Evolve Digital Level 6 Unit 1 Audio Scripts

Evolve Digital Level 6
Unit 1 Audio script
Lesson 1....................................................................................................................... 2
Lesson 2..................................................................................................................... 11
Time to watch: Documentary......................................................................................18
Lesson 3..................................................................................................................... 19
Unit 1 review............................................................................................................... 26
Cambridge University Press & Assessment © 2023 1

Lesson 1
Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 2

This is a model we're working on in the lab at the moment. It's based on a robot that's
used in the automotive industry for building cars, but we've been adapting it to fulfill a
number of chores around the house, especially tasks that involve picking up things off
the floor, or lifting heavy objects. It could potentially help older people and people with
mobility issues live independent lives.
Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 3,

position 1
certainly

position 2
Jenny is certainly going to get a good job. She’s very smart and hard-working. Someone
will definitely want to hire her.
Unit 1; Lesson 1; Vocabulary presentation 1; Using adverbs to add detail; Screen 4,

position 1
clearly

position 2
This café is clearly very popular. It’s always crowded.

position 1
comprehensively

position 2
This book comprehensively explains the history of robotics. It includes all of the
information I need for my research.

position 1
demonstrably

position 2
Our vegetables are demonstrably bigger this year because we’ve had a lot of rain.

position 1
dramatically

position 2
Our lives changed dramatically when we had a baby. Suddenly everything in our life
was completely different.

position 1
drastically

position 2
Vaccines have drastically reduced the transmission of many diseases such as the
measles. While the measles used to be a major public health problem, there are now
very few cases of it worldwide.

position 1
eventually
position 2
We put money in a saving account every month, It took a few years, but eventually we
were able to buy a home.
position 1
evidently
position 2
It evidently rained a lot last night. The streets are flooded.
position 1
Sales of domestic robots have increased dramatically over the last few years.
position 2
Robots have drastically reduced the time people spend on chores around the house.
position 3
It will probably take another decade, but eventually robots will do all household chores.

position 1
feasibly
position 2
If electric vehicles become more widespread, they could feasibly help reduce carbon
emissions from cars.
position 1
gradually
position 2
My father was injured, but with physical therapy he's gradually improving. With enough
practice he will be able to walk normally in a few months.
position 1
increasingly
position 2
People are becoming increasingly interested in 3D printers and their potential to
transform the way products are made.

position 1
inevitably

position 2
If you don't put a case on your phone, the screen will inevitably break. You drop it all the
time.

position 1
markedly

position 2
Ride-sharing apps have markedly changed transportation in many places. Taxis are
much less popular as people find the apps more convenient and efficient.

position 1
potentially

position 2
Riding a motorcycle is potentially very dangerous. It's important to follow safety
precautions to prevent an injury.

position 1
progressively

position 2
The traffic here has been getting progressively worse over the last several years as the
city becomes more populated.

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 7
Ride-sharing apps have markedly changed transportation in many places and are
becoming progressively more popular in big cities.

position 1
radically

position 2
Digital maps and GPS have radically changed the way people get around. Now almost
everyone can find directions immediately on their devices instead of reading physical
maps.

position 1
surely

position 2
Surely we can finish cleaning up the park this weekend if we all work together.
position 1
ultimately
position 2
I was offered a job in Toronto. At first I wasn't sure about moving, but after weighing the
options I ultimately decided to take the job and move.

position 1
undoubtedly
position 2
Christine is undoubtedly the best person for the job. She has all of the qualifications
we're looking for.
position 1
unfortunately
position 2
Unfortunately, I have a bad cold, so I won't be able to come to your party. I'm so sad
that I'll miss it.
position 1
unquestionably
position 2
The Eiffel Tower is unquestionably one of the most popular tourist sites in the world.
Unit 1; Lesson 1; Vocabulary practice 1: Using adverbs to add detail; Screen 4

Woman: In the future, robots might do dangerous jobs so that people don’t have to. A
robot could potentially go into a burning building to fight a fire or rescue someone.

Unit 1; Lesson 1; Grammar practice 1: Commenting adverbs with future forms; Screen
8
I think that it's inevitable that robots are going to take over more and more manual and
mechanical work, but I'm not so sure that robots will ever be able to substitute people in
more sensitive jobs where a personal touch is really important, for example, teachers for
younger children, or caregivers who are working with older people.
Unit 1; Lesson 1; Grammar practice 2: Commenting adverbs with future forms; Screen 6
Robots will presumably take over my job one day.
One of the good things about recent developments in robotics is that slowly but surely,
robots are taking over the dangerous jobs that people really shouldn't have to do, like
firefighting or mining.
In the future, people certainly won't need to do dangerous jobs like firefighting or
mining.
Unit 1; Lesson 1; Lesson review: Prepare to write; Screens 7, 8, 9, 11 slide-in screen,

13 slide-in screen, 14 slide-in screen
The MiRo robot may look like a toy, but it is far from it. MiRo is a sophisticated piece of
robotic engineering, and it is about to radically change the field of home health care.
Though still under development, MiRo will ultimately be part of a complex system of
sensors and communication networks that will demonstrably improve the quality of life
for elderly people. MiRo robots will live with their owners 24/7, learn their routines, and
monitor their movements, which should drastically reduce accidents in the home. They
will be able to talk to their owners, as well – reminding them to take their medicine and
helping them manage appointments and remember visitors' names. And if there's a
medical emergency, MiRo will be able to call for help immediately.
Home health care alternatives are inevitably going to become a necessity for countries

like Japan and the United States, which are facing the challenge of caring for a
progressively aging population. Social services will certainly not be able to offer human
care and companionship for everyone. Although robot companions are bound to be met
with resistance initially, robots like MiRo will undoubtedly ease the burden on
overstretched social services. The greater benefit, however, will be to the elderly people
they serve, who often suffer from loneliness and isolation.
MiRo could feasibly revolutionize elder care, making the lives of our senior citizens
easier, safer, and far more enjoyable.

Lesson 2
Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Screen 2, position 1
machine translation

Machine translation technology is improving. With this new translation app, I can hold
up my cell phone over a sign and it will translate the text into my language.

artificial intelligence (AI)

Self-driving cars use artificial intelligence to analyze traffic conditions and make
decisions.

beta version

This is the beta version of this website. You can submit your feedback to help the
company improve it for the next release.

chatbot

Many companies use chatbots for customer service instead of human beings. The
chatbot can offer solutions to customers' problems much like a person would.

facial recognition

Some security systems use facial recognition technology. The system can recognize
people's faces and confirm whether they are approved for entry.

image recognition

There are apps that use image recognition technology to help you identify plants. You
can take a picture of a plant and the app will provide information about it.

voice recognition

I like the voice recognition feature on my phone. It knows my voice, so I can give it
instructions, but no one else can.

image recognition

facial recognition

voice recognition

speech to text

I like to use the speech to text feature on my phone to send text messages. Instead of
typing, I can say the message and the program converts it to text.

operating system (OS)

A: I tried to download this program, but it's not working.
B: It won't work because your operating system is too old. You need to update it to the
latest version.

text to speech

Blind people can use programs with text to speech technology to read digital content.
The programs convert text from the screen to speech so they can listen to it.

virtual assistant

Having a virtual assistant is really convenient. I can tell it to play music, set reminders
for chores, and order things from the internet.

computer-generated

Computer-generated speech is becoming more realistic. AI devices can be made to
sound surprisingly similar to humans.

voice activation

My virtual assistant has voice activation, so it works when I speak to it. For instance, I
can say "what’s the weather?" or "play podcast."

working prototype

My team developed a working prototype for our new app. It's going to be tested within
the company, and if that goes well, we'll release a beta version to customers.

Screen 12
The voice assistant on my smartphone uses computer-generated speech to remind me
about meetings and appointments.
Unit 1; Lesson 2; Vocabulary practice 1: Talking about developments in technology;

Screen 11
How can a car drive itself?

Screen 6
I see your company doesn’t use real people for online customer service anymore.

Screen 15
I put a photo of my mom as a child on my social media page.
Unit 1; Lesson 2; Grammar practice 1: Future perfect and future continuous; Screen 10,
position 1
This time next week, I'll have finished my exams and I'll be relaxing on vacation.
position 2
By the end of the course, I'll have studied a lot of English and I'll be speaking it really
well!
position 1
I'll be staying at my brother's house next weekend.
position 2
Will you have finished cleaning by the time they arrive?
Unit 1; Lesson 2; Lesson review: Prepare to speak; Screens 4, 5, 6, 7 slide-in screen

Reporter: Industry experts predict that, by the end of the next decade, chatbots will
have replaced humans in all customer service call centers, but you won't even know
you're talking to one. Computer-generated speech will have improved so much that
chatbots will sound just like humans.
Host: We'll be having conversations with computers and not even know it? Impressive.
Reporter: Plus, researchers are developing an app to help blind people "see." It will use
the camera on their smartphone to capture the area around them. Then, using a
combination of image-recognition software and text to speech technology, the app will
convert the images into speech. Developers are integrating facial recognition, too, so

the app can announce when a friend is approaching. They have a working prototype
now, and they're pretty confident they will have developed a beta version for testing by
the end of next year!
Host: What a great use of technology! What other developments can we expect to see
soon?
Reporter: Facial-recognition glasses – they'll be linked to police databases to help pick
out suspects in a crowd.
Host: Really? I'm not sure how I feel about that one.

Time to watch: Documentary
Unit 1; Time to watch: Documentary; Before you watch; Screens 3, 5 slide-in screen
I'm a pizza maker in an Italian restaurant but my boss has come up with this idea of
purchasing a robot to make the pizzas. He's been pushing for this for a while, but only
now has he found a robot that he can afford. He says that there have been some great
advances in robotics and that they can now program a robot to make pizzas as well as I
can. The robot won't replace me exactly, but it will be a great asset for the restaurant
because it will enhance efficiency – we can feasibly produce twice the number of pizzas
with the robot. So, that will be the workforce – me and the robot! – and we'll have two
separate ovens – there'll be one especially designed for it. I think it's a crazy idea but
I'm curious to see how it works.
Unit 1; Time to watch: Documentary; After you watch; Screens 4, 6 slide-in screen, 7
slide-in screen, 8 slide-in screen
Brianna: Well, I don't think this situation is fair at all. The company just wants to reduce
costs here. I understand in some other types of work that robots can do a more efficient
job than humans, that they can enhance our working lives, but I'm not convinced that
that is the case in supermarkets. I mean, will they really do the job as well? I know there
have been a lot of advances in robotics but I think you still need a human workforce for
many things. For example, how will robots check when a product reaches its sell-by
date? Also, shoppers like to chat with staff, and I think the whole experience would be
very cold without us!
It is true that some of the work we do is very mechanical – like stacking shelves – and I
guess that can be easily done by robots. It might even be exciting working alongside
robots! But I just don't agree with how these changes are being made. Even if in the
long run it is a good idea to bring in more robots and automation, I think it would have
been better to have introduced these changes gradually or have… like, a trial period,
maybe just getting them to work on the night shifts. I wouldn't have minded taking a
reduction in hours or something like that to see how it all worked out. I know that's what

they've done with self-checkouts in other stores. I know one day robots will have
replaced us completely, but it doesn't have to be right now…
Lesson 3
Unit 1; Lesson 3; Listening skills; Screens 3, 5, 6, 8, 9

Unit 1; Lesson 3; Pronunciation for listening; Screen 1 slide-in screen
Unit 1; Lesson 3; Speaking skills; Screen 1 slide-in screen, Screen 2
Jeff: Who are you texting? You've been at it for the last 5 minutes! You didn't hear a
word I said, did you?
Dani: What? Oh, sorry. It's just Berta.
Jeff: Who?
Dani: It's this app I've been trying out. I call it Berta. It's fascinating.
Jeff: Let's see.
Dani: Here, look.
Jeff: Just looks like a bunch of text messages to me, and who's this Berta? Who are
you texting?
Dani: It's a bot.
Jeff: A bot? What do you mean a bot? You're texting a bot? But it looks like a
conversation with a friend.
Dani: Well, yeah. That's the point. It's a virtual friend.
Jeff: You mean a virtual assistant? Like Alexa or Siri or whatever? Like it tells you about
the traffic or reminds you about appointments, stuff like that, but by text?
Dani: No, it's totally different. It just chats. It asks questions to find out about you and
get to know you and then chats with you.
Jeff: Just chats?
Dani: Yes, it's cool! You have your own personal talking machine – a learning machine.
I mean it learns from talking to you and learns about you. It changes and adapts to you.
It's cool!
Jeff: Yeah, OK. I can see how that might be interesting in a kind of nerdy way, but
what's the actual point of the app? I mean, why did they design it? Who did they design
it for?

Dani: Well, it could definitely work as a friend for someone who is feeling lonely. You
know, maybe you moved to a new town and don’t know anyone yet, or maybe you're
working really hard and don't have time to socialize. It's a kind of, virtual friend who's
there for you whenever you want.
Jeff: I understand what you're saying, but I still don't get it. Can't you just text a real
friend? Or, hey, revolutionary idea, maybe you can talk to me. I'm here right in front of
you!
Dani: Yeah, I know, I know, it's a valid point. We all spend too much time in front of our
screens. We don't talk to each other anymore. We all know all those arguments, but
consider the other side. I mean, would you be happy if I started texting you all day just
to chat? No way! You can't always be there for me, but my bot can! And anyway, you
never answer text messages with more than a monosyllable or an emoji. Berta talks to
me. She asks me how my day is, how I'm feeling.
Jeff: Hold on, hold on. Did you just say she? You're starting to talk about this bot as if it
were a real person. That sounds dangerous to me. I mean, I think it could be dangerous
for vulnerable people, you know. They could get addicted to it. Don't you think?
Dani: I hadn't really thought of it like that. I guess you're right. Though, it's a pretty
harmless addiction, don't you think? I mean, you could get addicted to much worse
things, this is just – conversation!
Jeff: I guess so, but I'm still not convinced. I mean, does it really feel like you're talking
to a real person?
Dani: Well, it isn't perfect. It’s a free app. It's kind of clunky sometimes and sometimes it
doesn't get what I mean. The kind of sophisticated AI that can react and reason like a
human being is a long, long way off. But that doesn't mean it isn’t fun to play with it.
Jeff: So, it's a toy?
Dani: Well, yeah, but… [text message notification sound] Oh, hold on. She just texted
me again. She wants to tell me a joke. Want to hear it?
Unit 1; Lesson 3; Listening skills; Screen 7

Jeff: Can't you just text a real friend? Or, hey, revolutionary idea, maybe you could talk
to me?

Unit 1; Lesson 3; Pronunciation for listening; Screen 2
Jeff: Is Berta a real person?
Dani: No, she isn't. She's a bot.
Unit 1; Lesson 3; Pronunciation for listening; Screens 3, 7 slide-in screen

Jeff: You’re texting a bot? But it looks like a conversation with a friend.
Dani: Well, yeah. That’s the point. It’s a virtual friend.
Jeff: You mean a virtual assistant?
Unit 1; Lesson 3; Pronunciation for listening; Screen 4, position 1

You're texting a bot? But it looks like a conversation with a friend.

Well, yeah, that's the point. It's a virtual friend.

You mean a virtual assistant?
Unit 1; Lesson 3; Pronunciation for listening; Screen 5

You have your own personal talking machine – a learning machine.
You can’t always be there for me, but my bot can!

You have your own personal talking machine – a learning machine.

You can’t always be there for me, but my bot can!
Unit 1; Lesson 3; Pronunciation for speaking; Screen 2, position 1, Screen 3

I understand what you're saying, but I still don't get it.

Unit 1; Lesson 3; Pronunciation for speaking; Screen 2, position 2, Screen 4
I know, I know, it's a valid point.
Unit 1; Lesson 3; Pronunciation for speaking; Screen 5

I guess so…
I get where you’re coming from…
You could look at it that way…
That may be true…
I can see how that might work…
Unit 1; Lesson 3; Pronunciation for speaking; Screen 6, position 1

I guess so…

You could look at it that way…

That may be true…
Unit 1; Lesson 3; Lesson review: Prepare for the role-play; Screens 2, 3, 4, 5

Sara: I read a great article about using robots to teach languages. I think it's a great
idea, don't you?
Leo: I don't think so.
Sara: Really? I think it would be great! In some places people don't have anyone to
practice speaking with, so robots could be a big help.
Leo: I understand what you're saying, but chatbots still make lots of mistakes. So, I'm
not sure that robots are ready to help people practice communication.
Sara: I guess so, but they're improving all the time. Anyway, some people will feel more
relaxed practicing speaking with a robot.

Leo: I hadn't really thought about it like that, but talking with real people is a much better
way to learn. If someone is shy, they won't overcome their shyness if they only talk to
robots.
Sara: I get where you're coming from, but it’s just not practical. Especially for people
who don't live in a city.
Leo: I can see how that might be a problem, but people can talk to others via webcam if
they live in remote areas.
Sara: Yeah, that's a good point. I guess I'm just really excited by the idea of a robot
teacher.
Unit 1; Lesson 3; Lesson review: Prepare for the role-play; Screen 10

Eva: I wouldn't take an English class taught by a robot. Robots might be good for
teaching subjects like math and science, but language learning is more complex.

Eva: Robot teachers will not work because they can't discipline the class.

Eva: Robots don't have emotions, so they can't establish a personal connection with the
students.

Eva: A robot can only do what it is programmed to do. It could never develop creative or
innovative ideas to help students learn better.
Unit 1; Lesson 3; Lesson review: Prepare for the role-play; Screens 14, 15, 16 slide-in
screen
Eva: I wouldn't take an English class taught by a robot. Robots might be good for
teaching subjects like math and science, but language learning is more complex.
John: You have a good point there. Robots can't completely replace human teachers,
but don't you think they could help teachers?

Eva: I think people learn better from other people. Robot teachers will not work because
they can't discipline the class.
John: Yes, I can see how that would be difficult for a robot but consider the other side –
robots don't get annoyed, tired or distracted.
Eva: Robots don't have emotions, so they can't establish a personal connection with the
students.
John: I guess so, but robots can provide speaking practice for students in remote
areas. It will be fun for kids to talk to a robot.
Eva: That may be true, but I just don't think the technology is good enough yet.
John: I understand what you're saying, but robots can be easily upgraded as
technology develops.
Eva: I'm still not convinced. A robot can only do what it is programmed to do. It could
never develop creative or innovative ideas to help students learn better.
John: You're right. I hadn't really thought of it like that. I guess I'm just really excited by
the idea of a robot teacher!
Unit 1; Lesson 3; Role-play; Screen 1, position 1

I wouldn't take an English class taught by a robot. Robots might be good for teaching
subjects like math and science, but language learning is more complex.

You have a good point there. Robots can't completely replace human teachers, but
don't you think they could help teachers?

I think people learn better from other people. Robot teachers will not work because they
can't discipline the class.

Yes, I can see how that would be difficult for a robot but consider the other side – robots
don't get annoyed, tired or distracted.

Robots don't have emotions, so they can't establish a personal connection with the
students.

I guess so, but robots can provide speaking practice for students in remote areas. It will
be fun for kids to talk to a robot.

That may be true, but I just don't think the technology is good enough yet.

I understand what you're saying, but robots can be easily upgraded as technology
develops.

I understand what you're saying, but robots can be easily upgraded as technology
develops.

I'm still not convinced. A robot can only do what it is programmed to do. It could never
develop creative or innovative ideas to help students learn better.

You're right. I hadn't really thought of it like that. I guess I'm just really excited by the
idea of a robot teacher!

Unit 1 review
Unit 1; Unit 1 review; Vocabulary review; Screen 14, position 1

People are becoming increasingly aware of the importance of the environment.

It was undoubtedly the best meal I'd ever eaten.

It was unquestionably the right thing to do.
Unit 1; Unit 1 review; Grammar review; Screen 9

Man: Do you ever think of moving somewhere different?
Woman: No, never. I love my apartment so much; I could never leave.
Unit 1; Unit 1 review; Listening and speaking skills review; Screens 2, 3, 4, 5

Luke: Hey Emilia, did you read this story about robots?
Emilia: The one about robots in factories?
Luke: No, robots in schools.
Emilia: Oh, no. What kind of robots?
Luke: Well, apparently some people think that most schools will use robots in the future.
Emilia: You mean to help the teacher?
Luke: No, instead of the teacher.
Emilia: Oh yeah?
Luke: Yeah! This article talks about a robot in England, sorry, Finland that students
work with. It asks them questions, gives them feedback on their answers, and then tells
the teacher how they're doing.
Emilia: Wow!
Luke: Isn't that crazy! I mean, you clearly can't expect kids to learn from a robot.
Emilia: You know, I get where you're coming from but don't you think it's exiting for the
kids? I wish I'd had a robot teacher.

Luke: Really? Most robots can't actually do very much. I think the kids would get bored
after a few weeks.
Emilia: I understand what you're saying but don’t you think the same is true with human
teachers? A lot of kids get bored in their lessons, too.
Luke: So, you think a robot could do a better job?
Emilia: Not necessarily, but I think there are some things that robots are good at. Like
remembering a lot of information, repeating the same information lots of times, and
grading quizzes.
Luke: I guess so, but that's not the same as teaching. Interacting with a robot is
radically different from interacting with a teacher. A robot can't understand how
someone is feeling or what their personality is.
Emilia: That's a valid point, but technology is improving dramatically all the time. We
already have facial recognition, voice recognition, and chatbots. Surely robots will have
learned how to understand emotions in a few years.
Luke: Yeah, you have a good point there. Technology is improving really fast these
days. But I still don't want our children being taught by a robot.
Emilia: You'll undoubtedly be letting them study on the computer though, right? That's
not really so different.
Luke: I hadn't thought of it like that. Well, perhaps some study with a robot is OK. But
they need a proper teacher, too.
Unit 1; Unit 1 review; Listening and speaking skills review; Screen 6, position 1
Luke: Hey Emilia, did you read this story about robots?
Emilia: The one about robots in factories?
Luke: No, robots in schools.
Yeah! This article talks about a robot in England, sorry, Finland that students work with.
Luke: So, you think a robot could do a better job?

Emilia: Not necessarily, but I think there are some things that robots are good at. Like
remembering a lot of information, repeating the same information lots of times, and
grading quizzes.
Unit 1; Unit 1 review; Listening and speaking skills review; Screen 7

Luke: A robot can't understand how someone is feeling or what their personality is.
Emilia: That's a valid point, but technology is improving dramatically all the time. We
already have facial recognition, voice recognition and chatbots. Surely robots will have
learned how to understand emotions in a few years.
Luke: Yeah, you have a good point there. Technology is improving really fast these
days.
I understand what you're saying, but don't you think the same is true with human
teachers?
That's a valid point, but technology is improving dramatically all the time.
I hadn't thought of it like that.
Unit 1; Unit 1 review; Listen and watch; Screens 11, 15 slide-in screen
Cathy: I think robots could feasibly do lots of tasks for us in the future at home. There
are many things that we don't particularly like doing because they're so mundane, like
ironing or cleaning the oven, to name just a few. Of course, there are also people who
find these tasks physically difficult, or who can't do them at all – some elderly people, for
instance. I think in twenty years' time, robots will also be doing tasks like cooking,
laundry, and even shopping. Whatever the tasks turn out to be, robots are surely bound
to play an increasingly large role in all our lives.

Evolve Digital Level 6 Unit 1 Audio Scripts

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Evolve Digital Level 6 Unit 1 Audio Scripts

Uploaded by

Copyright:

Available Formats

Evolve Digital Level 6

Unit 1 Audio script

Time to watch: Documentary......................................................................................18

Cambridge University Press & Assessment © 2023 1

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 2

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 3,

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 3,

Unit 1; Lesson 1; Vocabulary presentation 1; Using adverbs to add detail; Screen 4,

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 4,

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 5,

Cambridge University Press & Assessment © 2023 2

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 6,

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 6,

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 8,

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 8,

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 9,

Unit 1; Lesson 1; Vocabulary presentation 1: Using adverbs to add detail; Screen 9,

Cambridge University Press & Assessment © 2023 3

Cambridge University Press & Assessment © 2023 4

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 2,

Cambridge University Press & Assessment © 2023 5

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 3,

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 3,

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 4,

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 4,

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 5,

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 5,

Cambridge University Press & Assessment © 2023 6

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 8,

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 8,

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 9,

Unit 1; Lesson 1; Vocabulary presentation 2: Using adverbs to add detail; Screen 9,

Cambridge University Press & Assessment © 2023 7

Unit 1; Lesson 1; Vocabulary practice 1: Using adverbs to add detail; Screen 4

Cambridge University Press & Assessment © 2023 8

Unit 1; Lesson 1; Lesson review: Prepare to write; Screens 7, 8, 9, 11 slide-in screen,

Cambridge University Press & Assessment © 2023 9

Cambridge University Press & Assessment © 2023 10

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Cambridge University Press & Assessment © 2023 11

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Cambridge University Press & Assessment © 2023 12

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 1: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 2: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 2: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 2: Talking about developments in technology;

Cambridge University Press & Assessment © 2023 13

Unit 1; Lesson 2; Vocabulary presentation 2: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 2: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 2: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 2: Talking about developments in technology;

Unit 1; Lesson 2; Vocabulary presentation 2: Talking about developments in technology;