk. By and large ,
sweet continuous form of the verbs.
it’s better to keep it short and .
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4 People come from far and wide to 1 Marlon’s a fantastic soccer player, isn’t he?
see the Grand Canyon. There are busloads of I was watching (watch) him play
fro
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tourists going to and all day. the other day. I expect in a few years he
will be playing (play) professionally.
8 Pronunciation linking in word pairs
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Apparently, some clubs are already watching

(already / watch) him.
4 Listen to the word pairs in Exercise 7. 2 Katja is such a great friend. Last week I
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Notice (a) how the words are linked and was feeling (feel) really fed up with
(b) the pronunciation of and in the word pairs. work, and she gave me some chocolates that she
Then practice reading the sentences.
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had been saving (save) for a special occasion.

3 Marta is getting (get) very eccentric.
Grammar the continuous aspect She keeps parakeets, and recently she’s
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started letting them out of their cages, so they

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THE CONTINUOUS ASPECT have been flying (fly) all over the house. I
was sitting (sit) in her kitchen the other
Present continuous
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1 … you feel as if people are always judging you … day, and one flew down and landed on the table.
2 It’s now becoming a national movement.
Present perfect continuous Speaking my
3 He has been saying that since he was 35.
Past continuous 12 Think of examples of the following things. Then
4 When his children were born, he was working as a work in pairs and take turns telling each other
carpet salesman. your ideas and asking follow-up questions.
Past perfect continuous • a habit of other people that irritates you
5 At one point, he had been intending to leave
• two things that you imagine people you know
the company …
will be doing right now
Future continuous • a situation that you hope is temporary
6 In a few years, he won’t be moving around anymore.
• something you haven’t finished but keep
For more information and practice, see page 156. meaning to

1c Immortal words
Reading 6 Work in pairs. Did the author state his or her
purpose at any point? In which of these writing
1 Work in pairs. Discuss the questions. types do you think it is important for an author to
begin by stating the reason for writing?
1 Who are the most famous writers in your
country’s history? What did they write? • a description • a business report
2 What Shakespeare plays or characters can you • a job application • a personal letter
name? What do you know about them?
7 Work in pairs. Do you think the author achieved
2 Read the article. Work in pairs. According to his or her purpose? Why or why not?
the author, why are Shakespeare’s plays still so
popular today?
Word focus life
3 Read the article again and answer the questions 8 Look at the article again. Underline words or
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in pairs.
expressions with the word life that mean:
1 What adjective describes what England was
1 realistic (para 2)
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like in Shakespeare’s time? (para 1)
2 with a “big” personality (para 3)
2 According to Harold Bloom, what new element
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did Shakespeare bring to playwriting? 9 Work in pairs. Look at the expressions with life in
3 Why does Hamlet find it difficult to make a bold. Discuss what they mean.
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decision?
4 In Romeo and Juliet, what is the nurse’s attitude 1 Work stress is just a fact of life these days—
to relationships? you have to learn to deal with it.
5 Which adverb means that Shakespeare was good
c 2 There were people at the conference from all
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at expressing ideas in just a few words? (para 4) walks of life—writers, students, business people.
3 My son was worried about going to college,
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6 What verb tells you that Shakespeare created

new words and expressions? (para 4) but now he’s having the time of his life.
4 Thanks for driving me to the station—it was a
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4 Work in pairs. Look at the expressions in italics real life-saver. I’d have missed my train.
in paragraph 4. Use them to replace the words in
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bold below. 10 Work in groups. Each student should think of a

personal example for two of the expressions in
1 I need a new jacket. This one is past its prime. Exercises 8 and 9.
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2 He said that one of the stores in town would

have the right battery, but it turned out to be a
Speaking my
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search for something that couldn’t be found.

3 Everyone says it’s an obvious result that 11 Work in two groups of three. Play the game Call
Johanna will win, but I’m not so certain.
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my bluff using words coined by Shakespeare.

4 There’s no point telling her he’s no good. You
Group A: Turn to page 153.
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can’t see the faults in the person you love.

5 The teacher got us to play a game to help Group B: Turn to page 154.
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people relax at the beginning.

6 After six different jobs, I’m with my first company • For each word, rewrite the true definition in your
again. I’ve arrived back at the starting point. own words, then write two false definitions.
Write example sentences for each definition.
• Group A reads the three definitions of the first word.
Critical thinking purpose Group B must guess which is the true definition.
5 Work in pairs. Which option(s) (a–c) describes the Then swap and repeat with the other words.
author’s main purpose for writing this article? 12 Think of an aspect of your life. Choose a word
Underline the sentences in the article that tell you this. related to this, and find the English word. Then
a to explain why Shakespeare is popular today play Call my bluff with that word.
b to examine if Shakespeare’s reputation is justified
c to examine Shakespeare’s contribution to
modern-day English
14
• Ask students to read the article and answer the focus
1c Immortal words question. Let them compare answers in pairs before
checking with the class.
Lesson at a glance ANSWER

• reading: the language of Shakespeare
He gave us characters with personalities, and particularly
• critical thinking: purpose
weaknesses that we could relate to as fellow human
• word focus: life beings.
• speaking: call my bluff
3
Reading • Ask students to read the article again and answer
1 questions 1–6. Let students compare answers in pairs
• Ask pairs to discuss the questions. before discussing as a class. In feedback, ask students to
justify answers by referring to the text.
• If you have a class with students from different countries,
organize small groups to mix nationalities as much as
you can. Ask students to tell each other about writers ANSWERS
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they know of well. 1 vibrant
2 characters with personalities and weaknesses that we
ANSWERS could relate to
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3 He is torn between what his heart and his head tell him.
4 She puts practical considerations before romance.
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2 See the Background information notes.
5 succinctly 6 coined
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Background information 4
William Shakespeare /ˈʃeɪkspɪər/ (1564–1616) is widely • Ask students to look at the expressions in italics in
regarded as the greatest writer in the English language
c paragraph 4 of the reading text. Tell them to use those
hi
and the world’s greatest playwright. He’s often called expressions to replace the words in bold in sentences
England’s national poet. He wrote approximately 38 plays 1–6. Let students compare their answers in pairs before
ap
as well as 154 sonnets and two long narrative poems. discussing as a class. Encourage students to work out
Here is a short list of his most famous plays (with main meanings from the context.
characters in parentheses):
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A Midsummer Night’s Dream (a comedy set in a forest ANSWERS

featuring fairies—Puck, Oberon, Titania—and fools— 4 love is blind
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1 has seen better days

Bottom, Quince) 5 break the ice
2 a wild goose chase
Antony and Cleopatra (Mark Antony and Cleopatra, the 6 come full circle
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3 a foregone conclusion
Queen of Egypt)
Hamlet (the indecisive Hamlet, Prince of Denmark, and his
tragic sister, Ophelia)
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Vocabulary notes
Henry IV and Henry V (the young king Henry and his
foolish friend Falstaff) 1 It’s seen better days is generally used to describe
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something in very bad condition.

King Lear (the unwise king, his Fool, and his three
daughters, Goneril, Regan, and Cordelia) 2 The world is my oyster means, “I am free to do
at
Macbeth (the murderous Scottish king and his scheming whatever I wish in the world.”
wife Lady Macbeth) 3 A wild goose chase means a hopeless quest.
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Othello (Othello, a noble Moor and Iago, who hates Othello) 4 Neither here nor there mean something is not
Romeo and Juliet (the “star-crossed” lovers Romeo and Juliet) important.
The Merchant of Venice (Antonio, a merchant of Venice, 5 A foregone conclusion is something that has an
and Shylock, a rich Jew) obvious and inevitable end which is known in advance.
6 Love is blind means lovers cannot see any wrong in the
person they love.
2 5
7 Break the ice means help people get to know and talk
• Optional step Ask students to explain the title—Immortal to each other.
words—and to say what they expect the article to say.
8 Come full circle means to arrive back where you
(Answer: the title refers to the words of Shakespeare, it started.
suggests an article which is positive, even glowing in
praise, and uncritical.)
Teacher's notes continue on page 15a.
SAMPLE COPY, NOT FOR DISTRIBUTION 1c Immortal words 14a

Teacher's notes continued from page 14a. 10
Critical thinking purpose • Ask students to work in groups. Each student thinks
of a personal example for two of the expressions
5 in Exercises 8 and 9 and then shares them with the
• Ask students to decide which of the options a–c group.
describe the author’s main purpose for writing the
article. Tell them to read the article again and underline EXAMPLE ANSWERS
the sentences that support this. Let them compare
answers in pairs before checking with the class. High prices are a fact of life; At the international college
there are people from all walks of life; I went on vacation
last year—I had the time of my life!; Dan lent me $100 so
ANSWER I could get home—that was a life-saver.
b
Speaking my
6
11
• Ask students to discuss the questions in pairs. Elicit
• Organize the class into groups of three. Pair each
answers in feedback.
group with another.
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EXAMPLE ANSWERS • Tell students to read their instructions on either page
153 or 154 carefully and prepare definitions. Set a time
The author doesn’t directly state her purpose. The
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limit and monitor to help with ideas and vocabulary to
sentence, “However, if you ask people the reason for
make the definitions more credible.
Shakespeare’s continued popularity, you get different
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answers” suggests perhaps that finding the real answer • Each group takes turns to present their sets of three
will be the reason for writing. definitions. The other group must guess which
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It’s important for an author to begin by stating the reason for definition they think is the correct one.
writing in formal writing, for example, in a job application or • In feedback, briefly discuss which new words students
a business report. found the most interesting/useful/strange.
c
hi
7 ANSWERS
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• Discuss the question in pairs. Encourage students to Group A:

explain their answer with reference to the text. 1 misgiving (n) /mɪsˈgɪvɪŋ/ = doubt or apprehension
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2 spurn (v) /spɜːn/ = reject

Word focus life 3 zany (adj) /’zeɪni/ = eccentric and unconventional
8
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Group B:
• Ask students to read the article again and find and 1 howl (v) /haʊl/ = let out a long cry like a dog or wolf
underline the expressions using life. Then ask them
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2 jaded (adj) /ˈdʒeɪdɪd/ = bored with something

to match their underlined examples to the meanings. 3 reprieve (n) /rɪˈpriːv/ = temporary delay in punishment
Let students compare their answers in pairs before
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Vocabulary note
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Call my bluff was a popular TV quiz show on BBC TV in

Note useful collocations: a lifelike doll/dummy/portrait; the UK. If you bluff somebody, you persuade them to
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a lifelong friend/ambition; a larger-than-life character/ believe something that is not true—if you call their bluff,
personality. you show that you know they are bluffing you.
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9
• Ask pairs to look at the expressions with life in bold.
Encourage them to use the context of the sentence
to work out the meaning of each expression. Check
answers with the class.
ANSWERS
1 a reality or something we must accept
2 every kind of social background
3 having a great time
4 something that got me out of a difficult situation or
that I couldn’t have managed without, or something
that helped me greatly in that situation

5
1 The sixteenth-century dramatist Ben Jonson generously true while our heads tell us something else. We laugh
called his rival, Shakespeare, a writer “not of an age, at the larger-than-life nurse in Romeo and Juliet because
but for all time.” And so it has proved to be, because of the amusing way she offers advice to Juliet about
Shakespeare’s plays are still the most translated and relationships, putting practical considerations before
5 most performed of any playwright’s in the world. 35 romance; she is a person that we too have met. The
However, if you ask people the reason for Shakespeare’s name “Lady Macbeth” has become synonymous with
continued popularity, you get different answers. Some cold, over-ambitious women, while the character Iago
say he was a great storyteller, others that the magic lies still serves as a warning about the dangers of jealousy
in the beauty of his poetry. Some say it is simply because and how it leads to the manipulation of others.
10 he left us a huge volume of work that was written
40 Of course, the language plays a big part too. The 4
during a vibrant time in English history, particularly in
observations about people and life are made more
the theater.
memorable by the way in which they are phrased, both
2 A more interesting answer is one put forward by the succinctly and poetically. Shakespeare has been dead
critic Harold Bloom. Bloom argues that Shakespeare for 400 years, but certain words and sayings of his still
ng
15 gave us something that the world had not seen in 45 exist in the English language today. Whether you are
literature before—characters with personalities that “fashionable” or “fainthearted,”2 thank Shakespeare,
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we could relate to. These lifelike characters and the who probably coined the terms. Iago promises to “wear
observations that Shakespeare made about the human his heart on his sleeve,” a phrase still commonly used for
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condition are really what Jonson was referring to when people who do not try to hide their true feelings. In fact,
he talked about Shakespeare’s universal appeal. For it is amazing just how great Shakespeare’s influence on
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20 50
Bloom, English speakers have Shakespeare to thank for everyday modern language has been. Take, for example,
much of their current language, cultural references, and these commonly used phrases: a foregone conclusion, come
their understanding of human psychology.
c full circle, has seen better days, break the ice, neither here nor
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there, the world is my oyster, a wild goose chase, and love is
3 While some might disagree with Bloom’s assertion
55 blind.
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25 about the invention of “personality” in literature—many
earlier storytellers like Homer and Petrarch could claim Bloom’s title The Invention of the Human may seem a bit 5
this—there is no doubt that Shakespeare’s characters strong. “The enduring3 humanity of Shakespeare,” on
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resonate with1 people very strongly. We sympathize the other hand, would not be an exaggeration.
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with poor Hamlet because we all know that frustrating

30 situation where our hearts tell us that one thing must be
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1
resonate with (v.) /ˈrezəneɪt wɪð/ create a feeling that
something is familiar or relevant
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2
fainthearted (adj.) /ˌfeɪnt ˈhɑː r. tɪd/ lacking courage to act
3
enduring (adj.) /ɪnˈdjʊərɪŋ/ lasting a long time
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Immortal
words
1d How did you get into that?
Real life getting to know people 5 Pronunciation merged words in everyday
phrases
1 Work in pairs. Discuss the questions.
a 7 Listen to these questions and notice how the
1 What kind of subjects do you generally like to bold words merge together when said quickly.
talk about—sports, entertainment, the news,
family and friends, work, or something else? 1 I don’t think we’ve met.
2 What do you find are good conversation topics 2 Is it your first day too?
for getting to know other people? 3 What do you do?
4 What did you think of the show?
2 Write three tips for a blog post about getting to 5 What kind of movies do you like?
know people. Then share your ideas with the class.
b 8 Listen to these questions and write down the
3 6 Look at the conversation openers for missing words.
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getting to know people. Then listen to six short
1 Do you normally eat here?
conversations. Write the conversation number next
2 What's it like living in New York?
to each conversation opener that was used.
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3 What kind of apartment do you have?
4 How do you like the new building?
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GETTING TO KNOW PEOPLE
5 Would you like coffee or something?
Hi, I don’t think we’ve met. I’m … 3
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Hi. Is it your first day at college too? 1 6 Work in pairs. Act out two of the conversations for
Hey, I like your jacket. 4
getting to know people that you heard in Exercise
Where are you from? 6
3. Use the same conversation openers and follow-
So, what do you do? 2
c up questions. Answer as naturally as possible.
hi
What did you think of the show?
This is a long line, isn’t it?
7 Work with a new partner. Act out two more
ap
Have you seen that movie everyone’s talking about?

conversations. Follow these steps.
This is great cake, isn't it? 5 • Choose two of the conversation openers in the
gr
box that you did not hear in Exercise 3.

• Think of follow-up questions you might ask.
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4 6 Listen to the conversations again. Make

• Act out the conversations.
notes on the follow-up questions that each person
lG
starting the conversation asked. Then compare

answers with your partner.
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16
Pronunciation merged words in everyday
1d How did you get into that? phrases
5a 7
Lesson at a glance • Play the recording. Students listen and note how the
• real life: getting to know people bold words merge together when said quickly.
• pronunciation: merged words in everyday phrases
Pronunciation notes
Real life getting to know people This exercise covers linking, elision, assimilation, and weak
forms. Things to note are:
1 1 “t” at the end of don’t is not pronounced—assimilation
• Ask pairs to discuss the questions. In feedback, build
2 your is pronounced /jər/ (weak form) and “t” at the end
up a list of items on the board. of first is not pronounced—assimilation
2 3 “t” at the end of What is not pronounced – assimilation;
• Ask students to prepare three tips for a blog post about do you becomes /djə/—weak form and elision
getting to know people. Elicit one or two ideas to get 4 there is linking between think and of; of is pronounced /əv/
students started. Ask students to share their ideas with 5 “t” at the end of What is not pronounced—assimilation;
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the class. there is linking between kind and of; of is pronounced /əv/
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EXAMPLE ANSWERS 5b 8
be positive; always smile; show interest; ask questions; • Play the recording. Students listen and write in the
ar
maintain eye contact; use positive body language—lean in, missing words. Let them compare answers in pairs
tilt your head toward someone; be patient—don’t bombard and replay the recording if necessary.
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people with messages or invitations; find out about interests;
find out what you have in common; listen carefully
• Ask students to practice saying the questions in pairs.
3 6
c Pronunciation notes
hi
Note how do you becomes /djə/, and the weak forms and
• Ask students to read the conversation openers in the linking elsewhere (between what’s and it, kind and of,
ap
language box. and coffee and or).

• Tell students they are going to listen to six short
gr
conversations. They must check the conversation 6

opener that is used in each conversation.
• Organize pairs. Ask students to take turns to act out
eo
• Play the recording. Students listen and check the two of the conversations from Exercise 3. It’s a good
conversation openers that they hear. Let them compare idea to prepare students to do this. Ask them to study
answers in pairs before checking with the class.
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audioscript 6 on page 180 of the Student Book. Tell

them to use the same conversation openers and
4 6
follow-up questions. Students should try to answer as
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• Play the recording again. Students listen and make notes naturally as possible.
on the follow-up questions used. Let students compare
• As students speak, monitor their performance. In feedback,
their answers in pairs before discussing as a class.
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write errors on the board and ask students to correct them.
7
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ANSWERS
1 How’s it going? Is it as you expected? • Organize new pairs. Ask students to prepare conversations
N
2 How did you get into that? using the steps in Exercise 7 before acting them out.
3 What school was that then? • As students speak, monitor their performance. In
4 Do you like bargain-hunting? feedback, write errors on the board and ask students to
5 I don’t think I’ve ever kept a New Year’s Resolution. correct them.
Have you?
6 So what’s it like? Is it a good place to live?
Vocabulary notes
Note the informal expressions:
How’s it going? = How are things? How’s life? (How are
you?)
get into (something) = become interested in

1d How did you get into that? 16a
Writing skill using abbreviations
1e Your first day 5a
• Ask pairs to read the notes again and find the
Lesson at a glance abbreviations. Check answers with the class.
• writing: taking notes
• writing skill: using abbreviations ANSWERS
reg = registration approx. = approximately/
roughly
a.m. = in the morning
Writing taking notes hrs = hours
p.m. = in the afternoon
1 univ. hall = university hall
p.w. = per/each week
• Ask students to discuss the questions in open class or in i.e. = that is
e.g. = for example
pairs. In feedback, briefly elicit ideas. IT = Information Technology
US = United States
sth. = something
docs = documents
EXAMPLE ANSWERS incl. = including
NB = please note (that)
Situations: in class, in a presentation, in a work meeting, 1st = first
info = information
studying or reviewing, when taking ideas from a book etc. = and so on
+ = plus / and
ng
about a specialist subject (e.g., gardening, decorating),
taking a telephone message, noting down something from OS studs = overseas students
a radio program
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Notes include: shorthand symbols, abbreviated words, 5b
phrases that omit articles and other unimportant words, • Ask students to join with another pair and compare
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drawn lines, and annotations their answers to Exercise 5a. Students then match some
What you do with notes: write them up as a report, use
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of the abbreviations to the meanings a–f.
them to write an essay or dissertation, use them to pass
on information, store them to keep information
ANSWERS
2 9
c a incl. b approx. c NB d etc. e e.g. f i.e.
hi
• Tell students that they are going to listen to an excerpt
5c
ap
from a talk at a college orientation day. Ask students to

read the student notes carefully. • Have students discuss in pairs in which of the situations
1–4 it is generally appropriate to use abbreviations.
gr
• Play the recording. Students listen and complete the

missing information in the student’s notes. Let students 5d
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compare answers in pairs before checking with the class.

• Ask students to rewrite the email message in note form.
3 Set a five-minute time limit for this.
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• Ask students to work in pairs to discuss the question. • When students have finished, ask them to pair up and
exchange their notes. Students then work individually to
reconstruct the email message from their partner’s notes.
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EXAMPLE ANSWERS
Sarah Curtain = President—Jefferson College • When they have completed the email, ask students
to compare what they wrote with their partner’s work
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60 nationalities, 33 different langs

and with the original. In feedback, find out which
Coffee at Student’s Center: 11–12:30, today
parts students wrote differently and why.
at
4 9
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EXAMPLE ANSWERS
• Play the recording again. Students listen and check their NB Mtg with Ellis & Co. tomorrow, Tue May 12 @3 p.m. Pls
answers to Exercise 3. Let them compare answers in pairs let me know approx. no. people attending from your dept
before checking with the class. In feedback, explore why & if you need further info. Tks.
the student hadn’t included the information in the notes.
6 10
EXAMPLE ANSWERS
• Play the recording. Students listen and make notes.
Only “relevant points” are included in the notes. In other
words, only facts, times, dates, places, useful information, 7
etc., but not opinions, welcoming remarks, or perhaps things
the student may only need to remember for a short period • Ask students to exchange notes with a partner and use
of time, e.g., the fact that there is coffee after the talk. the questions to check their partner’s notes.

1e Your first day
Writing taking notes 5 Writing skill using abbreviations
1 Do you sometimes write notes on things you read or a Work in pairs. How many different
listen to? In what situations do you write notes? What abbreviations can you find in the notes? Try
do the notes include? What do you do with them? to guess what each one means.
2 9 Look at the notes taken by a student during college b Compare your answers in Exercise 5a
orientation. Then listen to an excerpt from the talk and with another pair. Did you guess the same
complete the notes. meanings? Which abbreviations have the
following meanings?
Shortened words Latin abbreviations
a including e for example
b about f that is to say
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Talk by president to new students
c please note
1 Course reg. 10 a.m. – 2 p.m. Mon in main univ. d and so on
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hall—compulsory. c We use abbreviations in semi-formal writing
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and when writing in note form, but not
2 Overseas students. i.e., all except US and in more formal contexts. Work in pairs. In
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Canada which of the following could abbreviations
, must take docs to Admissions
be used?
Office—incl. high school diplomas, student visas + 1 an academic essay
c 2 your notes on a book you have read
hi
bank account info—by end of next week.
3 a letter of complaint
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3 College has ‘‘buddy’’ system (a 2nd year 4 an email to a close friend
student) to help OS studs. know where things d Look at this email message and rewrite it
gr
in note form. Exchange notes with your

are and what to do. partner, cover the original email, and try to
eo
4 Most courses approx. 9–12 contact hrs p.w.; plan reconstruct it from the notes.
lG
study time carefully. Lots of places to work,

Please note that the meeting with Ellis &
e.g., faculty library, main library, IT center. Company will be tomorrow, Tuesday, May
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12 at three o’clock. Please, can you let me

5 If worried about study or sth. else, see student know approximately how many people from
your department will be attending and if
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counselor. NB each group has native speaker you need further information? Thanks.
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counselor.
6 10 Listen to a talk from a college
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6 Extra academic writing skills tuition available

professor about reading for your college
for 1st year studs.—details in student booklet course. Take notes. Include only the
relevant points and use abbreviations where
(times, level, etc.). necessary.
7 Exchange notes with your partner. Use these

questions to check your partner’s notes.
3 Work in pairs. What other information did the speaker
• Do the notes include the same relevant
give that isn’t in notes 1 and 2? Discuss with your
points?
partner.
• Have they left out unnecessary
4 9 Listen again and check your answers. Why do you information?
think this information wasn’t included? • Do they use abbreviations correctly?

1f Arctic wisdom
An Inuit man ice fishing,

Nunavut Territory, Canada
ng
ni
ar
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c
hi
ap
gr
eo
lG
na
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at
N
18
we help fund some of them. Now we’re doing something on the
1f Arctic wisdom Arctic. Here’s a photograph of the mayor.
Elisapee Sheutiapik My name is Elisapee Sheutiapik.
I’m the mayor of the city of Iqaluit. Iqaluit is the capital of a
Before you watch new territory called Nunavut, which became its own territory
1 in ’99.
• Ask students to look at the photo of where the Inuit Charlie As mayor, what are some of the changes you’d like
people live. Students should work in pairs to discuss to implement?
what they think the place is like. Elicit ideas. Sheutiapik Right now, I’m going through a long-term
planning and visioning. I understand our elders have always
EXAMPLE ANSWERS been really good at planning. They’ve gone through and seen
so much change in a very short time. Their words are very
Population: It probably has a small population that may be important to us. Even at a government level, they have a
old (i.e., young people probably want to live somewhere committee of elders. There’s an elders’ society where they meet
bigger and with more varied opportunities). every day, and this is also another opportunity for us to go and
Weather: The weather is probably cold all year round. And seek advice.
days are either very long or very short. Charlie So the phrase “Respect your elders” is very alive and
Communications: Cars, reindeer, dogs. People probably well in Iqaluit?
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have limited internet access and speak to each other more.
Sheutiapik Oh, very much!
Way of life: The way of life is probably still fairly
traditional. It might be changing if younger people are
Charlie When we went to the Iqaluit elders’ center, it struck
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me that we were visiting the first settled generation. The parents of
moving away for studies or to find jobs.
these men and women lived as nomadic hunters. Also, up until this
ar
generation, all of the Inuit traditions and history were passed down
Key vocabulary orally. Nothing had been written down, making their knowledge of
Le
the past invaluable.
2a This is great … great stuff. Great photography!
• Ask students to read sentences 1–5 and guess the
meaning of the words in bold. Encourage students Part 2
to use the context to help them.
c Charlie Has the role of the elder changed from when you
hi
were growing up?
• Show the pronunciation of these key words—students
Jonah Kelly Yes, I think so. It has changed. Elders would
ap
have to hear them in continuous speech in the video.
always play advisors to generation to generation. Advisors
Point out the strong stress: self-esteem, invaluable,
meaning that no one person makes a decision to survive.
disproportionate.
gr
Everybody makes the decision to survive. One will be expert

on the weather, one will be expert on environment, one will
2b be expert on different kinds of animals. So in our society
eo
• Tell students to match the words in bold in Exercise 2a today, in our generation today, it’s hard to imagine how
with the definitions (a–e). Let students compare answers they were.
lG
in pairs. Sheutiapik I believe as Inuits we’re very happy with the

very basics, and it’s about life experience that’s brought us to
While you watch where we are today. So one thing my mother always said was
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never forget who you are. She went from living on the land to
3 1.1, 1.2, 1.3
settling to a community and saw a lot of changes in a short time,
• Tell students they are going to watch the video and but she reminded me that we will probably forever be changing,
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check their ideas from Exercise 1. Play the whole video. seeing change, but not to forget who we are.
at
Part 3
discussing as a class.
Charlie Another reason this group of elders is so special
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is the disproportionate age groups of Iqaluit. Factors such as

ANSWERS lower infant mortality and improved healthcare have allowed
The population is growing; there are more younger people the population to grow, but means more young people and
and fewer elders. / The weather is cold. / People use cars, fewer elders. All the more reason to now obtain their advice and
communication between people is oral (nothing is written unique perspective.
down) and difficult (language barrier). / It looks like a hard What is the key to living a happy life?
way of life. The way of life is changing (from living on the
land to a more community-based way of life).
Woman Respect yourself and those around you. It’s important
to have high self-esteem and encourage yourself and others to be
positive.
Videoscript 1.1, 1.2, 1.3 Charlie How has life changed today versus when you grew
up?
Part 1 Woman It’s a challenge to pass on words of wisdom to the youth
Charlie Hi, my name is Charlie. Welcome to Explore. We’re because of the communication barrier. Some of them may understand
in the Arctic. I have a great job. I travel to different places and basic Inuktitut language, but not enough for me to converse with
try to find positive people doing good things on the planet. Then them.
SAMPLE COPY, NOT FOR DISTRIBUTION 1f Arctic wisdom 18a

Sheutiapik We have such a young population that our Videoscript 1.4
average age in Iqaluit, for example, is 23 years old. We had a
culture where it was all verbal, and the youth they acknowledge 1 “As mayor, what are some of the changes you’d like to
that they have to hear these stories and they think it only helps implement?”
them understand where their ancestors came from.
2 “There’s an elders’ society where they meet every day,
Charlie Tradition, culture, history. The future can only be and this is also another opportunity for us to go and
improved by knowing the past. Only two percent of the entire
seek advice.”
population of Iqaluit is aged 65 or older. Responsibility now lies
with today’s generation to record and pass on the wisdom of 3 “… all of the Inuit traditions and history were passed
the ages. down orally.”
4 “What is the key to living a happy life?”
4 1.1 5 “It’s a challenge to pass on words of wisdom to the
• Ask students to watch Part 1 of the video again and youth because of the communication barrier.”
note answers to the questions. Let students compare
6 “Responsibility now lies with today’s generation to
record and pass on the wisdom of the ages.”
ANSWERS 7b
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1 planning 2 “Respect your elders.” • Ask students to work individually to complete the
3 as nomadic hunters sentences in their own words. Then ask students to
4 orally (nothing was written down) work in pairs and share their sentences. Encourage
ni
them to ask follow-up questions.
5
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1.2
• Ask students to watch Part 2 of the video again and EXAMPLE ANSWERS
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complete the summary. Let students compare their 1 I always seek advice when I have a big decision to
answers in pairs before discussing as a class. make—like changing my job or moving countries.
2 The last time I experienced a communication barrier was
6 1.3
• Ask students to watch Part 3 of the video again and c when I went to China—nobody understood what I was
hi
asking for.
note answers to the questions. Let students compare 3 The key to living a happy life is to have lots of friends.
ap

8
ANSWERS
gr
• Ask pairs to discuss the questions.

1 The population has grown. There are more younger
• In feedback, ask pairs to present their ideas to the class.
eo
people and fewer elders because of lower infant

You could open this up to a class discussion if your
mortality rates and better healthcare.
students enjoy the topic.
2 respect yourself and those around you; high self-
lG
esteem; be positive
3 because the younger generation doesn’t understand the EXAMPLE ANSWERS
Inuktitut language
na

4 It represents the average age in Iqaluit. 2 Reasons why elders should be respected: they have
5 It was passed on verbally, through storytelling. knowledge and experience; they are able to take a
io
6 tradition, culture and history, knowing the past detached view; they deserve a strong voice because of
their age / Reasons why not: they tend to be conservative;
at
they are out-of-touch with the modern world and with

After you watch issues that affect young people; their experience is no
N
longer relevant; they are just one group in society and

Vocabulary in context their voice should be equal to others not greater
7a 1.4
• Explain that students are going to watch some clips 9
from the video which contain sentences with missing • Ask students to work individually to prepare a story.
new words. You could set this activity up by telling a story of your
• Ask students to read the sentences and predict the own or by eliciting the sort of story students might tell.
missing words before playing the clips. • When students have had a few minutes of preparation
• Play the video. As the recording pauses at the blank in time, ask them to work in pairs and share their
the sentence, stop the video and ask students to think stories with their partner and answer the questions.
about which word(s) can fill the blank and note their In feedback, ask different pairs to briefly retell any
answers. interesting stories to the class.
• Start the video again for students to check their answers
as the word appears on the screen.

Before you watch 5 1.2 Watch Part 2 of the video and complete
the summary.
1 Look at the photo. Discuss with your partner what
In the past, elders were 1 advisors for the
you think this place is like. Talk about:
others in the community. Each one was an
• Population (many/few, old/young, etc.) 2 expert on a particular area, helping the
• Weather community to 3 survive : on the weather,
• Communications (transportation, internet, on the environment, on different kinds of
speaking/writing, etc.) 4 animals . The Inuit were happy with the
• Way of life (traditional/modern/changing, 5 basics . The woman’s mother told her
stressful/relaxed, etc.) daughter that she would see many 6 changes ,
but she said, “Never 7 forget who you are.”
2 Key vocabulary
6 1.3 Watch Part 3 of the video and answer the
a Read the sentences. The words in bold are used in questions in pairs.
the video. Work in pairs. Guess the meaning of the
1 What has happened to the Iqaluit population in
words.
recent times? Why?
ng
1 They have asked the government to fund the 2 Name two things the woman mentions when
building of a new community center. talking about the key to a happy life.
2 The elders of the tribe meet once a week to 3 Why does she have a communication problem
ni
discuss any problems in the community. with the younger generation?
ar
3 He has low self-esteem because as a child 4 What is significant about the number 23?
he was always criticized for not being smart 5 How was Iqaluit culture passed down in the
Le
enough. past?
4 Thank you for all your comments on my essay. 6 What does the narrator say is the key to these
They have been invaluable. people’s future?
5 A disproportionate number of the college’s
c
hi
students are from wealthy backgrounds. After you watch
ap
b Match the words in bold in Exercise 2a with these

definitions.
7 Vocabulary in context
gr
a extremely useful invaluable a 1.4 Watch the clips from the video. Complete
b too large or small in comparison to something the collocations. Then discuss your answers.
eo
else disproportionate
elders b Complete the sentences in your own words.
c older members of a group
Then compare your sentences with a partner.
lG
d finance, provide the money for fund

e how good you feel about yourself 1 I always seek advice when …
self-esteem 2 The last time I experienced a communication
na
barrier was when …

3 The key to living a happy life is …
While you watch
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3 1.1, 1.2, 1.3 Watch the video and check

8 Work in pairs. Discuss the questions.
at
your ideas from Exercise 1. What is your overall 1 Is the advice and wisdom of elders highly
N
impression of the place? respected in your society?

2 Do you think this is how it should be? Why or
4 1.1 Watch Part 1 of the video again which why not?
features an interview with the mayor of Iqaluit.
Work in pairs. Answer the questions. 9 Think of a story that one of your grandparents (or
an older person in your community) told you and
1 What does Sheutiapik say the elders have
retell the story to your partner. Do the stories have a
always been good at?
2 What phrase is still relevant and is often used lesson that is still relevant today? Why or why not?
in Iqaluit?
3 How did these people’s parents live?
4 How were traditions passed down between
generations?

Unit 1 Lessons for life 19
UNIT 1 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Read the article. What is a “griot”? What lesson did 4 Complete the expressions.
the writer take away from his visit to Timbuktu?
1 a lifel ike painting
2 Choose the correct options to complete the article. 2 people from all w alks of life
3 to have the t ime of your life
4 a lifel ong passion
5 just a f act of life
5 ❯❯ MB Work in pairs. Which of these phrases

best describes these people: your best friend, your
mother, your sister, or brother? Give reasons.
a control freak a driven person a dreamer
ng
an outgoing person a family person a joker
the life of the party a free spirit
ni
6 ❯❯ MB Correct the underlined words to complete
ar
these phrases about life lessons. Work in pairs.
Use each phrase to give an example from your
Le
own experience.
Some years ago I 1 visited / have visited Timbuktu,
1 Trying to remain positive is a lot easier spoken
Mali. Generally, people 2 are thinking / think of
c than done.
hi
Timbuktu as a desert town somewhere at the end of
2 It’s a good idea to put a little money aside now
the world. But once upon a time, Timbuktu 3 was /
and when.
ap
has been a thriving city and key trading post, a place

3 My leading principle in life is: By and whole,
in Africa with a long and rich history.
it’s better to ignore what others say about you.
gr
In the marketplace you get a sense of this: women in

brightly colored clothes sell produce of all kinds. But I CAN
eo
my attention was drawn to a very old man who describe different types of personality
4
had sat / was sitting in a corner. For a while, people
use idioms and expressions about life
5
had gathered / had been gathering around him, so I
lG
joined them. He was a griot, or traditional storyteller.

Griots 6 have been singing / sang about kings and Real life
na
magicians, wars, and journeys for generations. This

is how Malians 7 learned / have learned about their 7 Work in pairs. Complete the conversation starters.
history. He poured me a glass of tea and then I
io
1 Hi, I don’t think we . I’m

8
listened / was listening to him tell the story of King
.
at
Mansa and the golden age of Timbuktu, a story he

2 Hi. Is it your first too?
9
told / had told countless times before. At the end,
3 Hey, I like .
N
the griot quoted an old Mali saying: “To succeed you

4 So, where ?
need three things—a brazier, time, and friends.” The
5 So, you do?
brazier is used to heat water for tea. Time and friends
6 What did you think ?
are what you need to share stories. It’s advice that
7 This is a long line, ?
10
will stay / will be staying with me in future years.
8 ❯❯ MB Work in pairs. Choose four of the
3 ❯❯ MB Find six time phrases in the article. Which conversation starters from Exercise 7. Act out four
tenses are used with each time phrase? Choose short conversations, using follow-up questions
four of the phrases and make your own sentences and answers.
with them. I CAN
I CAN start a conversation with someone I don’t know
use the correct tense with specific time phrases ask follow-up questions to get to know someone better
use the continuous aspect to describe actions in progress
20
Unit 1 Review and memory Vocabulary
booster 4
• Ask students to complete the expressions.
Memory Booster activities 5 ❯❯ MB
Exercises 3, 5, 6, and 8 are Memory Booster activities. For • Ask students to work in pairs to describe people they
more information about these activities and how they know using the phrases in the box. Encourage them to
benefit students, see page x. give reasons and ask follow-up questions.
I can … check boxes ANSWERS

Students’ own answers
As an alternative to asking students to simply check the
I can … boxes, you could ask them to give themselves
a score from 1 to 4 (1 = not very confident; 4 = very 6 ❯❯ MB
confident) for each language area. If students score 1 or • Ask students to correct the underlined words to
2 for a language area, refer them to additional practice
complete the phrases about life lessons. Students
activities in the Workbook and Grammar Summary
exercises.
then give an example from their own experience that
ng
illustrates each phrase, and discuss in pairs.
Please refer to page 180 for Teacher Development notes on
ANSWERS
ni
using the review and memory booster.
1 said 2 then 3 guiding; large
Grammar
ar
1
Real life
Le
• Ask students to read the article and answer the questions.
7
ANSWERS • Ask students to work in pairs to complete the
c
conversation starters.
hi
A “griot” is a traditional storyteller.
Time and friends are all you need in life (and a brazier to
EXAMPLE ANSWERS
ap
make tea).
1 have met before; [name]
2 day here / at college
gr
2
3 your coat/jacket
• Ask students to read the article again and circle the
eo
correct options. 4 are you from

5 what do
3 ❯❯ MB 6 of the talk/party
lG
• Ask students to find six time phrases in the article and 7 isn’t it
identify the tense which is used with each of them.
na
Then tell students to choose four of the phrases and use

8 ❯❯ MB
them to write their own sentences.
• Ask students to continue to work in their pairs.
io
They should choose four of the conversation starters

ANSWERS
from Exercise 7 and act out four short conversations.
at
Some years ago (past) Encourage students to use follow-up questions and
once upon a time (past) answers.
N
For a while (present perfect continuous)

for generations (present perfect continuous) ANSWERS
countless times before (past perfect) Students’ own answers
at the end (past)
in future years (will future)

Unit 1 Review and memory booster 20a
Unit 2 More than a job
Opener ANSWERS
1 11 1 An occupation is the job that you do (e.g., I’m a
• Optional step Ask students to describe the photo in salesperson, an office worker, a pilot, etc.).
detail. Ask: Where is the man? What is the man wearing, A vocation is a job you do because you feel naturally
and why? How does the photo make you feel? What words drawn to it and/or which is fulfilling on an emotional
would you use to describe the photo and the landscape? level (e.g., teaching, nursing, acting).
2 A trade is a job that requires skilled manual labor
• Ask students to discuss the photo and the caption in
(e.g., a carpenter, builder, plumber, etc.).
pairs. In feedback, elicit ideas from students.
A profession is a job that involves long training and
• Play the recording. Students listen and check their ideas. special qualifications and often has high social status
(e.g., dentist, lawyer, etc.).
EXAMPLE ANSWERS 3 A job is any type of work you do regularly to earn
ng
money. It’s a more informal word than occupation or
The man is holding a large bird of prey. He is probably
profession.
training the bird to hunt.
ni
A task is a specific job you need to do (e.g., painting
(The recording describes how some Kazakh people still
a room, writing a report, etc.)—but it is not usually
hunt traditionally with eagles while on small ponies, an art
ar
directly related to being paid. If you were going to be
practiced since the time of Genghis Khan. They track foxes
paid for this, you would call it “a job.”
and other small animals.)
Le
4 Work is an uncountable noun and job is a countable
noun (e.g., I have a lot of work to do.; I have a
good job.).
Kazakhs are a Turkic people who live in the southern
c
hi
part of Eastern Europe and northern parts of Central Asia Vocabulary notes
(largely Kazakhstan, but also in parts of Uzbekistan, China,
ap
Russia, and Mongolia). Note these collocations: do/get/have a job; do work; have
a trade/profession/occupation/vocation; make a living.
Genghis Khan (1162–1227) united many of the nomadic
gr
tribes of Northeast Asia to found the Mongol Empire. Note the strong stress in longer words: occupation,
His invading army conquered much of China, Asia, and vocation, profession, livelihood.
eo
Eastern Europe.
4
2 11
lG
• Give students a few minutes to think of and prepare

• Ask pairs to read questions 1–4 before listening to the ideas.
speaker again.
• Ask students to work in small groups to share examples
na
• Play the recording again. Students listen and answer the of a–c.
questions. Check the answers with the class.
io
EXAMPLE ANSWERS
ANSWERS
a farmer, fisherman, jockey, butcher, vet, dog walker, pet
at
1 the horses, sheep, and cattle that travel with them shop owner
2 by seeking new jobs or trades in the city
N
b blacksmith, watchmaker, tailor, thatcher, weaver,

3 training eagles for eagle hunting stonemason, chimney sweep, cobbler, potter
4 as a sport c teaching, training animals, surgery, nursing, any job
where you have to deal with difficult people/behavior
or meticulous work
3
• Ask students to look at the phrases in bold and work
with a partner to discuss the difference in meaning
between the phrases in each pair. In feedback, elicit
suggestions and provide definitions.
• You could make this a dictionary task. Ask different
pairs of students to research each pair of bold phrases
to find the differences. Each pair of students can then
present their findings to the class. This encourages peer
teaching.

A golden eagle with a Kazakh hunter,
Mongolia
ng
ni
ar
Le
c
hi
ap
gr
F E AT U R E S 1 11 Work in pairs. Look at the photo and caption. What do

eo
you think this man is doing? Listen to an anthropologist talk

22 Living off the sea about this man’s culture and check your ideas.
lG
The last nomads of 2 11 Work in pairs. Listen to the speaker again and answer
the ocean the questions.
na
24 Smokejumpers 1 What does the livelihood of the nomads in western

Mongolia rely on?
io
A firefighter who risks her 2 How are many Kazakhs making a living these days?
life to save others
at
3 What task requires great patience?

4 How do hunters see eagle hunting these days?
26 Daring, defiant, and
N
free 3 Work in pairs. Look at the phrases in bold. Discuss the

difference in meaning between the phrases in each pair.
Rock climbing unaided
1 it’s my occupation, and it’s my vocation
30 Climbing Yosemite 2 a trade and a profession
A video about the 3 a job and a task
mountaineering 4 work and a job (grammatical difference)
photographer Jimmy Chin 4 Work in groups. Can you think of at least two examples of
each of the following?
a people who depend on animals for their livelihood
b a traditional occupation that is now dying out
c a task that requires great patience

2a Living off the sea
Reading 2 Work in pairs. Read the article about the Moken people.
Answer the questions.
1 Work in pairs. Look at the facts about
1 Are there more or fewer people living off the sea now than
the ocean and try to complete the
in the past?
missing numbers. Then check your
2 How do the Moken “live off” the sea?
answers on page 190. Did any of the
3 What special abilities do the Moken possess?
numbers surprise you?
4 What does the future hold for the Moken people?
OCEAN FACTS
1 Over 70 % of Earth’s surface is Wordbuilding phrasal verb get

covered by water.
WORDBUILDING phrasal verb get
2 About 50 % of the world’s
population lives in coastal regions. Get is one of many common verbs (e.g., take, come, go) that change
ng
their meaning when combined with a particle (e.g., by, along, with,
3 90 % of the world’s goods are
across) to make a phrasal verb.
transported by sea. get by (on/with), get along with, get around to
ni
4 90 % of the world’s animals live
For more practice, see Workbook page 12.
ar
in the ocean.
5 The average time someone can hold
Le
their breath underwater is 30–40 12
seconds. Humans have been living off the land for thousands of
years, developing the skills to hunt animals and harvest
c
plants. However, they have been living off the sea for
hi
probably just as long. In recent years, the number of
5 people who depend on the ocean for their livelihood
ap
LIVING
has declined. Yet, in one corner of the world, true “sea
people” can still be found.
gr
The Moken people, who migrated from China 4,000

years ago, live among the islands dotted across the
Sea
eo
off the 10 Andaman Sea off the coast of Myanmar. Their homes
are small hand-built boats called “kabang” on which
they live, eat, and sleep for eight months of the year.
lG
The Moken came to public attention in 2004, when

many of them escaped the tsunami that devastated
na
15 coastal settlements around the Indian Ocean. They

had realized a tsunami was coming long before others
recognized the danger.
io
The Moken use nets and spears to forage for food. They
at
get by on what they take from the ocean and beaches

20 each day—fish and mollusks to eat, along with shells
N
and oysters to trade. To get these things, they have to

dive underwater for up to six minutes at a time. Their
extraordinary ability to do this has fascinated scientists.
Anna Gislen of Lund University was particularly
25 interested in how the Moken could see so well
underwater. She discovered that Moken children were
able to quickly change both the size of their pupils and
the shape of their eye lens so that their underwater vision
was at least twice as good as that of European children.
30 Unfortunately, the Moken have been constantly
pressured by the authorities to settle on land. Ten years
ago, 2,500 Moken still led a traditional seafaring life.
Now that number stands at 1,000. In another ten years,
this unique way of life and the Mokens’ extraordinary
35 skills may have disappeared from the ocean completely.
22
Vocabulary notes (p. 28, Exercise 6)
2a Living off the sea
graduate from = to leave college with a degree from that
place
Lesson at a glance break into (a sector) = to get a job in a sector which is
• reading: the Moken people difficult to get a job in
• wordbuilding: phrasal verb get work toward = to aim for; to work with the ambition to
• grammar: perfect forms reach
• speaking: more than a job follow (something) through = complete the job; work until
it’s completed
I have a tendency to = I tend to (here, one of my faults is
Reading to …)
1
• Organize pairs to complete the fact file with missing
numbers. Once they have made guesses, ask students to Vocabulary notes (p. 31, Exercise 2)
check their answers on page 190 of the Student Book. In
A cerebral task is one in which you need to use your brain.
feedback, discuss the answers with the class. Were any
of the figures particularly surprising? Cringe has a negative meaning—it’s used to describe a
ng
physical shrinking at a moment of great embarrassment
• If students lack the confidence to guess the numbers, (e.g., when your dad decides to dance at your 18th
write the missing numbers on the board (plus three or birthday party!).
ni
four distractors) and ask them to match the numbers to A shovel is a large spade, used to move large quantities of
the correct spaces.
ar
stuff (e.g., snow or sand).
2 12 If somebody works methodically, they do things in a
Le
thorough, organized, and logical way.
• Ask students to look at the photo on the page and say
An assignment could be, for example, a written essay, or a
what it might tell us about the Moken people.
specific work task that you have to physically do.
• Ask pairs to read the article and note answers to
questions 1–4. Students can listen and read along to the c
hi
recording if needed. Check answers with the class. Vocabulary notes (p. 31, Exercise 7a)
ap
I’ve just got to get it out of my system = used when we feel

ANSWERS
we have to do something otherwise we will feel frustrated
gr
1 fewer or regretful (e.g., going traveling before settling down)

2 They eat fish and mollusks, and they trade the shells Don’t freak out = (informal) don’t panic or get upset or
eo
and oysters that they take from the sea. get angry—people who “freak out” lose their temper and
3 They can dive underwater for longer than most people throw their arms in the air
(up to six minutes), and they can also see well underwater.
lG
odds and ends = this is similar to bits and pieces—it comes

4 Their unique way of life and their extraordinary skills from the idea of having odd pieces or end pieces of fabric
will probably disappear. after, for example, making a dress
na
throw yourself at/into something = if you throw yourself

at/into a job, a task, or hobby, you do it enthusiastically
with all your strength
io
conscientious = hard-working; someone who works carefully I was like = here, like is used as a discourse marker for
at
enthusiastic = keen/eager—somebody who gets excited emphatic effect—it’s common with teenagers, particularly
about a job and tries their best American ones, to use like frequently in conversation to
N
a fast learner = someone who is quick to learn new things encourage the listener’s attention and to make what they
are saying more immediate
flexible = someone who is able to make changes or deal
with a situation that is changing head out = compare head off and head for—head for
means “go in the direction of”
focused = someone who concentrates on a particular job
or aim and doesn’t waste time or energy on other things
motivated = someone who feels positive and wants to do
a good job
reliable = someone who you can trust, who will do what
you expect them to do and won’t let you down
resourceful = someone who is good at finding effective
ways to deal with problems
well-organized = someone who is good at arranging and
planning activities carefully and effectively
SAMPLE COPY, NOT FOR DISTRIBUTION 2a Living off the sea 22a
Wordbuilding phrasal verb get ANSWERS
3 1 a This is a recently completed action in the past—
• Tell students to read the information in the you’d say this near the end of the trip.
Wordbuilding box on page 22. Ask students to give you b This is a completed action in the past—you’d say this
example sentences that include phrasal verbs with get after the trip had finished.
that they already know. 2 a This took place in a period of time up to now—
• Ask students to match get by (in the article) to the best and I could meet John again in the future.
definition. b This is a finished action in the past—there’s little or
no chance I’ll meet him again (e.g., John may have
moved away or died).
ANSWER
3 a We arrived and then the meeting started.
manage or survive
b The meeting started and then we arrived.
4 a The events will take place on Tuesday.
4 b The events will take place and be finished before
• Ask students to look at the phrasal verbs with get. Tuesday.
Encourage them to use the context of the sentences to
guess their meaning. Let them compare answers in pairs
7
ng
before checking with the class.
• Ask students to work individually to complete the text.
• To reinforce the meaning and use of the phrasal verbs, Let them compare answers in pairs before checking
ni
ask questions using phrasal verbs, e.g., When was the last with the class.
time you said you’d get back to somebody? What did your
ar
parents let you get away with when you were a child? Would/ • In feedback, point out how the time phrases can help
Will you allow your own children to get away with that? Is students to work out the correct tense.
Le
there anything in your house that you haven’t gotten around Please refer to page 158 for Grammar Notes for Exercise 7.
to doing yet?
8 13
ANSWERS
c • Ask students to read and complete the description.
hi
1 gotten around to = to do something you have intended Let them compare answers in pairs.
ap
to do for a long time • Play the recording. Students listen and check. In feedback,
2 get over = to feel happy or well again after something ask students to justify answers. Note that in item 2 it’s also
bad has happened (get over an illness / a breakup)
gr
correct to say intended as well as had intended, and in item 4

3 get out of = to avoid doing something is retired is also possible.
4 get(s) away with = to manage to do something without
eo
being punished or criticized for it Please refer to page 158 for Grammar Notes for Exercise 8.
5 get back (to) = to phone, write, or speak to someone at
lG
a later time because you are busy or can’t speak now Speaking my
9
na
Grammar perfect forms • Ask groups to discuss the jobs and decide which
5 ones are a vocation or a way of life. In feedback, ask
io
individual groups to present their group’s ideas.

• Tell students to read the information in the grammar
box. Point out how the forms are put together.
at
EXAMPLE ANSWERS
• Ask students to think about and answer questions 1–4.
N
Let them compare answers in pairs before checking Factors that make jobs a way of life: a job that many people
in a community do; a job that is passed on from father to
with the class.
son; a job in which you live where you work or own what
Refer students to page 158 of the Student Book for further you work with; a job which takes up all your time; a job
information and practice. which is also your social and family life; a job that is also
your dream or your hobby; a job that fulfills your desire to
Please refer to page 158 for Grammar Notes on perfect forms. help people; a job that has customs and traditions and a
way of life attached to it.
6
• Ask students to work in pairs to discuss differences in 10
meaning. Monitor and note any difficulties. In feedback, • Ask students to suggest other jobs that could be seen as
use peer teaching to help explain differences. a way of life. Encourage them to give reasons for why
they have chosen each job.
• Ask students to work in pairs to discuss whether their
job or studies is a way of life for them.

3 Look at the wordbuilding box on page 22. Find the 7 Choose the correct options to complete the text.
phrasal verb with get (line 19) in the article. Does it
Before 2004, few people in the West
mean “manage or survive” or “eat or feed.” 1
heard / had heard of the Moken people. However,
4 Look at these other phrasal verbs with get. Work in since then, their way of life and their situation
pairs. Try to guess what they mean.
2
have attracted / had attracted a lot of interest. People
are amazed, for example, that Moken children
1 Sorry I haven’t gotten around to fixing the 3
learn / had learned to swim before they can walk,
faucet yet. and that the Moken 4 became / have become experts
2 I know you were disappointed not to win, but at reading the ways of the sea. This knowledge,
just get over it and move on. which their ancestors 5 acquired / have acquired and
3 I won’t be free this evening. I have a meeting, then 6 passed / have passed down to them, is now in
and I can’t get out of it. danger of being lost as more and more Moken
4 He just invents facts, and no one contradicts 7
are forced / had been forced to settle on the land.
him. I don’t know how he gets away with it.
Sadly, this is not the first time that people
5 Thanks for sending me the details. I’ll get back 8
try / have tried to interfere with the Moken’s way
to you if I have any questions.
of life, and it probably 9 won’t be / won’t have been
ng
the last. The Moken 10 just want / have just wanted to
Grammar perfect forms be left alone. The ones I met 11 were / have been
proud of their simple way of life. However, I
ni
PERFECT FORMS suspect in ten or twenty years’ time their situation
ar
Present perfect 12
will change / will have changed.
1 The number of people who depend on the ocean for
8
Le
their livelihood has declined. 13 Complete the description. Use the correct
2 The Moken have been constantly pressured by the form of the verbs in parentheses. Then listen and
authorities to settle on the land. check.
Present perfect continuous
c My grandfather was a forestry commissioner,
hi
3 They have been living off the sea for just as long. was
which meant he 1 (be)
Past perfect responsible for managing forests. I think he
ap
4 They had realized a tsunami was coming long before originally 2 had intended (intend) to be a
others recognized the danger. got
biologist, but then he 3 (get) a
gr
Future perfect job looking after forests. He 4 has retired

5 In another ten years, these unique people will probably
(retire) now, but he’s still fascinated by trees
eo
have disappeared from the ocean completely.

and plants. I guess his job was a way of life for
For more information and practice, see page 158. him because it 5 occupied (occupy) all
lG
his time and he 6 spent (spend) so

much of his life living in or around forests. Over
5 Look at the grammar box. Which sentence(s) in the the years, I 7 've often thought (often / think)
na
grammar box describe(s) an event or action: about working outdoors too, but I don’t think
1 that started in the past and is not finished? 3 I 8 'll follow (follow) in his footsteps.
io
2 that will be completed at a point in the

future? 5 Speaking
at
my
3 that is completed but might be repeated or
9 Work in groups. Look at these jobs and decide
N
continued and has a (strong) present

connection? 1, 2 which are a way of life (i.e., much more than a job)
4 completed before the main event in the for the people who do them. Give reasons.
past? 4
graphic designer coal miner teacher
6 Work in pairs. Discuss the differences in meaning IT consultant farmer firefighter
between the pairs of sentences. fisherman/woman truck driver
1 a I’ve really enjoyed traveling around Laos. physiotherapist banker
b I really enjoyed traveling around Laos.
2 a I’ve only met John once. 10 Think of another job (from the past, present, or
b I only met John once. future) that is a way of life. Describe the job and
3 a The meeting started when we arrived. your reasons for adding it to the list. Is your job or
b The meeting had started when we arrived. being a student a way of life for you?
4 a It will be done on Tuesday.
b It will have been done by Tuesday.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 2 More than a job 23

2b Smokejumpers
ng
ni
Listening Idioms safety
ar
1 Work in pairs. Look at these verbs. Which verbs 5 Work in pairs. Complete the idioms about safety in
Le
collocate with fire and which collocate with a the text below using these words.
fire? Put each collocation in a sentence.
be become cut do err follow
be on catch contain fight light
c
hi
put out set … to set on start The first rule of safety is always to 1 do things
by the book. Don’t try to make up your own rules,
ap
be on fire: We could see smoke in the distance, but we improvise, or to 2 cut corners. You’ll find that if you
3 follow
couldn’t see what was on fire. the correct procedure each time, soon it will
gr
4 become
second nature to you—you won’t even think
2 Work in pairs. Look at the photo above and about it. If you’re in any doubt about how something
eo
answer the questions. should be done, always try to 5 err on the side of
1 What do you think smokejumpers do? caution. It’s better to 6 be safe than sorry.
lG
2 What qualities are needed to be a firefighter?

Is it a job you could do?
6 Work in pairs. Think of something you regularly do or
have done that involves risk. What do/did you do to
na
3 14 Listen to an interview with smokejumper, keep safe?

Kerry Franklin. Are the sentences true (T) or
Grammar passive forms
io
false (F)?
1 Smokejumpers are sent into places T F
at
PASSIVE FORMS
that are difficult to reach.
N
2 Their job is only to evaluate the fire, T F Tenses

not to fight it. 1 Smokejumpers are firefighters with parachutes who are
3 Men are better suited to be T F dropped into inaccessible areas …
smokejumpers than women. 2 Kerry Franklin explained her career choice when she was
interviewed for the show.
4 14 Work in pairs. Listen to the interview 3 That’s been known to happen.
again and answer the questions. 4 We get dropped in with tools.
Modal verbs
1 What are the consequences if a smokejumper 5 If … there’s a strong wind, you might be carried a long way …
is a) too heavy? b) too light? 6 You can get injured when you hit the ground.
2 What is Kerry’s view of her own personal Infinitives and gerunds
safety? 7 This information has to be relayed back to base …
3 When are smokejumpers sent to fight a fire 8 First, the fire needs to be assessed …
(in relation to other firefighters)? 9 The job involves being trained to a certain standard …
4 How do they usually try to contain a bad
fire?
24
• Play the recording. Ask students to listen and circle
2b Smokejumpers true (T) or false (F). Let them compare answers in pairs
before checking with the class. Encourage students to
justify answers by mentioning what they heard in the
Lesson at a glance recording.
• listening: smokejumpers
• idioms: safety 4 14
• grammar: passive forms • Play the recording again. Students listen and note
• speaking: safety features answers to questions 1–4. Let them compare answers in
pairs before checking with the class.
Listening
ANSWERS
1
1 a If a smokejumper is too heavy, they can descend too
• Elicit verbs that go with fire from your class. fast and therefore get injured when they hit the
• Tell pairs to match the verbs in the box with fire and a ground.
fire. Ask them to write an example sentence for each b If a smokejumper is too light, they might be carried
completed collocation. Check the answers with the class. a long way from their intended landing point.
ng
2 It’s not the first thing she thinks of.
EXAMPLE ANSWERS 3 They go in first, before other firefighters.
4 by finding a natural fire break
ni
be on fire: The barn’s on fire—we need to put it out.
catch fire: The grass was so dry that it caught fire during
ar
the heat wave.
contain a fire: The fire department used a water cannon
Idioms safety
Le
from a helicopter in an attempt to contain the fire. (contain 5
= limit)
• Ask students to complete the idioms about safety in
fight a fire: You need specialized equipment to fight a fire. the text using the verbs in the box. Let them compare
light a fire: We lit a fire at the campsite and sat around it.
c answers in pairs before checking with the class.
hi
put out a fire: Put out that fire immediately. You mustn’t
• In feedback, ask students to say what they think the
have campfires in this part of the forest.
ap
idioms mean. Encourage them to work meaning out
set fire to: The police want to know who set fire to the
from context—here the context actually provides
abandoned building.
definitions for students to identify.
gr
set on fire: The youths stole a car and set it on fire.

start a fire: It’s hard to start a fire in the rain. Vocabulary notes
eo
do things by the book = Don’t try to make up your

Vocabulary notes own rules.
lG
cut corners = to improvise; to do something without care

Note that fire can be a countable or uncountable noun.
or correct procedure so as to save time or money
We say a fire when we are talking about an individual
follow the correct procedure = to do things in the correct way
na
“burning thing” (e.g., a campfire, a bonfire), and we say

fire when we are talking about the element in general become second nature to you = to become natural—
(e.g., fire is dangerous). something you are used to and feel comfortable with
io
err on the side of caution = to do things in a very safe way

at
better to be safe than sorry = to do things in a safe way to

brainstorming. avoid risk
N
2
6
• Ask students to look at the photo and discuss the
• Give students preparation time to think of a situation or
questions in pairs or small groups.
activity before talking with a partner. Tell them to focus
on using idioms.
EXAMPLE ANSWERS
• Ask pairs to share their descriptions. As students speak,
1 put out fires monitor and note their use of idioms. Provide feedback
2 brave/courageous, physically strong, able to make quick on how well and accurately they used the idioms.
decisions, well trained; Students’ own answers
3 14
• Tell students they are going to listen to an interview
with a smokejumper named Kerry Franklin. Ask
students to read sentences 1–3 carefully.
SAMPLE COPY, NOT FOR DISTRIBUTION 2b Smokejumpers 24a

Grammar passive forms Please refer to page 158 for Grammar Notes on the
meaning of the passive voice.
7
• Ask pairs to read the sentences in the grammar box on 11
page 24 and answer the questions. • Ask students to choose the active or passive form to
complete the text. Let them compare answers in pairs
ANSWERS before checking with the class.
1 present passive; simple past passive; present perfect
passive Speaking my
2 The passive infinitive is formed with the verb to be + 12
past participle. The passive gerund is formed with being
+ past participle. • Ask students to prepare ideas individually first. Then,
ask them to discuss the safety and security features in
3 get
pairs. Remind them to use passive forms.
Refer students to page 158 of the Student Book for further • Ensure students are using passive forms appropriately.
information and practice. Monitor and note errors with passive forms. Write
up errors at the end for students to correct. Provide
Please refer to page 158 for Grammar Notes on the form feedback on situations when they might have used
ng
of passives. passive forms but failed to.
8
ni
• Ask students to rewrite the sentences in pairs, using EXAMPLE ANSWERS
passive forms of the bold phrases. Elicit the first answer My cell phone is protected by a password. Some phones
ar
to get students started. use fingerprint recognition so the phone can only be
unlocked by the owner. I guess that’s probably safer.
• In feedback, ask students to refer to the rules they have
Le
studied to explain their answers. My car is protected by an alarm system. If it’s broken into
in any way, the alarm goes off. The steering wheel is
locked if you use the key incorrectly. All the car doors can
ANSWERS
c be locked from inside by the driver.
hi
1 Fire always needs to be treated At home, my front door is locked automatically when it’s
2 His hands were/got badly burned closed. All the windows are protected by individual locks,
ap
3 I was accepted or being accepted and a burglar alarm has also been installed.
4 to be given the opportunity by the fire service or for
gr
being given the opportunity by the fire service (also 13

acceptable: for having been given …) • Ask students to read the example text about car safety
eo
5 Forest fires can be started by people or by natural causes and say whether they think it’s a good idea or not.
6 Smokejumper suits are sometimes made by (the) • Organize groups to discuss and decide on a safety
lG
smokejumpers themselves. feature idea for one of the items in Exercise 12. Set a
7 Forest fires haven’t been seen time limit and monitor to help and prompt students
8 to be overwhelmed by the situation or to get with ideas.
na
overwhelmed by the situation

• Ask each group to prepare a short description of their
idea. Ask everybody to write the description as they
9
io
will need their own copy for the next activity.

• Ask students to complete the sentences with passive
• Ask students to sit with people from other groups.
at
forms of the verbs in the box. Let them compare

answers in pairs before checking with the class. Ensure that students explain their idea to at least one
N
person from each of the other groups.

10 • Once students have shared ideas, put the original
• Ask students to look at sentences 1–5 in the grammar groups back together and ask them to tell each other
box on page 24 and find them in audioscript 14 on page the ideas they heard from other groups while mingling.
181. Students match each sentence with the uses (a–c) of End with a class vote on which idea was the best.
the passive. Let them compare answers in pairs before
checking with the class. EXAMPLE ANSWERS
an augmented reality display on a car windscreen—e.g.,
ANSWERS you can see your speed, approaching hazard information,
1 a – the agent is unimportant up on the windscreen in front of you / voice control—
2 b you can tell your car what to do, e.g., “slow down” /
3 a – the agent is unimportant smart technology so that cars can “speak” to each other
(e.g., a car can tell another car’s computer that they are
4 a – the agent is unimportant
approaching) / night vision so that you see things at night as
5 a – the agent (the wind) is obvious if it were day

7 Work in pairs. Look at the grammar box on 10 Work in pairs. Look at sentences 1–5 in the grammar box
page 24. Answer the questions. again. Find these sentences in the audioscript on page 181
(track 14). Then match each sentence with these uses (a–c)
1 What tenses are the passive verb forms
of the passive.
in bold in sentences 1–3?
2 How is the passive infinitive formed a The agent (person doing the action) is obvious,
(sentences 7 and 8)? And the passive unknown, or unimportant.
gerund (sentence 9)? b We are following a series of actions that happen to the
3 What verb is used (informally) in place same subject.
of are and be in sentences 4 and 6? c We want to give emphasis to the agent by putting it at
the end of the sentence.
8 Work in pairs. Rewrite the sentences using
passive forms of the bold phrases. 11 Circle the most appropriate form (active or passive) to
complete the text. Sometimes both forms are possible.
1 You always need to treat fire with
caution.
2 He burned his hands badly while he If you are thinking of a career in firefighting, there are
was trying to put a fire out. a few facts you should know. It is a highly respected
ng
3 I took the training course three times profession; in most countries 1 people rank it / it is ranked
before they accepted me. in the top ten respected jobs. The money is also good.
4 I was very grateful to the fire service for
ni
2
We need to compensate firefighters / Firefighters need
giving me the opportunity. to be compensated well for the risks 3 they take /
ar
5 People or natural causes, like lightning, that are taken by them. But it is not all adventure.
can start forest fires. Firefighters spend sixty percent of their time waiting
Le
6 Smokejumpers sometimes make their 4
for someone to call them / to be called into action.
smokejumper suits themselves. Moreover, eighty percent of the events 5 they attend /
7 We haven’t seen a forest fire in our that are attended by them are not even fires. Most are
region since 1996.
c medical emergencies: for example, 6 freeing someone /
hi
8 Above all, firefighters need to be calm. It’s someone being freed from a crashed car. Others are
easy for the situation to overwhelm you. things like building inspections to make sure that
ap
7
people are following fire regulations / fire regulations
9 Complete the sentences with passive forms. are being followed. And the hours are long, with some
gr
Use these verbs.

firefighters working shifts of up to 24 hours without
8
anyone giving them / being given a break.
eo
arrest catch do
explain force pay
Speaking
lG
my
1 It doesn’t need to be explained —it’s
obvious how to do it. 12 Work in pairs. List two safety and security features for
na
2 It wasn’t my choice to be here. I the following things. Say how each feature works and
was forced to come. what its purpose is. Use passive forms.
3 I am / get paid at the end of every
io
month. Usually, I’m broke for a week a cell phone a car a home
at
before that.
4 If you are / get caught speeding in 13 Work in groups. Look at the new idea for car safety
N
your car, you risk being / getting / below. Then think of your own “new” safety feature for
being arrested . one of the items in Exercise 12. Follow the steps below.
5 It’s too late. What has been done
cannot be undone. I think a lot of accidents could be prevented if
people always drove with two hands on the wheel.
My idea is that if people didn’t have two hands on
the wheel, an alarm would go off. That way, people
would be discouraged from using their phones or
eating while driving.
• Decide what a good feature would be.

• Write a short description about how it would work.
• Describe your feature to another group.
• As a class, vote on the best idea.

2c Daring, defiant, and free
Reading 6 Work in pairs. Rewrite these sentences to include
the features (a–d) in Exercise 5. Then compare
1 Look at the photo and answer the questions. your more dramatic version with another pair.
1 How do you think the man got to this place? Chin watched as the climber above him held onto
2 How do you think he feels? the rock by one hand, hesitating at first to take
3 How do you think the photo was taken? the picture. He wondered if it would be right
to take the picture in case the man then fell and
2 Read the article and find the answers to the hurt himself, but then he decided that he had to,
questions in Exercise 1. because it was his job.
3 Work in pairs. Read the article again and answer
the questions. Word focus foot/feet
1 What do you need for free-soloing? 7 Work in pairs. Find two words or expressions in
ng
2 How did Honnold feel after climbing for two paragraphs 3 and 4 with the word foot in them and
hours and 45 minutes? discuss what they mean.
ni
3 Why did Honnold carry on after his moment of
panic on the rock face? 8 Read the sentences. Look at the expressions in
ar
4 What was the effect of this climb on Honnold’s bold with foot or feet. Discuss what each expression
reputation? means.
Le
5 What is Jimmy Chin’s greatest passion?
1 It’s all kind of new: the college, the
6 When he is on an assignment as a mountaineer-
accommodation, the people. But I’m sure I’ll
photographer, what does he believe is his first
job?
c find my feet in a few weeks.
hi
2 When she told them at the interview that
4 Underline words and expressions in the article money wasn’t important to her, she really shot
ap
with the following meanings. herself in the foot.

3 You put your foot in it when you asked Jim
1 an adjective meaning “almost vertical” (para 1)
gr
about his job—he was laid off two weeks ago.

2 a noun meaning “the top of a mountain” 4 She followed in her mother’s footsteps and
eo
(para 1) became a dentist.

3 an adjective meaning “oily” (para 1) 5 I like dancing, even though I’m not very good
4 an adverb meaning “perfectly” (para 2)
lG
at it. I’ve got two left feet.

5 an phrase meaning “moving” (para 2) 6 We’re friends now, although we got off on the
6 an adjective meaning “very skilled and wrong foot when we first met.
na
capable” (para 4)
7 a phrase meaning “made a very strong 9 Work in pairs. Ask each other these questions.
impression on” (para 4)
io
1 In what kind of profession is it difficult to get

8 a phrasal verb meaning ”thought about the past”
your foot in the door?
at
(para 4)
2 When was the last time you put your foot in it?
3 When have you gotten off on the wrong foot
N
Critical thinking analyzing with someone?

language
Speaking my
5 Work in pairs. Find three examples of each of
the following language techniques (a–d) that 10 Work in pairs. Climbers like to live at the limits of
the author uses to make the description more their comfort zone. Take the quiz on page 153 to
dramatic. find out what your comfort zone is.
a short sentences (nine words or fewer) 11 Look at the answers to the quiz on page 190 to
b use of the historic present (present tense to find out what your comfort zone is. Discuss if you
describe past events) agree with the results.
c words with a strong meaning (e.g., sheer, line 3)
d use of direct speech
26
Critical thinking analyzing language
2c Daring, defiant, and free 5
• Ask pairs to find examples of the language techniques
Lesson at a glance a–d in the text. You could give an example for the first
• reading: climbing Yosemite one to get students started. Check the answers with the
• critical thinking: analyzing language class.
• word focus: foot/feet
• speaking: your comfort zone ANSWERS
a He’s alone, far off the ground and without aids.
Not Alex Honnold.
Reading
He loses the smallest amount of confidence.
1 “My foot will never stay on that.”
• Ask students to look at the photo and discuss the In free-soloing, confidence is everything.
questions. You could do this in open class or in pairs.
Then suddenly, he’s in motion again.
It sticks.
EXAMPLE ANSWERS
That is the magic of Yosemite: it creates heroes.
ng
1 He climbed / walked / was dropped by rope or helicopter. He hasn’t looked back.
2 He feels scared / excited / amazed by the view. For Chin that is always the priority.
ni
3 by a photographer in a helicopter; perhaps it’s an b It’s a bright Saturday morning in September, and a
example of Photoshopping young man is standing on a small ledge high up on the
ar
northwest face of Half Dome, a sheer 650-meter wall of
2 15 granite in the heart of Yosemite Valley in California. He’s
Le
alone, far off the ground and without aids … something
• Ask students to read the article and find answers to potentially disastrous happens. He loses the smallest
the questions in Exercise 1. Students can listen and amount of confidence. “What am I doing here?” he says
read along to the recording. In feedback, find out who
predicted correctly.
c to himself, staring at a greasy bump on the rock face.
hi
For a few minutes, he stands there, staring out at the
sky, unable to look up or down. Then suddenly, he’s
ap
ANSWERS in motion again. He steps up, planting his shoe on the

smooth stone. It sticks. He moves his hand to another
1 He’s climbed up there (without any special equipment).
hold, repeats the move, and within minutes, he’s at the
gr
2 He feels paralyzed. / He has lost his confidence. top.

3 Another mountaineer took the photo. c disastrous, staring, paralyzed, blew his mind
eo
d “What am I doing here?” he says to himself, staring at a

3 greasy bump on the rock face. “My foot will never stay
on that.”
lG
• Ask pairs to read the article again and note answers to

questions 1–6. Check the answers with the class. Please “I rallied because there was nothing else I could do,”
see Background information on page 27a. Honnold says later. “I stepped up and trusted that
na
foothold and was freed of the prison where I’d stood

silently for five minutes.”
ANSWERS
io
1 chalk, rock shoes, belief in your own ability

6
2 mentally tired/fatigued/exhausted
at
• Ask pairs to rewrite the sentences to include the

3 There was nothing else he could do.
features a–d in Exercise 5. Elicit answers in feedback.
N
4 Word of his achievement spread around the world and he

very quickly became a climbing legend (also acceptable:
“internet sensation” or “mountaineering hero”). EXAMPLE ANSWERS
5 rock climbing Chin watches. The climber above him holds/grasps/hangs
6 to be a reliable member of the climbing team onto the rock by one hand. He hesitates at first to take the
picture. “I wonder if it is right?” he says to himself. “What
if the man falls/slips/tumbles and hurts himself?” Then he
4 decides that he has to. It’s his job.
• Ask students to find and underline words in the article.
discussing as a class. Encourage students to work out
meanings from the context of each word. Please see
Vocabulary notes on page 27a.

2c Daring, defiant, and free 26a
Teacher's notes continued from page 26a. (= somebody obsessed with something), distracting
(= something that disturbs you or stops you from
Word focus foot/feet concentrating), fly-on-the-wall documentary (= a real-life
7 documentary in which a camera team follows people
• Ask students to read the article and underline the around and records what they are doing).
expressions using foot. Tell them to work in pairs to 11
discuss the meanings of the expressions.
• Tell students to turn to page 190 to check their answers
and find out what their comfort zone is. In feedback,
ANSWERS invite individual students to tell the class what the quiz
foothold: a secure place where you can put your foot revealed about their partner.
when climbing; this could be a small hole or crack in the
• Ask: Is it important to push yourself out of your comfort
surface of the rock
zone? Can it be a bad thing to do? What have students
get your foot in the door: to get a first job or opportunity
learned when they have pushed themselves out of their
with a company, which then allows you to move into another
(or better) job in the same company or business in the future
comfort zones in the past?
Background information (p. 26, Exercise 3)
ng
Vocabulary note Alex J. Honnold (born in Sacramento, California, in 1985)
is an American rock climber best known for his free-solo
Foothold can also be used figuratively (e.g., the company is
ascents. He has broken a number of speed records. He’s
ni
attempting to gain a foothold in the international market).
the co-author of Alone on the Wall, a book that details his
climbing exploits.
ar
8
Yosemite National Park /joʊˈsɛmɪti/ is in Northern California
• Ask students to read the sentences and use the and covers an area of over 1,168 square miles. It’s a World
Le
context to work out the meanings of the expressions. Heritage Site and is internationally recognized for its granite
Let students compare their answers in pairs before cliffs, waterfalls, clear streams, and giant sequoia trees.
c
Glacier National Park is in the US state of Montana, on the
US-Canada border. It covers an area of nearly 2,500 square
hi
ANSWERS miles and its mountains are sub-ranges of the Rocky
Mountains.
ap
1 become confident and understand what I’m supposed

to be doing Jimmy Chin (born 1973) is an American professional
2 said something which will hurt her in the future climber and photographer. He has organized and led
gr
numerous mountaineering expeditions. His achievements

3 said something embarrassing or inappropriate, or which
include climbing and skiing down Mount Everest from the
could upset someone—usually accidentally
eo
summit. Note that he is the subject of the video lesson at

4 did a similar job or type of work as her mother the end of this unit.
5 not very coordinated or graceful
lG
6 began the relationship badly

9
na
1 Compare sheer to steep: a steep road/path goes uphill

• Ask students to work in pairs and take turns to ask at a high angle, but you can walk on it, with some
and answer the questions. Encourage students to ask difficulty; a sheer cliff, by contrast, is so steep that it
io
follow-up questions. goes straight up.

at
2 The summit is the very top—the highest point. English

uses the near-synonym peak to describe the top of
EXAMPLE ANSWERS
N
lower mountains or hills or when there are many

1 a top university, a very popular organization, any job or “peaks” in a range.
profession where a lot of people are competing for a 3 Greasy means “covered with oil, or something
few places resembling oil” (e.g., the car mechanic had greasy
2 Well, I really put my foot in it last week when I asked hands; the toddler had greasy fingers); we often use
my sister and her boyfriend over for dinner—I didn’t greasy to say something is dangerously slippery (e.g.,
know they had broken up the night before! Watch out— the floor’s a bit greasy).
3 I definitely got off on the wrong foot with my boss 4 If something is flawless, it has no marks or errors (e.g., a
when I first started my job. I think it was because I was flawless vase; a flawless performance).
so nervous—we get along fine now, though.
5 In motion = moving
6 accomplished, e.g. an accomplished musician =
Speaking my recognized for having great skill
10 7 It blew my mind. = It was amazing (awesome, in
American vernacular).
• Organize pairs. Ask students to turn to page 153
8 He hasn’t looked back—we use this to say that from
and do the quiz with their partner. Pre-teach fanatic
that day forward everything has gone well.

15
DARING,
It’s a bright Saturday morning in September, and a 1
young man is standing on a small ledge1 high up on the
northwest face of Half Dome, a sheer 650-meter wall
of granite in the heart of Yosemite Valley in California.
5 He’s alone, far off the ground and without aids. Most
climbers take two days to climb the face, using ropes
DEFIANT,
&
and carrying up to 20 kilos of equipment. Not Alex
Honnold. He is attempting the route free-solo, which
means climbing with only a chalk2 bag and his rock
10 shoes, and he is trying to reach the top in less than
three hours. But less than 30 meters from the summit,
something potentially disastrous happens—he loses
FREE
the smallest amount of confidence. “What am I doing
here?” he says to himself, staring at a greasy bump on
15 the rock face. “My foot will never stay on that.”
For two hours and 45 minutes, Honnold has been in the 2
ng
zone, flawlessly performing one precise athletic move
after another, and not once has he hesitated. In free-
ni
soloing, confidence is everything. If Honnold merely
20 believes his fingertips can’t hold, he will fall to his death.
ar
Now, with mental fatigue and a glass-like slab3 of rock
above him, he’s paralyzed, out of his comfort zone. For a
Le
few minutes, he stands there, staring out at the sky, unable
to look up or down. Then suddenly, he’s in motion again.
25 He steps up, planting his shoe on the smooth stone. It
sticks. He moves his hand to another hold, repeats the
c
hi
move, and within minutes, he’s at the top.
“I rallied because there was nothing else I could do.”
ap
3
Honnold says later “I stepped up and trusted that
30 foothold and was freed of the prison where I’d stood
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silently for five minutes.” Word of his three-hour free-

solo of Half Dome flashed around the world. A shy
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23-year-old from the suburbs of Sacramento had just

become a climbing legend.
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35 That is the magic of Yosemite: it creates heroes. But 4

for the climbers, they are just doing what they love.
Another such person is Jimmy Chin, who took this
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photograph. He is also an accomplished mountaineer;

the difference between him and Honnold is that
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40 Chin always works closely with other climbers, taking

photographs as he climbs. He was actually brought up
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in the flat countryside of southern Minnesota, but rock

climbing has been his passion since Glacier National
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Park first “blew his mind” on a family vacation as a boy.

45 Photography came later, when an outdoor clothing
company bought one of the photos he had taken on an
expedition. As a photographer, it isn’t easy to get your
foot in the door with a good client, so Chin bought his
own camera. He hasn’t looked back.
50 Combining a natural gift for photographic composition 5
with his mountaineering skills, Chin has become
one of the leading specialists in what has been called
“participatory photography.” He is able to carry 1
ledge (n.) /ledʒ/ a narrow horizontal surface projecting
a camera where few dare to go, at the same time
from a wall
55 remaining a reliable member of the climbing team. For 2
chalk (n.) /tʃɔːk/ soft white stone (formed from limestone)
Chin, that is always the priority. 3
slab (n.) /slæb/ a large thick flat piece of stone

2d Tell me a bit about yourself
Vocabulary personal qualities
1 Work in pairs. Look at these words and
expressions people use to describe themselves in
interviews. Which of the words and expressions
match the situations (a–d)? Sometimes there is
more than one answer.
conscientious enthusiastic a fast learner

flexible focused motivated
reliable resourceful well-organized
a It was too late to mail all the invitations, so I
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researched each person’s email address and
emailed them instead.
5 17 Listen to a student presenting herself to a
career advisor. Take notes on the questions that
b I regularly stayed late to finish the job.
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the career advisor asks. What kind of work is she
Sometimes you have to do that.
looking for, and why is she suited for this?
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c I didn’t miss a single day at work all last year.
d I had to do all sorts of jobs as Head of 6 17 Look at the expressions for presenting
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Social Events: booking venues, dealing with yourself. Complete the expressions with a suitable
entertainers, greeting new students, etc. preposition. Then listen to the interview again and
check your answers.
2 Pronunciation word stress
c
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PRESENTING YOURSELF
16 Mark where you think the stress falls on
Background
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each of the words in the box in Exercise 1. Listen

I graduated 1 from there last June …
and check. Then practice saying the words.
I’ve been looking 2 for a job 3 in journalism …
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Goals
Real life presenting yourself My ambition is to …
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The media is not an easy industry to break 4 into …

3 Read the advice about a common job interview That’s what I’m working 5 toward .
question. What are some examples of things you
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I’d be happy to start 6 at the bottom and then

probably shouldn’t talk about when asked this
work my way 7 up .
question? I wouldn’t mind -ing …
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Qualities
Almost every interview will either begin with
I’m good 8 at -ing …
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or include the question “Can you tell me a bit

Once I start something, I follow it 9 through .
about yourself?” While it’s important not to give
When it comes 10 to -ing … , I …
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a scripted answer, it is important to think about

I have some experience 11 in -ing …
how you’ll answer this. The interviewer doesn’t
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I have a tendency 12 to …*
want your whole life story. What they really want
to know is: your relevant background, what has * for discussing weaknesses only
brought you to this point in your career, and your
hopes and goals for the future.
7 Work in pairs. Take turns acting out the roles of
either a career advisor and an interviewee OR an
4 Work in pairs. Make a list of five more questions employer and a job applicant. Follow these steps:
that are often asked at a job interview. Use these • decide what type of interview it is
words to help you. Then compare your questions • interviewer: make some notes on the questions
with another pair. you want to ask
• interviewee: make some notes on the answers
goals this job/position strengths you are going to give
in five years weaknesses • act out a short (e.g., five-minute) interview
• Start with, “Tell me a bit about yourself.”
28
EXAMPLE ANSWERS
2d Tell me a bit about yourself
What are your career goals?
Why are you interested in this job? or Why do you think
Lesson at a glance you are a good candidate for this job?
• vocabulary: personal qualities Where do you see yourself in five years’ time? or What
• pronunciation: word stress would you like to be doing in five years’ time?
• real life: presenting yourself What are your weaknesses? or Do you have any
weaknesses?
Do you work well as part of a team?
Vocabulary personal qualities
1 5 17
• Ask pairs to match the words and expressions with the • Tell students that they are going to listen to a woman
situations a–d. Elicit answers as a class. named Teresa presenting herself to a careers advisor.
• In feedback, have a class discussion to explore other Ask them to read the task carefully.
possible answers. Please see page 22a for Vocabulary • Optional step Ask students to describe the photo in
notes. detail. Ask: How do you think Teresa is feeling? What sort of
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person do you think she is? Encourage students to predict
EXAMPLE ANSWERS what type of work Teresa is looking for before they listen.
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a resourceful (also possible: flexible) • Play the recording. Students listen and note down
b conscientious (also possible: flexible, focused, reliable) the questions that the careers advisor asks. Let them
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c reliable (also possible: conscientious) compare answers in pairs before checking with the
d flexible (also possible: well-organized) class. In feedback, ask what kind of work Teresa’s
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looking for and why she’s suited to it.
Pronunciation word stress ANSWERS

2 16
cQuestions:
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• Ask students to look at the words in the box in Exercise So can you tell me a bit about yourself?
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1 and mark where they think the stress falls on each of What kind of organization would you like to work for,
them. Then play the recording. Students listen and check. ideally?
Have you done any blogging or written anything that’s
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• Ask students to listen and repeat the words.

been published?
And what do you see as your strengths, Teresa?
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Real life presenting yourself

And what would you say are your weaknesses?
3 Kind of work: She’s looking for a job in journalism
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• Write on the board: Can you tell me a bit about yourself? (working for a news company).
Ask students how they would answer this question at a Why she is suited: She thinks she’s suited to this type of
job interview. work because she writes well; she’s good at spotting a
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• Ask students to read the advice, or use the text as a story; she’s focused and conscientious.
dictation passage. Discuss the question in open class
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and elicit ideas. 6 17

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• Ask students to read the expressions in the language

EXAMPLE ANSWERS box and predict the missing prepositions.
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any “life problems,” going out to nightclubs with your • Play the recording again. Students listen and check their
friends, what your favorite shop or café is, what pets you answers.
have, where you like to go on vacation, your favorite
food, etc. • Ask pairs to practice the conversations in audioscript 17
on page 181 of the Student Book. Please see page 22a for
Please refer to page 180 for Teacher Development notes on Vocabulary notes.
using dictation. 7
• Organize the class into new pairs. Ask students to
4 read the instructions carefully and then to prepare
• Ask pairs to prepare five more questions that are often
conversations before acting them out. Encourage
asked at an interview. Elicit one or two ideas to get
students to use some of the vocabulary from Exercise 1.
students started. At the end, ask pairs to compare ideas
with another pair or with the class as a whole. • As students speak, monitor their performance. Note
down errors students make, particularly with the use
of vocabulary from Exercise 1 and expressions used for
presenting yourself. In feedback, write these up and ask
students to correct them.

2d Tell me a bit about yourself 28a
ANSWERS
2e A letter of application
a I am seeking
b Please find attached
Lesson at a glance c I am available
• writing: a cover letter or email d the requirements you mention
• writing skill: fixed expressions e I am writing in response to
f do not hesitate to
Writing a cover letter or email g The job attracted me
h I look forward to hearing from you.
1
i You will see from my resume that
• Optional step At this level, students should be familiar
j Thank you for taking time to consider this
with some of the conventions of formal letter writing in
English. Elicit typical elements onto the board, e.g., the
sender’s address goes in the top right corner, then the Vocabulary notes
recipient’s address goes on the left hand side, the date
Note the use of higher-level, less common verbs (e.g., seek
is given under the addresses, the letter starts Dear Sir/
not the phrasal verb look for), formal words (e.g.,
Madam/Mr./Mrs./Ms. etc., and ends Yours sincerely/
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candidate not person), and lack of abbreviations
faithfully. You could also brainstorm what information (e.g., thank you not thanks).
you would expect to see in a cover letter for a job
Note that we say I look forward to … in formal letters but
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application. Elicit ideas from students and build up a I’m looking forward to … in informal letters and in speech.
list of possibilities on the board.
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• Ask students to read the letter of application and find and 4
underline the key elements of the content. Let students
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• Ask the class if there would be any differences in format
compare answers in pairs before checking with the class.
between a formal letter and a formal email. (The only
difference is that you would omit the addresses and date
ANSWERS
c from the main body of the email.)
hi
1 a Marketing Assistant • Tell students that they are going to write a cover email
2 on the company website to a company that they would like to work for. Give
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3 a recent college graduate; currently doing some students time to think of which company they would
freelance travel writing like to work for, and what the job might be. You could
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4 (the contents of the three bullet points) brainstorm suggestions or get students to discuss ideas
5 Thank you for taking time to consider this application … in pairs.
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6 any time by phone or email • Once students have decided on a company, ask them
to prepare short notes so they are ready to write. For
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2 example, they will need the title of the job they wish to
• Ask students to read statements 1–4 and decide if they apply for and the duties it involves. They could note down
are true (T) or false (F). Encourage students to refer to four or five reasons why they think they are suitable.
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the model to check their answers. Let them compare • Once students have prepared ideas, tell them to write
answers in pairs before checking with the class. their email following the model.
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Writing skill fixed expressions
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writing a formal letter.

3
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• Ask students to read the letter again in pairs and find 5

fixed expressions with the meanings a–j. Let them • Ask pairs to exchange their written work. Tell them to
compare answers in pairs before checking with the use the questions in Exercise 5 to check their partner’s
class. email.
• Optional step Ask students to rewrite their work based
on their partner’s feedback.

2e A letter of application
Writing a cover letter or
Dear Mr. Garcia,
email
I am writing in response to your advertisement posted
1 Read the letter of application. Find and on your website for a Marketing Assistant. Please find
underline the following key elements attached my resume. The job attracted me because it
of a cover letter. Then compare answers emphasizes opportunities for people who love to learn
with your partner.
and also because of your company’s reputation for
1 the job applied for innovative and high-quality travel books. I am currently
2 where and when it was advertised doing some freelance travel writing.
3 the candidate’s current situation
4 why the writer is a good candidate As a recent college graduate, I am well aware that I
5 thanks for reading the letter still have much to learn, so it is exactly this kind of
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6 how and when the candidate can be challenging environment that I am seeking. You will
contacted see from my resume that I am someone who believes
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in getting results. My two proudest achievements are
2 Look at the statements about a cover raising over $15,000 for a local charity and organizing a
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letter. Using the letter as a model, say if
highly successful student Arts Week.
the statements are true (T) or false (F).
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Explain your answers. Regarding the requirements you mention:
1 Keep it very short. The letter • I have a degree in Business Studies with a
should just refer the reader to your
c
specialization in marketing.
hi
resume. F • I am flexible about where in the city I am willing to
2 Show interest in and knowledge of work.
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the organization you are writing to. • I have good organizational skills, acquired as head of
T the Student Social Committee.
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3 Just mention your general

qualifications for the job. The letter I am available for an interview at any time. Thank you
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should not respond to specific for taking time to consider this application. Please do
requirements the company has not hesitate to contact me by phone or email if you have
listed. F questions about any of the above.
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4 The letter should give a personal

I look forward to hearing from you.
touch to your application. T
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Yours sincerely,
3 Writing skill fixed expressions Aiko Noguchi
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Work in pairs. The writer follows the Aiko Noguchi

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conventions of letter writing by using

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certain fixed expressions. Find words

and expressions in the letter with the 4 Write a cover email to a company that you would like to
following meanings. work for. Make sure you include the key elements mentioned
a I am looking for in Exercise 1.
b I am sending
c I am free to come 5 Exchange letters with your partner. Look at their letter as if
d the things you say you need you were the employer. Use these questions to check your
e I am answering partner’s letter.
f feel free to • Is it well organized, and does it include all the key elements?
g I liked the look of • Is it grammatically correct and without spelling mistakes?
h I hope you will reply • Does it use appropriate fixed expressions?
i my resume shows you that • Does it specify the key skills the organization needs?
j thanks for reading this • Is it interesting, and does it have a personal touch?
• Does the application seem convincing?

2f Climbing Yosemite
Jimmy Chin climbs Half Dome,

Yosemite, California, US.
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c
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30
You can’t move very well when you’re scared. You have to be
2f Climbing Yosemite able to control that fear and maintain your breathing because
there’s very real consequences when you make mistakes. You
can make a wrong move when you’re free-soloing, and you fall
hundreds or thousands of feet and die.
Before you watch Part 2
1 Jimmy Chin In college I found … I skied on the ski team and
• Ask students to look at the photo and the caption and then I … found climbing, and so after college, you know, I went
write down two words or expressions to describe what to the Bay area, and I was looking for a job … trying to … you
is happening. You could ask students to share initial know, thinking that I would find something in the professional
ideas in pairs before discussing in class. Write up any realm. But then, it just didn’t … I couldn’t get myself excited
about it, and so I kind of made up my mind, I had this great idea.
interesting or useful words and expressions on the
And I was like: “Hey, Mom, Dad, I’m going to take a year off. I’m
board.
just going to get it out of my system. I’m going to climb and ski
full time. Don’t freak out—it’s really temporary. I just, I got to do
EXAMPLE ANSWERS it for me.”
Adjectives: crazy, difficult, scary, reckless, terrifying, So, essentially their worst nightmare was realized when
worrying, adventurous, amazing, incredible, thrilling, probably close to seven years later I was still living in the back
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brave, courageous, fearless, exciting of my car, and … just doing odds and ends for jobs, shoveling
Verbs: grip, hang, grasp, cling, step, pull, think, plan, focus roofs and waiting tables. But really, you know, in love with
Expressions: adrenaline-rush, hold your nerve, keep going, what I was doing and where I was spending my time. I would
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try your best/hardest wake up in the back of my Subaru in Yosemite or in the Eastern
Sierras or in the Tetons, and I would just think, like, you know,
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there’s no other place that I would rather be. I just felt so
Key vocabulary fortunate, and every day I would, you know, I knew that since
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I wasn’t doing anything else, I was going to throw myself at
2a climbing and skiing, and really kind of taking myself as far as
• Ask students to read sentences 1–5 and, in pairs, guess I could in that realm.
the meaning of the words in bold. Encourage students
to use the context to help them. cSo, Yosemite was a very, kind of, influential home for me. I spent
hi
a lot of time there over the course of seven years. Made a lot of
• Demonstrate the pronunciation of these key words as friends. I felt like I’d found my community there. People that
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students have to hear them in continuous speech in the were really passionate about what they were doing and every
day, you know, you’d go out and climb and … I mean, really
video. Point out the strong stress: cerebral, methodical,
living the good life.
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assignment.
After spending a lot of time there, you know, my aspirations
2b changed, and I really wanted to go and take what I learned in
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Yosemite to some of the greater ranges of the world. And it was

• Tell students to match the words in bold in Exercise 2a
in Yosemite that I picked up a camera for the first time. I took a
with the definitions (a–e). Let students compare answers
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photo with a friend’s camera who wanted to be a photographer.

in pairs. Please see page 22a for Vocabulary notes. I took a photo with it, and he eventually tried to sell his photos,
and a client bought one photo and it happened to be the one
While you watch
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that I took.
3 2.1 So, and they paid me and at the time, you know, I could live on
nothing forever, basically, and they paid five hundred dollars for
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• Ask students to watch Part 1 of the video and note the

this photo. Of course, now I know for the usages that they used
adjectives that Jimmy Chin used. Let students compare it for, they should have paid me like many thousands of dollars,
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their answers in pairs before discussing as a class. but at the time I didn’t know and I was like: “If I take one photo
a month, I could do this forever,” you know, and I was like: “OK,
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ANSWERS this is awesome” so …

rewarding, difficult (physically), cerebral, slow, methodical, I wish, I, you know, I’m sure some photographers probably
scared, real (consequences) cringe, and they’re like: “God, he has no sense of creativity or
the tradition of photography,” but that was really how
(Part 2: fortunate, influential, passionate, awesome,
I started. I didn’t really have a sense of, like, wanting to be an
special, insane, amazing)
artist or photographer in any other way than to continue what
I was doing.
Videoscript 2.1, 2.2 So I took, you know, a camera, and I started to head out into the
world and really, you know, Yosemite is a special place for me
Part 1 because it launched me into this career. And, you know, over
Jimmy Chin Ultimately, like, the process of climbing is very the course of the next ten, eleven, twelve years I traveled
rewarding to people. It’s very difficult physically, but it’s also a the world and really got to shoot on some really insane
very kind of cerebral sport. It’s slow and methodical, and you assignments with some amazing people and some amazing
have to think. locations.
SAMPLE COPY, NOT FOR DISTRIBUTION2f Climbing Yosemite 30a

4 2.2 4 “I was going to throw myself at climbing and skiing
• Ask students to watch Part 2 of the video and decide …”
whether the sentences are true (T) or false (F). Let What does throw myself at mean?
students compare their answers in pairs before a do my best at
discussing as a class. b put all my efforts into
5 2.2 c do the only thing possible
• Ask students to watch Part 2 of the video again and 5 “… and I was like: ‘OK, this is awesome’ …”
complete the notes. Let students compare their answers What does was like mean?
in pairs before discussing as a class. a compared myself
6 b said to myself
• Ask students to discuss the questions in pairs. c was happy
• You could ask students to map out a career plan for 6 “I started to head out into the world …”
Jimmy Chin—five things he could do to develop his What does head out mean?
career and how these things might affect his future. a begin a journey
b feel proud
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EXAMPLE ANSWERS
c make money
exciting job, lots of travel, seeing the world’s most exciting
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places, having adventures, his job is his hobby, probably 7b
getting good money for the photographs, developing a
• Ask students to work individually to complete the
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great skill as a photographer
sentences in their own words. Then tell them to work
He could become a photographer for other kinds of
in pairs to share their sentences. Encourage students
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exploration or adventure. He could also become involved
in making videos using a drone. to ask follow-up questions in order to have a short,
personalized discussion in pairs.
After you watch

c EXAMPLE ANSWERS
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Vocabulary in context 1 where to leave the key, and who to ask to come and
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feed the cat.

7a 2.3
2 check my emails. 3 get a tattoo.
• Explain that students are going to watch some clips from
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the video which contain some new words and phrases.

They need to choose the correct meaning of the words. 8
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• Play the clips. When each multiple-choice question • Ask students: What might you need to get out of your
appears, pause the clip so that students can choose system before beginning a serious career?
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the correct definition. You could let students compare • Ask students to work in pairs or groups to discuss the
answers in pairs before discussing as a class. Please see benefits of each of the things listed in the Student Book.
page 22a for Vocabulary notes. • In feedback, ask different pairs or groups to present
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their ideas to the class.

Videoscript 2.3
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EXAMPLE ANSWERS
1 “I’m just going to get it out of my system.”
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Traveling: seeing lots of different countries, meeting

What does get it out of my system mean? different people, learning languages, gaining more
a experience it just a little
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independence, becoming resilient and flexible

b ignore it completely Doing military service: meeting people, working in a
team, learning new skills, getting/keeping fit, being very
c do it so I don’t have to do it again
disciplined, gaining more independence
2 “Don’t freak out—it’s really temporary.” Doing various odd jobs: building up experience of
What does freak out mean? working, earning some money, meeting lots of different
a panic people, learning new skills, becoming more flexible,
getting a character reference
b be sad Building up a range of practical skills: being able to put
c be offended these skills on your resume, learning specific skills for a job
you would like, makes you more versatile
3 “… I was … just doing odds and ends for jobs …”
Volunteer work: gain work experience, giving something
What does odds and ends mean?
back to your community, helping others, meeting new
a various small things people, making new friends
b strange things
c very basic things

Before you watch 5 2.2 Watch Part 2 of the video again and
complete the notes about Jimmy Chin’s career. Use
1 Look at the photo. Write down two words or one word in each space.
expressions to describe what is happening. Then
share your words with the class. What were the 1 In college he was part of the ski
most common words? team.
2 Key vocabulary 2 After college he went to the Bay area to find a

job in the professional realm.
a Work in pairs. Read the sentences. The words in 3 Not finding a job, he decided to take a
bold are used in the video. Guess the meaning of year off and ski full time.
the words.
4 Seven years later he was still living in the back
1 My son's job as a surgeon is very physical, but of his car and doing various jobs,
it’s also very cerebral. tables
shoveling snow and waiting .
2 The acting in the movie was so bad it made me
cringe. 5 He spent most of his time in Yosemite, where
3 Look at how deep the snow is! I'll shovel the he found his community .
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driveway so we can move the car. 6 He took a photo that a friend sold for
4 It’s no good rushing an editing job. You have to $ 500 and realized taking photos
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be very patient and methodical. could help him continue what he was doing.
5 On my first day at the company, they gave me
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7 Yosemite is a special place for him because
a very simple assignment—to learn everyone’s
name in the office! it helped to launch his career.
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b Match the words in bold in Exercise 2a with these
definitions. 6 Do you think Jimmy Chin made a good career
c choice? Why or why not? How do you think his
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a shrink back in embarrassment cringe career will develop?
b work or study task assignment
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c involving great thought and concentration

cerebral
After you watch
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d going through something slowly and carefully 7 Vocabulary in context

(often in a certain order) methodical
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e move something with a spade shovel a 2.3 Watch the clips from the video. Choose
the correct meaning of the words and expressions.
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While you watch b Complete the sentences in your own words. Then
compare your sentences with a partner.
3 2.1 Watch Part 1 of the video. Note the
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adjectives Jimmy Chin uses to describe his work. 1 I often need to sort out a few odds and ends,
Work in pairs. Did any of these adjectives surprise like …
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you? Were any of them the same ones you used in 2 Before I head out in the morning, I always …
Exercise 1? 3 My parents freaked out when I said I wanted
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to …
4 2.2 Read these sentences about Jimmy Chin’s
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career. Then watch Part 2 of the video. Are the 8 Look at these things people do before starting out
sentences true (T) or false (F)? on a career. What do you think are the benefits of
each one?
1 Jimmy Chin’s parents hoped he would T F
follow a professional career path. • traveling
2 Chin often regretted not T F • doing military service
getting an office job. • doing various odd jobs (working in restaurants,
3 Chin felt very at home in Yosemite. T F stores, on building sites, etc.)
4 Chin’s real ambition was to be a T F • building up a range of practical skills—driving,
photographer. speaking languages, computer skills (e.g., Excel)
5 Being a photographer has allowed T F • doing some volunteer work in the community
him to visit countries all over the world.

Unit 2 More than a job 31
Grammar Vocabulary
1 Complete the article. Use the correct tense and 4 ❯❯ MB Circle the correct option to complete the
form (active or passive) of the verbs. questions about work. Then discuss the questions
with your partner.
1 What do you consider a reasonable monthly
salary to get along / by on?
2 In their careers, have any of your family
followed in their parents’ footsteps / shoes?
3 What are the advantages and disadvantages of
being in the teaching trade / profession?
4 In a new work environment, how long does it
take you to find / set your feet?
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5 ❯❯ MB What do you think these people are
talking about? Discuss with your partner.
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What would your dream job be? Tommy Lynch believes 1 “You need to get over it and move on.”
has found
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that he 1 (find) his. Two years 2 “Sorry, I haven’t gotten around to it, but I will.”
ago, he 2 was employed (employ) as a waiter in a 3 “I’d like to get out of it, but I can’t.”
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restaurant, but more recently he 3 has traveled
(travel) around the world testing water slides. That’s I CAN
because Tommy 4 was given (give) the job by talk about jobs and careers
travel agency First Choice of helping them include the
c use phrasal verbs with get
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best water parks in their vacation brochures. So far, he
5
has tested (test) over fifty water slides and
Real life
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pools.
After the company 6 created (create) its
6 Match the questions (1–4) with the beginnings
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own selection of “Splash Resorts,” it soon realized that it

would need the quality of the facilities (a–f) of all the answers someone might give.
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7 checked (check) regularly by a full-time 1 So can you tell me a bit about your
tester. A First Choice spokesperson said Tommy background? b, f
has been 2 Where do you hope to be in five years? a, d
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8
(be) great so far.
He was chosen from hundreds of applicants and 3 What are your strengths? e
9 was put (put) straight to work. 4 And your weaknesses? c
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“I 10 have had (have) the time of my life,” he

says, “but it’s hard work. New resorts
a My ambition is to …
b I graduated from …
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11 are added (add) all the time, so I spend

a lot of my time traveling. But if customers have
c I have a tendency to …
d I’m working toward …
at
had a great time on vacation, then all my work

12 has been (be) worthwhile!”
e I’m conscientious …
N
f I’ve recently been …

2 ❯❯ MB Work in pairs. Find five passive forms in 7 ❯❯ MB Look at these adjectives. Can you think
the article. Discuss the reason the passive has been of a job for which each quality is especially
used in each case. important? Give reasons.
3 Work in pairs. Answer the questions. conscientious enthusiastic flexible
1 Who created Tommy’s job, and why? motivated reliable resourceful
2 What does the job involve?
8 ❯❯ MB Work in pairs. Ask and answer the
I CAN
questions (1–4) in Exercise 6.
use perfect forms to look back at actions at
an earlier time I CAN
use a variety of passive forms present myself well at an interview
32
UNIT 2 Review and memory Vocabulary
booster 4 ❯❯ MB
• Ask students to circle the correct option to complete
the questions. Let them compare answers in pairs
Memory Booster activities
before checking answers with the class.
Exercises 2, 4, 5, 7, and 8 are Memory Booster activities.
For more information about these activities and how they 5 ❯❯ MB
benefit students, see page x. • Ask pairs to discuss the expressions with get.
• Ask students what other expressions using get they
I can … check boxes can remember from the unit.
I can … boxes, you could ask them to give themselves EXAMPLE ANSWERS
a score from 1 to 4 (1 = not very confident; 4 = very 1 Advising someone to stop worrying about a past event
confident) for each language area. If students score 1 or which was negative (e.g., a relationship breakup or
2 for a language area, refer them to additional practice losing a job), and to forget about it and start living life
activities in the Workbook and Grammar Summary positively again.
exercises.
ng
2 Apologizing for not doing something (e.g., not printing
a document); for not fixing something (e.g., in the
house, car) or not doing a job in the house (e.g., the
Grammar
ni
washing up or cleaning); for not returning someone’s
1 call.
ar
• Optional step Ask students to read the text quickly and 3 Saying that you wish you didn’t have to do something
summarize what it is about in one sentence. (A man (e.g., attend a wedding or party of someone you don’t
Le
named Tommy Lynch has found his dream job as a get along with or a work meeting).
water slide tester.)
• Ask students to read the article and write the correct Real life
forms of the verbs.
c
hi
6
2 ❯❯ MB • Ask students to match the questions (1–4) with the
ap
• Ask pairs to read the article again to find five passive beginning of the answers (a–f).
forms. They should discuss the reason the passive has
7 ❯❯ MB
gr
been used in each case.

• Ask students to work in pairs or small groups to think
eo
of jobs and give reasons for their suggestions.

ANSWERS
was employed—The agent (person doing the action) is EXAMPLE ANSWERS
lG
obvious, unknown, or unimportant.

conscientious—surgeon, lawyer, doctor, pilot, air traffic
was given / has been given—We want to give emphasis to
controller
the agent by putting it at the end of the sentence.
na
enthusiastic—teacher, coach, actor, professional athlete

was chosen … and was put—We are following a series of
actions that happen to the same subject. flexible—any job involving shift work, teacher, police
io
officer, social worker

are added / are being added—The agent (person doing
the action) is obvious, unknown, or unimportant. motivated—lawyer, doctor, author, investment banker,
at
business person
reliable—accountant, solicitor, cleaner, doctor, taxi driver
3
N
resourceful—teacher, social worker, project manager,

• Ask students to answer the questions in pairs. firefighter
ANSWERS
8 ❯❯ MB
1 Travel agency, First Choice, in order to recommend the
• Ask pairs to ask and answer the questions (1–4) in
best water parks.
Exercise 6.
2 Testing water slides at vacation resorts to ensure the
quality of the water park experience for customers.
ANSWERS
Students’ own answers

UNIT 2 Review and memory booster 32a
Unit 3 Design for life
Opener • Play the recording again for students to check their
ideas and note down the adjectives used. Let students
1 compare answers in pairs.
• Optional step Ask students to describe the photo
in detail. Ask: What exactly can you see? What angle is ANSWERS
the photograph taken from? How does it make you feel?
1 tiny 2 hot, humid 3 new, old, modern, shabby
In feedback, elicit ideas. Useful words to elicit here
include: high-rise, densely populated. 4 busy, crowded, competitive, addictive
• Ask students to look at the photo and caption and

discuss the questions in pairs. In feedback, elicit ideas Vocabulary notes
from students.
humid = hot in a wet way that makes you feel
uncomfortable—tropical countries are humid
ng
EXAMPLE ANSWERS shabby = a bit old and not in good condition
1 It’s probably hot, crowded, cramped, tiring (lots of stairs Note the stress: competitive, addictive
ni
or crowded elevators), and the apartments are likely to
be small.
4
ar
2 They are high-rise, urban buildings that are probably
• Ask students to read the words and say which have a
densely populated. We can see air-conditioning units,
negative connotation (deprived, run-down, and, in some
Le
windows, balconies, and clothes lines.
contexts, narrow, and imposing).
• Ask pairs to make collocations. Remind them that often
2 18
• Tell students that they are going to listen to someone
c it is simply a question of learning which words often
go together and which do not. Elicit an example to get
hi
discussing the photo. them started. Check answers with the class.
ap
• Play the recording. Students listen and compare their

answers to Exercise 1 with what the speaker says. EXAMPLE ANSWERS
Discuss with the class how well they predicted the
gr
apartment: first-floor, spacious, studio, two-bedroom

content of the recording.
building: brick, four-story, high-rise, imposing, residential
eo
street: main, narrow, one-way, tree-lined, residential

ANSWERS
area: built-up, deprived, residential
1 the cost of rent is high; it’s hot and humid; there’s
lG
The adjective run-down can collocate with all four nouns.

a mixture of new, smart buildings and old, shabby
buildings; it’s a busy, crowded, competitive place to live;
it can be addictive Please refer to page 181 for Teacher Development notes on
na
2 at least twenty or thirty stories high; tiny apartments, collocation and connotation.
one on top of another; a mixture of old and new, smart
5
io
and shabby; air-conditioning units sticking out from

windows • Ask students to prepare a description of a
at
neighborhood using phrases from the lesson. Monitor

and help with ideas and vocabulary as they prepare.
N
Background information • Organize small groups. Ask students to take it in turns

Hong Kong is an autonomous territory on the southern to describe the area or neighborhood they have chosen.
coast of China. With a total land area of about 1,000 In feedback, praise any effective use of the collocations.
square kilometers and a population of over seven million
people, it’s the world’s fourth most densely populated EXAMPLE ANSWER
sovereign state or territory. Prior to 1997, it was a British
colony, and today, although part of China, it retains a Tribeca was once a deprived, run-down area, but today it’s
degree of economic independence. one of the most popular and upscale areas of Manhattan,
New York. It’s a built-up area of high-rise buildings, many
of which are residential. However, as it’s popular with
3 18 artists, it has spacious studios and upscale shops and bars.
• Ask students to look at the items 1–4 and try to
remember the adjectives that the speaker used to
describe these things. Encourage students to try
to do this task in pairs before listening again.
33a
ng
ni
ar
Le
c
hi
ap
Apartment complex, Hong Kong

gr
eo
F E AT U R E S 1 Look at the photo and caption. Discuss the questions.

lG
1 What do you think it’s like to live in this place?

34 Towns with character 2 How would you describe these buildings, and what
Two towns with individual features can you see on them?
na
characters
2 18 Listen to someone discussing the photo. Compare your
io
36 Compact living ideas from Exercise 1.

at
A focus on small homes 3 18 Listen again. Work in pairs. What adjectives does the
speaker use to describe these things?
N
38 The paper architect 1 apartments 2 climate 3 buildings 4 the city

The life and work of
architect Zaha Hadid 4 Work in pairs. Look at these adjectives. Make adjective + noun
collocations with these nouns: apartment, building, street, area.
42 A story of solutions Which adjective can collocate with all four nouns?
A video about the human brick built-up deprived first-floor four-story
impact of architecture high-rise imposing main narrow one-way
car-free residential run-down spacious studio
two-bedroom tree-lined
5 Think of an area or neighborhood you know. Describe this place

and the buildings in it, saying what you like or dislike about it.

3a Towns with character
Vocabulary describing towns Reading
1 Work in pairs. Look at these different types of towns 3 Look at the photos of two towns with
and answer the questions. special identities. Read the descriptions
of each town. Then match the statements
boomtown ghost town historic town (1–6) with the towns Granada (G)
vacation town/resort industrial town farming town or Billund (B). The statements may apply
port (town) state capital shantytown to both towns.
border town college town
1 It is known for its old G B
1 What are the characteristics of each type of town? buildings.
2 Can you give an example of three of these types of 2 Most residents have the G B
towns from your own experience? same employer.
3 It is very busy with visitors G B
ng
2 Work in pairs. Look at these adjectives that describe from outside.
towns. Make pairs of opposites or near opposites. 4 Its residents seem happy and G B
ni
comfortable.
self-contained quaint sprawling 5 It has a relaxed feel to it. G B
ar
lively well-kept sleepy 6 Its economy has grown in G B
run-down modern and characterless recent decades.
Le
TOWNS WITH CHARACTER c
hi
ap
gr
eo
lG
Billund, Denmark
na
I moved to Billund in east Jutland, Denmark, about

ten years ago. It’s a rather ordinary kind of town—
io
Granada, Nicaragua except in one respect. Almost everyone here has

a connection with Lego. The town dates back to
at
19 20 medieval times—it still has a few quaint streets

It might be cheating slightly to call Granada a town: it’s with period buildings in the center—but it boomed
N
officially a city, but it is quite small and self-contained. when the Lego factory started exporting its toys in
It’s also the oldest colonial town in Latin America (it was the 1950s and 60s. Most residents either work in the
founded in 1524) with beautifully preserved, elegant factory or the Legoland theme park, or they have
5 architecture. In some historic towns you feel like you’re 25 some other business like a hotel or café that caters
in a museum, but Granada’s not like that; it’s not messy, to the endless stream of visitors to the park. We
but it’s not particularly neat either. It just feels like a live in a house that was built by the company (not
genuine working town, with farmers from the local out of Lego, in case you wondered). Life’s pretty
countryside coming to sell their produce in the town’s good here, partly because it’s such a family-friendly
10 vibrant markets. Outside the commercial areas, life has 30 town—about thirty percent of residents are couples
quite a gentle rhythm, and after dusk, everything goes with children—and partly because the company
pretty quiet. That’s changing a little now as tourism to takes care of its people. They charge us a fairly
Nicaragua increases and Granada becomes a magnet reasonable rent, and they’ve built many amenities
for visitors. But you can see why they come; it’s such an for the town—a church, a library, the local park.
15 incredibly photogenic place. 35 My children even wear Lego-branded clothes.
34
3a Towns with character
In the US “city” is a legal term that means “an urban area
with autonomous power.” In other words, a city must have
Lesson at a glance its own elected government. If not, then it’s a town.
• vocabulary: describing towns
• reading: towns with character 2
• grammar: qualifiers • Ask pairs to match opposites. Check the answers with
• pronunciation: quite, fairly, and pretty the class.
• speaking and writing: your hometown
ANSWERS
Vocabulary describing towns lively—sleepy
1 modern and characterless—quaint
run-down—well-kept
• Ask pairs to discuss and describe the different types of
towns and answer the questions. self-contained—sprawling
• In feedback, elicit characteristics from different pairs
ng
and see if the class agrees. Vocabulary notes
A lively town has plenty of cafés and restaurants and busy
EXAMPLE ANSWERS
ni
shops; a sleepy town is empty most of the time.
1 boomtown = a town that has grown up suddenly, If a place is characterless, it just looks like anywhere
ar
usually for a reason such as the discovery of oil or the else—full of typical houses with no interesting or historic
building of a large, local factory: characteristics may buildings; if quaint, a town is attractive in a way that is
Le
include being vibrant; possibly half-built; full of new, interesting but perhaps old-fashioned or strange (the
young people word can be used in a negative sense).
ghost town = a town with no people, often a Run-down means “untidy or uncared for,” e.g., a town
boomtown that went bust, or because a disaster
or change in the economy caused people to leave:
c with graffiti or overflowing trash cans; a well-kept village
hi is one in which everything is carefully looked after, e.g.,
characteristics may include being empty, derelict, the flower beds look nice, you don’t see litter, the lawns
run-down
ap
are mowed.
historic town = an old town with buildings and Self-contained (when used to describe a town) can mean
monuments from the past: characteristics may include that it has all the amenities it needs, or that everything
gr
pretty, touristy, lively, expensive is contained within a narrow space; a sprawling town/
vacation town/resort = a place full of shops and community/suburb means that it covers a large area,
eo
attractions for tourists, often on the coast: characteristics often with no clear center or pattern (it has a negative
include touristy, expensive, quaint, relaxing connotation).
lG
industrial town = a town with factories: characteristics

may include unattractive, polluted, noisy, commercially
successful Reading
3
na
farming town = a small town, often old with a historic 19

square in the center: characteristics may include • Optional step Ask students to read the six sentences
attractive, picturesque, sleepy, friendly, local and say what type of town (boomtown, shantytown, etc.)
io
port (town) = a town on the coast with boats or ships is being described.
and working industry: characteristics may include busy,
at
vibrant, commercially successful • Ask students to read the article and match the
statements with the towns. Students can listen and read
N
state capital = the capital or main city of a region:

characteristics may include vibrant, industrial, along to the recording. Let them compare answers in
interesting, cosmopolitan pairs before checking with the class.
shantytown = a town of temporary shelters on the edge
of a big city built by and for poor people: characteristics
may include run-down, unhealthy, deprived, dangerous,
lawless
border town = a town that is near the border or
boundary of two countries, states, or regions
college town = characteristics may include lively, lots
of bars and restaurants, historic buildings, young
population

3a Towns with character 34a
Grammar qualifiers 7b 20
4 • Play the recording again. Ask students to listen and
• Ask pairs to read the information in the grammar box answer the questions. Discuss answers with the class.
and answer the questions. Check answers with the class.
ANSWERS
ANSWERS 1 and 3 (when the qualifier is stressed) have stress patterns
1 b which mean “but not very.”
2 a They come directly before the adjective. In 1 and 2, the meaning of the verb or adjective doesn’t
b Quite must come before a/an in a noun phrase; change very much.
rather can be before or after a/an in a noun phrase.
Please refer to page 160 for Grammar and Pronunciation
c
Quite, rather, and not particularly come before the
Notes on fairly, quite, and pretty.
main verb (with like, enjoy, want); slightly, rather, a
little, and a bit come after the verb. 7c
Refer students to page 160 of the Student Book for further • Ask students to work in pairs to practice saying the
information and practice. phrases in Exercise 7a with different stress patterns.
ng
Please refer to page 160 for Grammar Notes on American Speaking and writing my
and British English.
8
ni
5 • Ask students to prepare ideas individually first. Set a
• Ask pairs to put the qualifier in the right place in each time limit for students to read the questions and note
ar
sentence. Elicit answers with the class. down ideas.
• Ask pairs to take turns to ask and answer the questions.
Le
• Ask students to explain their choice of answers.
As students speak, monitor and note any errors
ANSWERS students make with qualifiers.
1 I always feel pretty excited … (qualifier directly before
c • In feedback, find out what students learned about their
hi
an adjective) partners’ hometown. Write up errors in short sentences
2 Liverpool used to be a fairly busy port … (qualifier and ask pairs to correct them.
ap
directly before an adjective)

3 Industry in the town has declined slightly … (slightly EXAMPLE ANSWERS
gr
comes after the verb) 1 It’s quite a big town. / It’s a fairly small village. / It’s not
4 … we regretted our decision a bit. (a bit comes after the a particularly lively town. ; On the town’s website, it’s
eo
verb) described as a very historic place.; 2 It’s quite well

5 The museum isn’t particularly interesting … or … if you known for its beer/cheese/landscape.; 3 It used to
don’t particularly like … (qualifier directly before an be a slightly dull place, but it’s changed quite a bit.
lG
adjective; particularly comes before the main verb) Now it’s a pretty fun place to go out. or No, it isn’t
very different now from five/ten years ago.; 4 You
could visit the museum—it’s very interesting and not
na
6 very expensive; I wouldn’t bother going to the castle

• Ask students to complete the conversations using the because it’s a fairly long way from the center.; 5 I’d
qualifiers in the box. Let them compare answers in pairs recommend Bill’s Restaurant—the food is fairly basic,
io
before checking with the class. but it has a great atmosphere and the staff is pretty
friendly.; 6 I’d definitely ban cars from the center of
at
• Ask students to explain their choice of answers.

town—it often feels pretty noisy and polluted. Also
N
the shops are a bit boring. It needs some better clothes

Pronunciation quite, fairly, and pretty shops.; 7 Yes, definitely. It’s a fairly convenient place
to live and accomodations are pretty cheap. or No,
7a 20
definitely not. The job opportunities are quite poor, and
• Play the recording. Ask students to listen to the you’re more likely to get a good job in a bigger city.
conversations and mark the stress on the correct word.
Let them compare answers in pairs before checking 9
with the class. • Ask students write a description of what makes their
hometown special.
ANSWERS • Optional step Ask students to write down five or
1 Pretty confident. (adjective) six things in note form that make their town special,
2 It’s pretty cold. (adjective) and ask them to share their ideas with a partner; ask
3 Yes, it’s fairly important. (qualifier) students to write their descriptions; ask students to
4 I quite enjoyed it. (qualifier) exchange descriptions with their partner and to give
each other spoken feedback on content and accuracy.
35a Unit 3 Design for lifeSAMPLE COPY, NOT FOR DISTRIBUTION

Grammar qualifiers 2 a little fairly slightly
QUALIFIERS C: We’ve just moved into a new housing

1 QUALIFIER + ADJECTIVE development.
quite, pretty, fairly (usually with positive ideas) D: What’s it like?
Life’s pretty/quite/fairly good here. C: To be honest, it’s 5 a little modern and
Life has quite a gentle rhythm. characterless. I’m 6 fairly confident
They charge us a fairly/pretty reasonable rent. it’ll get better with time as more people
not very, not particularly move in. But at the moment we’re struggling
It’s not particularly/very neat either. 7 slightly to enjoy it.
2 QUALIFIER + VERB
quite, rather, not particularly/really (with like, enjoy, want) 7 Pronunciation quite, fairly, and pretty
I quite/rather like that.
I didn’t particularly like that. a 20 Listen to the conversations. Does the stress
slightly, a little, a bit fall on the qualifier or the verb/adjective?
It might be cheating slightly / a little / a bit … 1 A: How do you feel? B: Pretty confident.
That’s changing slightly / a little / a bit now.
ng
2 A: How’s the water? B: It’s pretty cold.
For more information and practice, see page 160. 3 A: Is it urgent? B: Yes, it’s fairly
important.
ni
4 A: How was the show? B: I quite enjoyed it.
4 Work in pairs. Look at the grammar box. Answer
ar
the questions. b 20 Listen again. Which stress pattern means
“but not very”? Which stress pattern doesn’t change
Le
1 Do the qualifiers make the idea expressed:
the meaning of the verb or adjective very much?
a much stronger? b less strong?
2 What is the position of each qualifier when c Work in pairs. Practice saying the phrases. Choose
used with:
c which pronunciation pattern you use and see if your
hi
a an adjective? partner can guess the meaning that you intend.
b an article + adjective + noun?
ap
c a verb?
Speaking and writing my
5 Work in pairs. Put the qualifier in the right place in
gr
the sentence. 8 Work in pairs. Answer the questionnaire about

your hometown. Use at least one qualifier in
eo
1 I always feel excited when I move to a new each answer.

town. (pretty)
lG
2 Liverpool used to be a busy port in the last 1 How would you describe your hometown?
century. (fairly) How does this compare to descriptions of it you
3 Industry in the town has declined in the last have read?
na
thirty years. (slightly) 2 What’s your hometown known for—a famous

4 After moving to the country, we regretted our person, a historical event, its produce?
io
decision. (a bit) 3 Has your hometown changed a lot in the time

5 The museum isn’t interesting if you don’t like you’ve known it? If so, how?
at
local history. (particularly) 4 I have a day to spend in your hometown. What

N
can I do?
6 Complete the conversations using the words in
the box. 5 Where is the best place to get a nice, reasonably
priced meal in your hometown?
1 a little particularly pretty really 6 If you could change one thing about your
hometown, what would it be?
A: Do you like where you live now? 7 Would you be happy to live in your hometown all
B: I 1 really like it, but it’s not a your life? Why or why not?
2 particularly
lively place. Don’t get
me wrong: the people are 3 pretty
9 Write a short description of what makes your
friendly, and they’ve welcomed us
hometown special. Use the descriptions in the
very warmly. We’ve just had to adapt
a little article on page 34 to help you.
4
after living in a big city like
Buenos Aires.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 3 Design for life 35

3b Compact living
Listening 3 21 Read the sentences. Then listen to the
interview again and circle the best option to
1 Work in pairs. Ask and answer the questions. complete the sentences.
1 How many different rooms are there in your home? 1 Jonas Wilfstrand specializes in designing
2 Do any of the rooms have more than one function? compact vacation homes / small homes in general.
3 If you had more space, what would you use it for? 2 There’s a demand for compact living spaces
because they are cheaper / easier to maintain.
2 21 Look at the photos. Then listen to an interview 3 Dolgan homes consist of one room /
with an architect who specializes in compact designs. a shared space and a bedroom.
Work in pairs. Answer the questions. 4 The Dolgan need to move their homes
1 Where are these two homes? regularly because of the weather / their animals.
A: northern Russia, B: Hong Kong 5 In the ten-square meter cabin in California,
there is little room for belongings / pets.
ng
2 Why is the architect inspired by them?
because they make good use of small spaces 6 In Gary Chang’s apartment you can move /
A remove the walls.
ni
Grammar intensifying
ar
adverbs
Le
4 Look at these adjectives. Match each gradable
adjective with an ungradable adjective that
c expresses a similar idea.
hi
Gradable Ungradable
ap
1 cold a tiny
2 important b stunning
gr
3 small c delighted
4 original d freezing
eo
5 pleased e essential
6 attractive f unique
lG
5 Work with a partner. Take turns asking

questions using a gradable adjective. The other
student should answer using the equivalent
na
B ungradable adjective.
io
A: Is your apartment cold?

B: Yes, it’s absolutely freezing.
at
6 Look at these common spoken phrases. Which

N
bold words mean “very” and which mean

“completely”?
1 Yes, you’re absolutely right.
completely
2 That’s really kind of you.
very
3 It’ll be so good to see you again.
very
4 I’m sorry. It’s totally out of the question.
completely
5 Yes, I’m utterly certain.
completely
6 That’s an entirely different matter.
completely
36
Grammar intensifying adverbs
3b Compact living 4
• Check the difference between a gradable and
Lesson at a glance ungradable adjective. A clear contrasted example is good
• listening: small homes and amazing—the ungradable adjective amazing clearly
• grammar: intensifying adverbs has a much stronger meaning.
• pronunciation: stress in intensifying adverbs • Ask students to match the adjectives. Let students
• vocabulary: adverb + adjective collocations compare their answers in pairs before checking with
• speaking: a bit of luxury the class.
• In feedback, drill any words with pronunciation or
stress problems.
Listening
Please refer to page 160 for Grammar Notes on what
1
makes an adjective ungradable.
• Tell pairs to ask and answer the questions. Encourage
them to give further details and ask follow-up Pronunciation note
questions.
Note the strong stresses. The following have stress on the
ng
second syllable: important, delighted, original, essential,
ANSWERS attractive, unique.
Rooms with typically more than one function: a kitchen
ni
that’s also a dining room and/or laundry room, a living
room that’s also a dining room, a bedroom that’s a study
5
ar
or office, a bathroom that’s a laundry room, a living room • Ask pairs to take turns to ask questions using a
that’s a bedroom at night. gradable adjective. You could model this activity first
Le
with students.
2 21
ANSWERS
• Start by asking students to look at the photos and
c
hi
describe them in detail. Can they guess where these Students’ own ideas
homes are?
ap
• Play the recording. Ask students to listen and note 6

answers to the questions. Let them compare answers in • Ask students to work in pairs to discuss what the bold
gr
pairs before checking with the class. words mean. In feedback, elicit ideas and provide
answers.
3
eo
21
• Ask students to read sentences 1–6 carefully. Play the
recording again. Students listen and circle the correct
lG
answers. Let them compare answers in pairs before

na
• Optional step Point out the phrase “there is little room”

in sentence 5. Here, little, used without the article, has
io
a negative meaning—it means “a very small amount of

room.” Contrast it with “there is a little room”—a little
at
has a more positive meaning.

N
Dolgans are a Turkic people, who mostly inhabit
Krasnoyarsk Krai, a region of Siberia in north-central
Russia. There are about 8,000 Dolgans. Historically, they
were nomadic hunters and reindeer herders.
SAMPLE COPY, NOT FOR DISTRIBUTION 3b Compact living 36a

Pronunciation stress in intensifying adverbs EXAMPLE ANSWERS
7 22 1 I would only eat worms/bugs/grass if I was absolutely
• Ask students to listen to the sentences in Exercise 6. desperate.
Tell them to note where the stress falls. Let students 2 I get really/extremely irritated by people who complain
compare answers in pairs. all the time.
• Ask students to work in pairs to practice saying the 3 The last time I was really/incredibly tired was when I
sentences. completed the New York Marathon.
4 It’s totally/completely wrong to let children run around
Audioscript 22 (and answers) on trains.
5 I think babies/diamonds are absolutely gorgeous.
1 Yes, you’re absolutely right. 6 I’m absolutely certain that good health is what’s most
2 That’s really kind of you. important in life.
3 It’ll be so good to see you again.
4 I’m sorry. It’s totally out of the question. Vocabulary adverb + adjective
5 Yes, I’m utterly certain. collocations
6 That’s an entirely different matter. 11
ng
• Ask students to look at the example sentences and work
8 out the meaning and use of strongly from the context.
ni
• Tell students to read the information in the grammar
box. Then ask them to look at audioscript 21 on 12
ar
page 182 of the Student Book and find the examples • Ask students to read the collocations in the box and
specified. Elicit the first answer to get them started. Let decide which two adverbs have different meanings to
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them compare answers in pairs before checking with very or absolutely. Let students compare ideas in pairs
the class. before checking with the class.
• Optional step Follow up by asking students what other
adverbs they could substitute for each adverb they
c 13
hi
• Ask pairs to think of their own examples for each
found in the audioscript.
situation 1–4. Check answers with the class.
ap
ANSWERS
EXAMPLE ANSWERS
gr
a extremely small, very pleased, incredibly short, really

big, very practical, very functional, extremely basic 1 learning the piano, learning a foreign language,
learning computer code
eo
b really stunning, absolutely freezing, absolutely essential,

quite amazing 2 becoming an astronaut, or a millionaire by the time they
are thirty; becoming a famous singer or actor
c completely different, completely wrong, totally unique
lG

Refer students to page 160 of the Student Book for further 4 Students’ own answers
information and practice.
na
Please refer to page 160 for Grammar Notes on Speaking my

ungradable adjectives.
io
14
9
at
• Ask students to circle the correct intensifier to complete • Ask pairs to discuss the features and choose three which
the sentences. Elicit the first answer to get them started. they would most like to have. Encourage them to say why,
N
Let them compare answers in pairs before checking and ask each other follow-up questions.
with the class. • Ensure students are using intensifying adverbs
Refer to page 160 for Grammar Notes for Exercise 9. appropriately in a fluency activity. Note errors and
write them on the board at the end for students to
10 correct. Suggest places adverbs could have been used
but were not.
• Ask students to complete the sentences in their own
words. Elicit the first possibility to get them started.
Give students a few minutes’ preparation time. EXAMPLE ANSWERS
• Let students compare ideas in pairs or small groups I’d absolutely love to have a home theater, because there
are so many movies now with really amazing special
before sharing as a class.
effects that you can’t appreciate on a small screen.
A sauna would be absolutely brilliant. They’re incredibly
luxurious and I think it’s perfectly reasonable to have one.
37a Unit 3 Design for life SAMPLE COPY, NOT FOR DISTRIBUTION
7 Pronunciation stress in intensifying 10 Complete these sentences in your own words.
adverbs Use intensifiers where there is a blank space.
22 Work in pairs. Listen to the sentences 1 I would only eat … if I was desperate.
in Exercise 6. Note where the stress falls. Then 2 I get irritated by people who …
practice saying the sentences. 3 The last time I was tired was …
4 It’s wrong to let children …
INTENSIFYING ADVERBS 5 I think … are gorgeous.
6 I’m certain that good health is …
very, extremely, incredibly, really + gradable
adjective
I’m very pleased to welcome … Vocabulary adverb + adjective
They are extremely basic.
absolutely, really, utterly + ungradable (extreme)
collocations
adjective
11 Look at this example of an adverb + adjective collocation
Some of them are really stunning.
from the interview. What does strongly mean here:
It’s absolutely freezing there.
“very” or “a little”?
completely, entirely, totally + ungradable
ng
(absolute*) adjective “I’ve also been strongly influenced by the architect
Today we’re looking at something completely Gary Chang.”
different.
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* “absolute” means adjectives that do not have a 12 Look at these other adverb + adjective collocations.
comparative or superlative form In most cases the adverb has the meaning of very or
ar
absolutely. Circle the two collocations where this is NOT
the case.
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8 Look at the grammar box. Turn to the totally wrong mildly amusing
audioscript of the interview on page 182
c closely associated (with)
deadly serious
painfully slow
seriously hurt
hi
(track 21) and find examples of:
fully aware highly critical
a intensifying adverbs with gradable
ap
madly in love vaguely familiar

adjectives ideally suited to wildly optimistic
b intensifying adverbs with ungradable
gr
(extreme) adjectives, e.g., amazing, 13 Work in pairs. Think of examples that fit the descriptions
disgusting
eo
of these things (1–4) or use your own ideas. Then discuss

c intensifying adverbs with ungradable your situations with another pair.
(absolute) adjectives, e.g., right, true
lG
1 a time when your progress was painfully slow

9 Circle the correct intensifier to complete 2 a prediction that seems wildly optimistic
the sentences. 3 a bad idea someone had, i.e., their thinking was
na
1 I prefer modern design because it’s totally wrong

usually absolutely / very simple and neat. 4 a job you are ideally suited to
io
Having said that, my own house is

Speaking
at
absolutely / incredibly disorganized. my

2 The outside of the house is old, but the
14 The architect in the interview designed “a timber and
N
interior is completely / utterly new. They’ve

done a completely / really incredible job of glass vacation house with a built-in sauna.” Work in
renovating it. pairs. Look at these luxury features of houses and say
3 I saw an absolutely / entirely stunning which three you would most like to have in your house
penthouse apartment for rent yesterday, and why. Use intensifying adverbs in your answer.
but it’s utterly / extremely expensive. I’d absolutely love to have a home theater, because there are so
4 She’s a(n) incredibly / quite talented many movies now with really amazing special effects that you
architect. I’d be totally / very surprised if can’t appreciate on a small screen.
she isn’t famous one day.
5 Housing prices in Seoul are extremely / a game room a workshop a gym
absolutely ridiculous. Even a one-bedroom a home theater a library a roof garden
apartment is absolutely / completely a large kitchen a sauna a walk-in closet
unaffordable.

3c The paper architect
Reading Word focus ground
1 Look at the photo and answer the questions. 6 Work in pairs. Look at the expression in bold from
the article and discuss what you think it means.
1 Do you like the design? Why or why not?
Then do the same for the other expressions in bold
2 Do you have a favorite modern building? What
(1–4).
is it, and what do you like about it? Have you
been inside it? “However, as with anyone who tries to break new
ground, it was not easy to convince people to follow.”
2 Read the article about the architect Zaha Hadid.
Choose the statement (a–c) that best summarized 1 It’s a very clever design, but as a business idea
her aims. it will never get off the ground unless they get
some money to develop it.
a to prove that women can also be successful 2 The city decided to close the swimming pool
ng
architects on the grounds that it wasn’t making money.
b to create original buildings that people like to 3 It was a great meeting. We covered a lot of
be in ground in the two hours.
ni
c to create buildings with unusual and complex 4 No one seemed to think his plan would work,
forms
ar
but to his credit, he stood his ground.
3 Work in pairs. Read the article again and answer 7 From your own experience, think of an example of
Le
the questions. each of the following.
1 Why was Hadid called “the paper architect”? 1 a time when you stood your ground (despite
2 What does it mean when it says Hadid became
c opposition)
hi
“sought-after”? 2 a company that is always breaking new ground
3 What challenges did Hadid face when she with its products
ap
entered the architecture profession in Britain?

4 How did Hadid begin when she wanted to
Speaking my
gr
create a new design?

5 Why were potential customers doubtful about
8 Public buildings or spaces can sometimes have
eo
Hadid’s designs?
bad associations for people. Look at these places
6 What was the most important thing for Hadid
that people say they don’t like being in. How do
lG
when designing a new building?

you feel in each of them? Why?
7 How does the author conclude that Hadid will
be remembered? 1 a dentist’s office
na
2 an elevator
3 an airport departure lounge
Critical thinking summarizing
io
4 a classroom or lecture hall

4 In order to check you have understood the main 5 a large open-plan office
at
points of an article, it is useful to be able to

9 Work in small groups. Choose one of the public
summarize its message or arguments accurately.
N
spaces in Exercise 8. Discuss how the design of this

To help you summarize this article, underline
space could be improved to make people feel more
adjectives or nouns that describe the following:
comfortable. Think about the following:
• Zaha Hadid’s designs
• shape and size of the space
• her character
• lighting
• her buildings
• arrangement of furniture
• her position in the world of architecture
• other additions (music, plants, etc.)
• the effect of her buildings on the user
5 Compare the words you underlined with your

partner. Then together, write a short summary
of Zaha Hadid’s life and her contributions to
architecture.
38
Vocabulary notes
3c The paper architect
The compound adjective sought-after—from the phrasal
verb to seek after—is usually associated with people
Lesson at a glance who become so famous or well-known in their particular
profession that they are in demand and everybody wants
• reading: Zaha Hadid
to employ them or have them associated with what they
• critical thinking: summarizing are doing.
• word focus: ground
• speaking: how spaces affect you
Critical thinking summarizing
Reading 4
1 • Explain to students that it is useful to be able to
• Optional step Elicit words and phrases students would summarize the message or arguments of a text
use to describe the architecture in the photos: modern, accurately. Ask students to read the article carefully
huge, sweeping, visually stunning, etc. and underline key adjectives and nouns that describe
the listed points.
• Ask students to look at the photos and answer the
• Do not check answers at this point as students will
ng
questions. You could do this as a class or in pairs.
compare their answers as part of Exercise 5.
2 23
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• Ask students to read the article and choose the best ANSWERS
summary. Students can listen and read along to the Zaha Hadid’s designs: bold and daring, innovative,
ar
recording. Let them compare answers in pairs before imaginative, original
checking with the class. Encourage them to justify
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Her character: determined, innovative, something of an
answers with reference to the text. outsider
Her buildings: new and different, complex curved forms,
Background information innovative, practical, with natural light, dramatic angles
c and multiple viewpoints

hi
Dame Zaha Mohammad Hadid (1950–2016) has been
described as “the Queen of the curve” and as someone Her position in the world of architecture: groundbreaking,
an outsider, enormous impact
ap
who “liberated architectural geometry, giving it a whole
new expressive identity.” She grew up in Baghdad, Iraq’s The effect of her buildings on the user: surprised and
capital, but at the age of twenty-one (in 1992) she moved charmed
gr
to London to study architecture. She later became a

naturalized British citizen. 5
eo
• Ask pairs to compare their answers to Exercise 4 before

3 using their notes to compose a summary.
• Tell students to read the questions carefully.
lG
• As students work, monitor and help with ideas and

• Ask students to read the article and note answers to vocabulary. Ask students to compare summaries with
the questions. Let them compare their answers in pairs another pair.
na
before discussing as a class. In feedback, ask students to

• In feedback, you could display the example summary
justify answers by referring to the text.
given below, and ask students to compare their version
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with it, or you could ask a pair to read out a summary,

ANSWERS and ask other students to suggest ways of adding to it or
at
1 Because (at first) her designs weren’t actually improving it.

built—they just remained drawings.
N
2 It means people wanted to employ her as an EXAMPLE ANSWERS

architect to design buildings.
Zaha Hadid’s designs were bold and daring, and were
3 She was in a profession that was dominated by men
often praised for being imaginative and original. She was a
and it was conservative (it didn’t like new ideas).
determined architect in a profession where it was difficult
4 She sketched her ideas in the form of an artist’s drawing. for women architects to be successful. Her buildings were
5 They didn’t think the buildings could actually be built. new and different, and while she wanted to work with
6 She thought that a new building should be practical as complex, curved forms, one of her main considerations was
well as innovative. that they were practical for the user. Hadid was praised as
7 She will be remembered as someone who made an being a groundbreaking architect, who made an enormous
enormous impact on architecture. impact on the profession, though she was also perhaps an
outsider. Her use of innovative designs and ideas meant
that her buildings surprised and charmed people.
SAMPLE COPY, NOT FOR DISTRIBUTION3c The paper architect 38a

Teacher's notes continued from page 38a. • In feedback, invite individual students to report back
on what they and their partner/group felt about one of
Word focus ground the places.
6
• Ask pairs to look at the expression in bold from the 1 nervous, anxious, uneasy—because you are not looking
article and discuss what they think it means. Encourage forward to the possible discomfort of dental surgery;
them to use the context of the text to work out the irritated, annoyed, uncomfortable—because the room
meaning. Elicit ideas. may be hot or crowded or you may be made to wait
beyond your appointment time
• Tell students to do the same with the expressions using 2 anxious, afraid—because you fear closed spaces; hot,
ground in sentences 1–4. Let them compare answers in uncomfortable, sick—because elevators are often
pairs before checking with the class. hot and make some people feel sick; relaxed, absent-
minded—if you don’t mind elevators or small spaces
ANSWERS 3 bored, uncomfortable, tired—they are large, empty,
To break new ground means “do something new and airless, crowded places; tired—often you have to walk
different (or innovative) in your particular area or everywhere with big bags; nervous, anxious—many
profession.” people fear flying, others are nervous about missing
flights; excited, impatient—if you are comfortable with
1 start and be successful
ng
flying and are going on vacation
2 on the basis that; for the reasons that; because
4 uncomfortable—the chairs may be hard or you may not
3 talked about many things/topics have much space; irritated, annoyed—poor sight lines
ni
4 held onto what he believed in, in spite of opposition or acoustics; interested, engaged—if you enjoy learning
and the content of the lecture is good
ar
5 isolated, uncomfortable, bored—you can feel alienated
Vocabulary notes by being in an empty place or in a place where people
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Note the two different meanings of ground and grounds. can look over your shoulder; supported, motivated—if
The original meaning of the word refers to a piece of land you are someone who works well with other team
or the top part of Earth’s surface, and ground is sometimes members around you
used figuratively with this idea. However, grounds (used in
c
hi
2) has a different meaning—it refers to the reasons people 9
say or do something (e.g., legal grounds, reasonable • Organize groups. Tell them to choose one of the public
ap
grounds for a complaint). places in Exercise 8 and discuss ideas for improving the
space. Set a time limit and monitor to help with ideas
7
gr
and vocabulary.
• Ask students to think of a personal example for each • When students are ready, invite each group to take
eo
situation 1–2 using the expressions from Exercise 6. Tell turns to present their ideas to the class.
them to share their ideas in groups.
EXAMPLE ANSWERS
lG
EXAMPLE ANSWERS Students may have many ideas, for example, using relaxing
1 My parents wanted me to go to college, but I stood my music to relieve anxiety, using different colors that are
na
ground—I went to drama college instead. I’m now an associated with positivity, using plants and other décor to
actor—a dream come true! make places feel less empty or forbidding, dividing large
spaces up so they feel more cozy, subduing lighting so
io
2 Companies like Apple and Sony are always breaking

new ground by bringing out totally new and innovative places are more relaxing, having comfortable armchairs
and sofas, having lecture halls on a slope or in curves in
at
products.
order to make them feel friendlier and improve acoustics.
N
Speaking my
8
• Explain to students that they are going to discuss
different public buildings or spaces that people
sometimes say they don’t like being in. Read the list of
five public places.
• Ask small groups to discuss the places and how they
tend to feel in each of them. Students are likely to
follow the theme and focus on negative emotions, but
allow positive reactions if students express them.

T H E P A P E R 35 to follow—to believe that these sketches could be
translated into functional structures. However, once
A R C H I T E C T people began to see the results—in buildings such as

the Guangzhou Opera House in China and the MAXXI
art museum in Rome—they began not only to believe,
23 40 but to start shouting her name.
For a long time, Iraqi-born Zaha Hadid was known
The idea of the architect as an artist was something
as “the paper architect.” That was because very few
Hadid herself rejected. She did not want people to
of her bold and daring designs—though frequently
think that she had designed a building just so that they
praised for their imagination and originality—ever
could stare and admire its beauty from the outside.
5 left the page to become real buildings. Between 1978 45 “Architecture,” she said, “is not a medium of personal
and 1998, just four of her 27 projects were actually
expression for me. It facilitates everyday life.” In other
realized. However, following the successful completion
words, her aim was to create buildings that were not
of two art galleries in Cincinnati, USA, and Denmark,
just innovative, but practical too. The internal space and
and a commission for BMW in Leipzig, Germany,
how people interacted with it were the keys for her.
10 Hadid’s buildings began to appear everywhere. Within
ten years, she had become one of the most sought- 50 For this reason, she was attracted particularly to public
ng
after architects in the world. So, why did Hadid’s projects: for example, the Aquatics Center for the 2012
architecture take so long to be accepted? Olympics and the Evelyn Grace Academy, a large high
ni
school in south London. For the latter, Hadid designed
First, she was one of the few women in a profession
a building with lots of natural light and dramatic angles,
dominated by men. Today less than fifteen percent
ar
15
55 so that pupils could view the activity of other students
of practicing architects in the United Kingdom are
from different perspectives within the structure. Right
Le
women. A lot more enter the profession, but over
in the middle of the site, between buildings, she placed
half leave, either because of slow career progress
a 100-meter running track to celebrate the school’s
or because they become disillusioned with the
emphasis on sports. The idea of offering the viewer
20 conservatism of most British architectural design.
c60 multiple viewpoints inside a building is a common
hi
However, in Hadid’s case, this seems to have been a
theme in Hadid’s work. Internal spaces interconnect
motivator. From an early stage, she was determined to
cleverly so that the visitor is surprised and charmed at
ap
challenge the establishment with her own new ideas.

every turn.
But it was never going to be an easy fight.
gr
In 2016 Zaha Hadid died of a heart attack, leaving

25 Second, even during her student days, Hadid was
65 behind a groundbreaking body of work. She
interested in pushing boundaries and in creating
eo
remained all her life something of an outsider; or,

buildings that were new and different. She felt that
if not completely outside, then on the edges of
21st-century developments in materials science and
the architectural establishment. Yet, her impact
lG
computer modeling tools provided an opportunity

on architecture was enormous: it will never be the
30 to experiment with more complex, curved forms 70 same again.
than architects had attempted in the past. She would
na
initially sketch out her ideas in the form of an artist’s

drawing. However, as with anyone who tries to break
io
new ground, it was not easy to convince people

at
N

3d A lot going for it
Real life expressing opinions “Cloud Gate” by Anish Kapoor, Chicago, USA
1 Work in pairs. Think about a public work of
art in your area. Describe it to your partner,
saying what you like or dislike about it.
2 Work in pairs. Look at the photo and the

caption and discuss the questions.
1 Do you like this public work of art?
Why or why not?
2 What benefits do you think it might bring
to the city (for both locals and visitors)?
ng
3 24 Listen to two people discussing a
proposal for a public work of art in a city.
Work in pairs. Answer the questions.
ni
1 What piece of work is being proposed? 6 Look at the expressions for expressing opinions. Work
ar
2 Are the speakers in favor of or against it? in pairs. Say which expressions are used to agree,
disagree politely, disagree, or give an opinion.
Le
4 Work in pairs. Read the short text below.
Then discuss which way of expressing EXPRESSING OPINIONS
opinions you most commonly encounter.
c I think …
hi
I have to say, …
Different people express their opinions
Personally, I …
in different ways. Some people disagree
ap
For me, … / If you ask me, …

briefly and bluntly, e.g., “I don’t agree,” or It seems a bit … to me.
“That’s not right.” Others disagree openly It’s pretty obvious that … / It’s pretty clear that …
gr
but politely, e.g., “I’m sorry, but I don’t I’m (all) in favor of …
think that’s right.” In some cultures, it is I’m against …
eo
considered rude to disagree openly, and I agree completely. / Of course.

people keep silent rather than express I disagree. / I don’t agree.
lG
disagreement. I don’t think you should underestimate …

I see that, but …
I’m not convinced that …
na
5 24 Listen to the discussion again.

Complete the arguments that each speaker
7 Pronunciation linking vowel sounds
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gives in favor of or against the idea.

1 Man: I think it’s a 25 Listen to these phrases. Which consonant sounds
at
kind of cool . (/w/ or /j/) are used to link the vowel sounds in each of
N
2 Woman: Personally, I’d prefer something these sentences (1–6)?

a bit more artistic .
1 Have you seen the ‿ artwork?
3 Woman: I’m also not convinced that
stand the test of time 2 It’s more likely to ‿ attract people.
it’ll .
3 If you ‿ ask me, …
4 Man: I think people … will really
4 I disagree ‿ about the cost of it.
like the fact that it
tells you something about the city . 5 I ‿ expect you’re right.
6 I’m not so ‿ interested in architecture.
5 Woman: I’m all in favor of something
that’s relevant …, but it just seems b Work in pairs. Practice saying the sentences in Exercise
kind of ugly to me . 7a, linking the vowel sounds with /w/ and /j/.
6 Man: Well, for me, it’s very important that
it’s something interactive . 8 Work in pairs or small groups. Look at the two
proposals for a public work of art on page 154. Ask
each other for your opinion of each proposal. Use
expressions to agree or disagree.
40
ANSWERS
3d A lot going for it
Agree:
I agree completely. / Of course.
Lesson at a glance Disagree politely:
• real life: expressing opinions It seems a bit … to me. ; I don’t think you should
• pronunciation: linking vowel sounds underestimate … ; I see that, but … ; I’m not convinced
that …
Disagree:
Real life expressing opinions I’m against … ; I disagree. / I don’t agree.
1 Give an opinion:
• Start with some images of places students could describe. I think … ; I have to say, … ; Personally, I … ; For me, …
• Ask pairs to take turns to describe a public work of art / If you ask me, … ; It’s pretty obvious that … / It’s pretty
they know. In feedback, invite a few students to share clear that … ; I’m (all) in favor of ...
with the class what their partner described and why
they liked or disliked it. Pronunciation linking vowel sounds
2 7a 25
ng
• Ask students to look at the photo and the caption and • Play the recording. Students listen and say which
discuss the questions in pairs or in open class. consonant sounds (/w/ or /j/) are used to link the
ni
vowel sounds in each of the sentences.
EXAMPLE ANSWERS
ar
2 a popular, well-known or even a controversial work of art ANSWERS
Le
can attract visitors to a city center, thus bringing customers 1 /j/ 4 /j/
to stores; can bring a sense of civic pride to locals; can 2 /w/ 5 /j/
work as a center point to a town or city—a place to meet;
3 /w/ 6 /w/
c
can inspire other artists, especially local ones hi
7b
3 24
• Ask students to practice saying the sentences in
ap
• Play the recording. Students listen and note answers Exercise 7a in pairs.
to the questions. Let them compare answers in pairs
8
gr
before checking with the class.

• Organize the class into pairs or groups. Ask students
eo
ANSWERS to read the proposals on page 154 of the Student Book

1 a sculpture which features quotes and jokes by famous
carefully. Tell them to discuss their opinions of the
proposals, using the expressing opinions phrases from
lG
local people
2 The first speaker is in favor, the second speaker is against.
the language box.
• Give students a minute or two to look back at the
na
4 expressions and decide which ones to use before

• Ask students to read the text and discuss in pairs. Point speaking.
io
out how varied your students’ ways of expressing • Monitor students’ performance. Write any errors on the
opinions are, and whether this may be a result of board and ask students to correct them.
at
cultural differences.
EXAMPLE ANSWERS
N
ANSWER I reckon we should choose the carousel—it’s representative

The directness of your answer depends on your of the city’s history and could be funded by business.
relationship to the person, but it’s also true that different It seems a bit childish to me. Personally, I think we should
cultures vary too. go for the LED screen—the community will be able to
interact with it.
5 24 I’m not entirely convinced by that. It seems a bit
complicated to me.
• Play the recording again. Students listen and complete the
arguments that each speaker gives. Let students compare
their answers in pairs before discussing as a class. Please refer to page 181 for Teacher Development notes on
roleplay.
6
• Ask students to look at the expressions in the language
box and decide which are used to agree, disagree politely,
disagree, or give an opinion. Let students compare their
answers in pairs before discussing as a class.
SAMPLE COPY, NOT FOR DISTRIBUTION 3d A lot going for it 40a

Vocabulary notes
3e Old and new
You may want to check these words from the essay:
enhance = improve
Lesson at a glance preserve = keep
• writing: an opinion essay contribute to = here, help add to
• writing skill: discourse markers
Writing skill discourse markers

Writing an opinion essay
4a
1 • Explain that the writer uses certain phrases, or
• Ask students to look at the photo and discuss the discourse markers, to present his ideas. Ask pairs
questions as a class or in pairs. Elicit ideas. to read the essay again and match the underlined
discourse markers with the correct function (1–5).
EXAMPLE ANSWERS Check answers with the class.
Yes: a dramatic contrast; symbolizing the old and the new;
new buildings are functional and old buildings tend to be ANSWERS
ng
attractive so together they make a business area of a city
1 In my opinion; I suspect that; I believe that
interesting
2 Having said that; Admittedly
No: the contrast is too great; the modern building dwarfs
ni
the old one; it takes away from the old building—we 3 Indeed; After all
can’t admire it because it’s surrounded by something too 4 in other words
ar
different and there is no space around it 5 In conclusion
Le
Background information 4b
• Ask students to complete the text by using discourse
The photo shows the Old State House (built in 1713) of
Boston, Massachusetts, USA, in front of a modern city
c markers from Exercise 4a.
hi
skyscraper. The Old State House is said to be the oldest and
5
most important building in American history prior to the
ap
Revolution. • Ask students to write an opinion essay in answer to the

question.
2
gr
• Optional step Organize the class into pairs. Ask

• Ask pairs to read the essay question and the essay and students to work individually to decide on their view
eo
note answers to the questions. Check answers with the and write three or four arguments in note form to
class. support that view. Ask them to prepare two or three
arguments against their view. Tell students to exchange
lG
ANSWERS or discuss their notes with their partner. Once students

have shared notes, tell them to look back at the four key
1 The writer thinks that we should allow modern buildings
elements in Exercise 3 and to plan out what they are
na
to be built next to older buildings (as long as the new

building is pleasing and does not dominate too much). going to write based on that order of paragraphs.
2 He says modern architecture can fit with buildings from • Students work individually to write their essay based
io
another period, and that they can actually enhance the on their plan and notes.
at
area. He says there are many successful examples in

existence. 6
N
3 There are examples of modern buildings that have • Ask students to work in pairs to exchange and compare
spoiled an area. essays. Encourage students to give each other useful
feedback on what they have written using the questions
3 in the Student Book.
• Read out the four key elements of an opinion essay to • Ask students to rewrite or revise their work based on
your class. Ask students to read the essay again and this feedback before handing it to you for grading.
find each element. They then establish what the correct
order of the elements is. Let students compare the order
they have decided on in pairs before checking with the
class.

3e Old and new
Writing an opinion essay
Should we allow modern
1 Look at the photo of two buildings. Do these two buildings to be built next
buildings go well together? Why or why not? to older buildings in a
historic area of a city?
2 Work in pairs. Read the essay question and the
essay. Answer the questions. In order to answer this question
properly, first we need to ask
1 What is the writer’s opinion?
whether people actually want to
2 What arguments does he give to support this?
preserve the historic character of
3 What points against his own argument does he
an area. Not all historic buildings
mention?
are attractive by themselves,
3 Work in pairs. Look at the four key elements of but they may contribute to the
ng
an opinion essay. Find each element in the essay. overall look of an area. What
What is the correct order? should we do, then, if a new
ni
3 building is needed?
a deal with opposing arguments
2 b give your opinion and present the In my opinion, modern
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arguments supporting it architecture can fit perfectly
4 well with buildings from
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c give your conclusion
1 d analyze the question and set out your another period. Indeed, there are many examples in
starting point my own hometown where radical modern designs
sit comfortably next to old buildings. As long as
c the new building is pleasing, it should enhance the
hi
4 Writing skill discourse markers
attractiveness of the area. Having said that, there
a Work in pairs. The writer uses certain phrases to
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must also be a limit to the number of new buildings if

present his ideas. Look at the underlined discourse people want to preserve the area’s historic feel.
markers in the essay and match each discourse
gr
Admittedly, there are examples of modern buildings

marker with its function (1–5). that have ruined an area, but this is not an argument
eo
1 introduce an opinion (1 adverbial phrase, against putting new buildings next to historic
2 verb phrases) ones in principle. I suspect that the main reason
for objections to such buildings is that people are
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2 qualify or make a concession to an opinion or

argument (2 adverbial phrases) conservative: in other words, they do not like change.
3 reinforce a point or argument (2 adverbial In conclusion, I believe that while we must respect
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phrases) the views of others, it is the duty of architects and

4 express the same point in another way planners to move things forward. After all, if we only
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(1 phrase) reproduced what was there before, we would all still

5 sum up the argument (1 adverbial phrase) be living in caves.
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b Complete this text. Use discourse markers from

5 Write an opinion essay about this question
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Exercise 4a.
(200–250 words).
1 In my opinion , modern buildings
that try to imitate older architectural styles do Should we create more diverse residential areas, where
not work. 2 Indeed / After all , they rich people live next to poorer people instead of in
sometimes look worse than an unimaginative separate communities?
modern design. Despite this, some architects and
6 Exchange essays with your partner. Use these
planners insist on building in a “traditional” style.
3 Having said that / Admittedly
questions to check your essays.
, their intentions
are good: they do not want to spoil the overall • Is the opinion clear, and have both sides of the
look of an area, but 4 I believe that / in my opinion argument been presented?
they are mistaken. It would be much better if • Has the structure suggested in Exercise 3 been
architects and planners considered a range of new followed?
designs. 5 In other words , they • Have discourse markers been correctly used to
need to be more adventurous. present ideas?

3f A story of solutions
The new fire station in Newbern,

Alabama, USA
ng
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ar
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c
hi
ap
gr
eo
lG
na
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at
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42
Videoscript 3.1, 3.2
3f A story of solutions
Part 1
No speaking.
Before you watch
1 Part 2
• Ask students to look at the photo and discuss the Sarah Curry A lot of homes were burning down. The
questions. You could do this activity in open class or in closest fire station was in Greensboro. So by the time the
Greensboro fire department was running down the … like
pairs. In feedback, elicit ideas but don’t correct students’
fifteen-minute drive to get to anyone’s house in Newbern,
ideas as they will find out more when they watch the
Alabama, not only the house probably already burned down, but
video. then their fire insurance goes up. So they have to deal with that
on top of being homeless and working on finding a new place to
EXAMPLE ANSWERS live.
The fire station acts as a central point for storing the Andrew Freear We got together as a community, as a
vehicles and equipment needed to fight fires and help at group and said, “How can we do this?” So their focus was the
other emergencies. organization and we were able to help them with the building,
Firefighters work there and spend a lot of their time there ’cos that’s what we do, right?
ng
training and preparing to go out to emergencies and fight The firehouse—that was the first public building in Newbern for
fires. 110 years.
Their job is probably challenging, dangerous, Patrick Braxton The first time we got a call out and thing
ni
unpredictable, and very varied. They are probably required it was like, everybody, they were like, “For real?” We had a grass
to work shifts. When they are not involved in incidents, fire. We treated it like a house fire. Everybody come, suit up, that
ar
their working days may be boring. was our first call.
Interviewer How many people do you typically need for a
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2 grass fire?
• Ask students to read and add to the list of public Braxton Two or three.
buildings or buildings that serve the community.
Encourage students to discuss the questions in pairs or c Interviewer How many people did you have with you?
hi
Braxton I think about 32.
small groups. Elicit a few ideas in feedback. Freear The firehouse had a very need in this community in
ap
much the same way I would say as the library is.

EXAMPLE ANSWERS Frances Sullivan The Newbern Library has the potential to
gr
Other buildings: local store or convenience store, doctor’s be the most profound project Rural Studio ever built.
office, vet’s clinic, schools, garage, gas station, bar, church, Freear Like Frances Sullivan did to come to me and say, “We
eo
mosque, movie theater need a library in Newbern. You gonna really help have an impact
1 Small communities are likely to only have a post office in Newbern, help us with a library.”
and a church. Kesha Jones This is beautiful. Whatever you’ve done for
lG
2 Many people think that having a local store or post Newbern is a godsend. And I don’t know what made you choose
office is vital. People in small communities also value here, but …
a church as a way of meeting people. A local school is
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Freear Well, I didn’t, but we’re all really happy to be here.

important to young families. People don’t expect to
have a fire station or hospital, but often aim not to live Jones And I’m glad you came.
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too far from one. Curry Rural Studio is a community, because we’re all working
towards the same goal as a team. And Hale County is also
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working towards that same goal as a team.

While you watch Sullivan Architecture has the potential to be the solution. But
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3 3.1 it is not the sole solution. It can be a catalyst. It’s the people in the
• Ask students to watch Part 1 of the video and note what end that make the difference.
they see. Let students compare their answers in pairs
before discussing the questions as a class.
Newbern is a town in Hale County, Alabama, United
States. The US Census of 2010 showed that the town
had a population of just 186 people, compared to 231
documented in the 2000 Census.
Greensboro is a larger town of about 2,000 people that is
near Newbern.
SAMPLE COPY, NOT FOR DISTRIBUTION3f A story of solutions 42a

4 3.1, 3.2 3 “Whatever you’ve done for Newbern is a godsend.”
• Ask students to watch the whole video and note What does a godsend mean?
answers to the questions. Let students compare their a a respected action
b a happy accident
c a very fortunate thing
ANSWERS
1 The response time was too long so houses were burning 4 Architecture … is not the sole solution.
down. What does sole mean?
2 It was the first public building in the town for 110 years. a best
3 All the firefighters turned up to fight a grass fire.
b easy
4 It has the potential to be the most significant project
the community ever built. c only
5 Architecture … can be a catalyst.
5 3.1, 3.2 What does a catalyst mean?
• Ask students to watch the video again and complete a something that gives hope
the summary. You will need to play and pause so that
b something that helps
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students have time to write missing words. Let students
compare their answers in pairs before discussing as a c something that causes change
class.
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6b
After you watch • Tell students to complete the sentences in their own
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words, then work in pairs and share them with their
Vocabulary in context partner. Encourage students to ask follow-up questions
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6a 3.3 and make it a short, personalized discussion.
• Explain that students are going to watch some clips from
EXAMPLE ANSWERS
the video which contain some new words and phrases.
They need to choose the correct meaning of the words. c
hi
1 The sole reason that I learn English is to improve my job
• Play the clips. When each multiple-choice question prospects.
ap
appears, pause the clip so that students can choose 2 Winning the singing contest was a catalyst for my career
the correct definition. You could let students compare in show business.
gr
3 The book, Catcher In the Rye, had a profound effect on

me when I was younger.
Vocabulary notes
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For real? = this is an example of American slang—it’s 7

similar in meaning to Really? or I don’t believe it!
lG
• Ask students to read the viewer comments about the

a godsend = literally, sent by God—so, you could describe a video and then discuss them in pairs.
person who is really helpful as a godsend, or money you • In feedback, ask different pairs to say which comment
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suddenly inherit which helps you fulfill a dream as a godsend

they chose as being the closest to their own impression.
You could follow up by asking students to write their
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Videoscript 3.2 own personal comment.
8
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1 “… everybody, they were like, ‘For real?’”

What does For real? mean? • Ask students to prepare a presentation on a new building
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for their community. You could start by eliciting ideas

a Is this the best moment? from the class (especially if they all come from the same
b Can this be true? town). Alternatively, you could set this activity up by
c Are we ready for this? describing a building you think your community needs.
2 “The Newbern Library has the potential to be the most • In feedback, ask different students to present their ideas
profound project Rural Studio ever built.” to the class, or organize students into groups to make
presentations to their group.
What does most profound mean?
a most significant
b largest
c most impressive
43a Unit 3 Design for life SAMPLE COPY, NOT FOR DISTRIBUTION
Before you watch After you watch
1 Work in pairs. Look at the photo. How does this building 6 Vocabulary in context
serve the community? Who works there, and what do
you think their job is like? a 3.3 Watch the clips from the video.
Choose the correct meaning of the words
2 Look at this list of public buildings or buildings that and phrases.
serve the community. Add any others you can think of.
Then answer the questions. b Work in pairs. Complete these sentences
in your own words. Then compare your
college public library courthouse fire station sentences with a partner.
hospital museum sports center post office
1 The sole reason that I … is …
theater town hall community center
2 … was a catalyst for …
3 The book … had a profound effect on
1 Which buildings would you expect to find in a town
me when I was younger.
of fewer than 500 people?
2 Which do you think are the most important buildings 7 Look at the viewer comments about the
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for residents? video. Which is closest to your impression?
Explain why.
While you watch
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3
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3.1 Watch Part 1 of the video. Take notes on all the
things you see. Compare notes with your partner. Then
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answer the questions. AJ
1 What kind of town is Newbern? I found this very uplifting. I agree with
2 Can you describe the buildings you saw in the town? what the woman said at the end: it’s
What were they like? c people that make the difference. And
hi
you can see that these people really care
4 3.1, 3.2 Watch the whole video. Work in pairs. about each other and their community.
ap
Answers these questions.

gr
1 What was the problem with relying on the Greensboro

HF
fire department?
I love the simplicity of this architecture.
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2 Why is the new firehouse special?

3 What happened in the first call to the new fire station? It answers the need and nothing more.
4 How does Frances Sullivan describe the Newbern
lG
Library?
TS
5 3.1, 3.2 Watch the whole video again. Pause after
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I came to this thinking that I was going to

each speaker and write in the words to complete the see some very innovative or radical new
summary of each speaker’s message. The first letter is architectural designs. But actually, there
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given for you. weren’t any. Disappointed.

at
1 Sarah Curry: Having no local firehouse means houses

burn d own ; so people can’t get
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YL
insurance , and they are h omeless .
2 Andrew Freear: Community groups focused on the I can’t really put my finger on why I like
o rganization , and we helped with the b uilding . this. Perhaps it’s just the way it’s filmed.
3 Patrick Braxton: Our first call was to a grass fire, and
we took t hirty -t wo people with us.
4 Andrew Freear: Frances Sullivan came to us and said
“If you really want to help, build a library .“ 8 What new building would your community
5 Kesha Jones: I don’t know how you c hose benefit from most? Present your idea to the
Newbern, but I’m very g lad you came. class and explain your reasons.
6 Sarah Curry: This works because everyone is working
toward the same goal as a team.
7 Frances Sullivan: Architecture is part of the
s olution , but it’s the p eople that really
make the difference.

Unit 3 Design for life 43
Grammar Vocabulary
1 Look at the photo. What do you think this building 4 Complete the phrases. Then put the phrases into
is for? Read the text and check your ideas. three categories: a feature of a house, a feature of a
town, or an adverb + adjective collocation.
2 Circle the correct options to complete the text.
1 a two-b edroom apartment
2 b itter ly disappointed
3 a b rick wall
4 a b uilt -up area
5 a s prawl ing suburb
6 a ten-s tory apartment building
7 w ild ly optimistic
8 a w alk -in closet
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5 Work in pairs. Look through this unit again and
tell your partner about the places you see. Use
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these adjectives to describe them.
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characterless compact imposing lively
modern quaint run-down spacious
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I 1 really / completely love the London Olympics
Aquatics Center. It’s a great example of how to
6 ❯❯ MB Work in pairs. Use the adjectives from
design a public building—actually it’s 2 slightly /
c Exercise 5 to describe a building, area, or city that
you know.
hi
quite rare for design and function to come
together as successfully as this. It’s both very
ap
I CAN
practical and 3 extremely / absolutely pleasing
use adverb + adjective collocations
to look at. Like many of Hadid’s buildings, the
gr
describe buildings and places

outside has a(n) 4 absolutely / rather organic feel
to it. Some say it looks like a large turtle with
eo
its flippers outstretched. Hadid did not 5 quite / Real life

particularly want to add these “flippers,” but they
lG
were extra structures needed to accommodate the 7 Match the sentence beginnings (1–7) with the
15,000 spectators attending the Olympic swimming endings.
competitions. After the Olympics, 12,500 seats were
na
1 Personally, of public art works.

6
completely / utterly removed. The interior is
2 It seems a bit the benefits.
7
quite / entirely spectacular. Bare concrete sweeps
3 It’s pretty clear that no one wants it.
io
this way and that in beautiful curves, and the

4 I’m all in favor completely.
diving boards seem to grow out of the floor. At
at
5 I can see that, I think it’s a great idea.

floor level is the fifty-meter pool, which is 8 totally /
6 I agree with you old-fashioned to me.
rather still and a deep, deep blue. The whole effect
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7 You shouldn’t but I still think it’s too

is 9 entirely / incredibly dramatic.
underestimate expensive.
8 ❯❯ MB Work in pairs. Give your opinions about

3 ❯❯ MB Work in pairs. Look at the adjectives that
an idea to create a small zoo in your local city
follow the modifiers or intensifiers in the text.
where children can learn more about animals.
Which are: a) gradable adjectives
Use the expressions in Exercise 7.
b) ungradable (extreme) adjectives and
c) ungradable (absolute) adjectives? I CAN
I CAN express my opinions
use adverbs to modify or intensify meaning agree and disagree politely
44
UNIT 3 Review and memory Vocabulary
booster 4
• Ask students to complete and then categorize the
phrases.
Memory Booster activities
Exercises 3, 6, and 8 are Memory Booster activities. For ANSWERS
more information about these activities and how they
benefit students, see page x. House: 3, 8
Town: 1, 4, 5, 6
Adverb + adjective: 2, 7
I can … check boxes
5
I can … boxes, you could ask them to give themselves • Ask students to work in pairs to describe the places
a score from 1 to 4 (1 = not very confident; 4 = very in the pictures using the adjectives.
confident) for each language area. If students score 1 or • Elicit any further adjectives or phrases that could
2 for a language area, refer them to additional practice
describe the photos.
activities in the Workbook and Grammar Summary
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exercises. 6 ❯❯ MB
• Ask pairs to describe a place they know. Encourage
Grammar them to use adjectives from Exercise 5.
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1
ar
• Ask students to look at the photo and say what they
Real life
think the building is used for. Then tell them to read the 7
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text and check their ideas. • Ask students to match the sentence beginnings and
endings.
ANSWER
c
8 ❯❯ MB
hi
It is an aquatics center and is used for swimming.
• Ask students to work in pairs. They should give their
opinions about an idea to create a small zoo in their
ap
2 local city. Encourage students to use the expressions in

• Ask students to work individually to circle the correct Exercise 7.
gr
options.
3 ❯❯ MB
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• Ask students to work in pairs to look at the adjectives

which follow the modifiers or intensifiers in the text
lG
in Exercise 2. Tell them to classify them into the three

categories a–c.
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ANSWERS
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a rare, pleasing, dramatic

b spectacular
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c organic, still
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UNIT 3 Review and memory booster 44a
Unit 4 Innovation
Opener 3 26
• Ask students to read sentences 1–5 and note the verbs
1 in bold. Tell them to work in pairs to try to replace
• Ask students to work in pairs to discuss the photo and these verbs with the more scientific verbs used in the
caption. In feedback, elicit ideas from students. news report.
• Play the recording. Students listen to the news report
ANSWERS again and check their answers.
Students’ own ideas
ANSWERS
1 inserted
2 train
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The term “cyborg” applies to an organism that has 3 distinguish (= to see and recognize the difference
restored function or enhanced abilities due to the between things)
integration of some artificial component or technology. 4 filter out
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A “cyborg woman,” therefore, is a person whose body
5 amplify
contains mechanical or electrical devices and whose
ar
abilities are greater than the abilities of other humans.
Cyborg is often used to describe a creature or person that
Vocabulary notes
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is part human and part machine in science fiction stories
(e.g., The Six Million Dollar Man, Darth Vader, RoboCop, distinguish = to see and recognize the difference between
Iron Man). things
The term has been placed in quotation marks in the
c filter out = to choose to ignore; to remove something
hi
caption because cyborgs still largely only exist in the that’s not wanted and leave just what’s needed
realms of science fiction. However, increasingly, “bionic” amplify = to make sounds louder
ap
body parts (artificial, typically electromechanical body

parts) are being created, e.g., 3D printed ears, bionic
hands and limbs that can be controlled by the brain, 4
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artificial retinas in eyes, and so on. Strictly speaking, • Optional step Give students a minute or two to think
anyone with a bionic body part is a cyborg. of and prepare ideas before asking them to speak.
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• Ask students to work in pairs or small groups to share

2 26 ideas. In feedback, elicit some ideas from each pair
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• Tell students that they are going to listen to a news or group.

report about bionic body parts. Tell them to read
questions 1–4 carefully. Explain that ear buds are a type EXAMPLE ANSWERS
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of earphones that go inside the ear and are therefore bionic legs: could help you run faster, jump higher, swim
less noticeable than other types of earphones. faster, etc., legs won’t get tired or suffer muscle strain or
io
• Optional step Ask students to use the questions to pulled muscles, legs won’t get conditions such as arthritis
in the joints, you could choose what length your legs are
predict what the news report will be about.
at
and therefore your height, you could have interchangeable

• Play the recording. Students listen and note answers different kinds of legs for different activities
N
to the questions. Let them compare answers in pairs a bionic hand: could help you grip things more tightly,
before checking with the class. you could hit things without it hurting you, you won’t get
arthritis in old age, your hand muscles wouldn’t get tired
ANSWERS a bionic eye: could help you see further or more clearly,
you won’t need to wear glasses, you might be able to add
1 She was (virtually) blind.
special filters, e.g., to be able to see in the dark
2 Immediately after the operation she could see light and
bionic skin: you won’t get sunburn; could be more resistant
color, and later she could identify nearby objects.
to cuts and bruises, it won’t age like ordinary skin, it could
3 They are for anyone and they help people hear better look smoother and more uniform than human skin
by allowing the wearer to choose which sounds to
ignore and which to focus on.
4 whether bionic body parts will actually be more
efficient than our own biological body parts
45a

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Unit 1 Lessons for life

F E AT U R E S 1 Work in pairs. Look at the photo and these Tuareg proverbs.

“In life, it is always possible to reach an agreement in the end.”

2 1 Listen to two people talking about important lessons

SAMPLE COPY, NOT FOR DISTRIBUTION 9

1 Why do we never seem to learn from the past? The mistakes of

forget these lessons, or we fail to follow them, or, in some cases,

have to learn, perhaps the most difficult is how not to be selfish.

South Africa’s Nelson Mandela. Mandela, South Africa's first

discriminatory laws of the white government that existed

sides—blacks and whites—that hated and distrusted each other

rights and civil rights for African Americans. people equally.

they know about this person.

sentences are true or false. Students can listen and read

SAMPLE COPY, NOT FOR DISTRIBUTION

his 1980 song “Beautiful Boy.”

students to read the three short texts and decide which

• Ask students to read the short texts carefully and

class. write a saying on a piece of paper (provide evenly

one by one. Together they should discuss the meaning

11a SAMPLE COPY, NOT FOR DISTRIBUTION

b Match the time phrases (1–8) with the tense in

piece of advice do you like most? Why?

at the moment at the time often

making other plans.

definitely become more greedy. I’ve been ignore you.

3 When you’re feeling stressed, ask yourself this

problem still seem so important?

SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 1 Lessons for life 11

A painter in Paris next to his self-portrait

about you. Which do you think are the most significant?

1 your friends 5 your life experiences

1 Why is the painter putting his

most important? Discuss in pairs.

mentioned. Let them compare answers in pairs before

• Ask students which of the factors is the most important,

• If your students are creative, ask them to draw pictures

SAMPLE COPY, NOT FOR DISTRIBUTION

sentences would be different if simple forms were used.

Monitor as students speak and note errors which you

might have used continuous forms but failed to.

13a SAMPLE COPY, NOT FOR DISTRIBUTION

Apparently, some clubs are already watching

had been saving (save) for a special occasion.

started letting them out of their cages, so they

SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 1 Lessons for life 13

6 What verb tells you that Shakespeare created

bold below. 10 Work in groups. Each student should think of a

2 He said that one of the stores in town would

search for something that couldn’t be found.

my bluff using words coined by Shakespeare.

can’t see the faults in the person you love.

people relax at the beginning.

Lesson at a glance ANSWER

A Midsummer Night’s Dream (a comedy set in a forest ANSWERS

1 has seen better days

something in very bad condition.

Teacher's notes continue on page 15a.

SAMPLE COPY, NOT FOR DISTRIBUTION 1c Immortal words 14a

• Discuss the question in pairs. Encourage students to Group A:

2 spurn (v) /spɜːn/ = reject

2 jaded (adj) /ˈdʒeɪdɪd/ = bored with something

they are out-of-touch with the modern world and with