Pome (eT Nel Sami Ty Tes fazer * nC acai OUTCOMES INTERMEDIATE aay aa = ay ss a =Choate + say more about yourself and otter people + ask and answer common questions + ask follow-up questions and maintain conversations + descrive how well you use aiferent languages + pay more attention to the language in texts + tall beter stories page 6 + tak about how you feel — an why + respond to good and bad news + talk about your ife now + explain why you can't = ordontt want to = do things: page 14 esctbe places ond explain whore they are ive and respond to suggestions discuss future plons talk about the weather recognise and reuse useful chunks of language ‘ak and talk about holiday experiences page 24 - + talk about free-ime activities t + describe how often you do (or dc) things + explain how good you are at things + tall about injures and sports problems + ask about tastes page 32 talk about jobs and what they involve ‘comment on people's experiences ‘discuss rules and freedoms at work {elk ebout getting used to changes ‘say longer chunks better tak about phones ang prone companies compare products P escibe what people ae wearing heh eos ‘discuss shopping habits es dlcribe souvenis ana presents Salioy + negate» good pie page 50 VIDEO 3: Wheelin’ andl dealin’ antiques page S@ REVIEW 3:page 59 WRITING 3: Stories page 154 + describe courses, schools, teachers and students + snow you Believe of sympathise with what people tellyou + tak about sitferent ecucation systems + talk about passe future plans or situations + iscuss afferent aspects of education + form and say cifferent words from the same root page 60 + describe eifrent dishes and ways of cooking food + explain what fs on a menu discuss experiences of foreign food make generalisations + aescribe restaurants page 68 ‘VIDEO 4: The business of cranberries page 76 REVIEW 4: page77_ WRITING 4: Making requests page 156 2RAMMAR + Ausliary verbs + Narrative tenses + Linking verbs + Present simple and present continuous \BULAR| for Taking about people + The Google Taking about transators in human languages form Feelings + ttonly takes Juan Understanding ‘Mann to change the world! vocabulary: -e0/-ing adjectives Pod een + Meeting forthe fst Stories connected to Speaking 2 foreign language + Asking follow-up questions + Taking about feelings + Juan Mana + Bumping into an ole school frend + Response expressions + Future plans + Present perfect simple Habit and frequency + Present perfect continuous and past, simple for duration + Freesime activities Plecos ofinterest + ‘Things to see and do Weather In Krakow Understanding + Ie disaster tourism vocabulary: Useful Such atotal disaster? ‘Chunks in texts + The playlist of your Injuries and problems life + Describing music + Visting Krakow + Holiday plens, + Giving and responding to suggestions + Freestime activites + Hidden talent + Are you any good? + Taking about tastes + Must and con't for commenting + Taking about rules + Comparisons + Noun phrases + Smartphones Jobs Deserbing jobs ‘Work rules and laws Understanding vocabulary: Be used foand got used to + Teribie jobs not a thing of the past + Shop tl you crop! + Clothes and Describing souvenirs ‘and presents + Talking about work + Rules at work + Doing what? + tna phone shop + Talking about gis + Avoiding repetition + Negotiating prices + Future time clauses * Zero and fst conattionals + Generalsations and tend to + Second conditionals + Deseribing courses + Education + What works in ‘education + Understanding ‘vocabulary: Forming words Describing food Restaurants + Food for thought + Talking about a + Talking about ‘education = ean imagine, bet, etc. + tna Peruvian restaurant + Talking about restaurants + Describing dishes Contents 3eee eae + describe fats, houses and areas + explain how big places are + iscuss social and economic changes HOUSES ‘compare the past and now ask about house rules page 78 + talk about exhibitions, fms and the theatre + explain exactly where places are + alscuss nights out + use idioms connected to afferent pants of the body + describe diferent kinds of events + talk about plans that fied to happen and explain eee VIDEO 5: One woman's choice page 94 REVIEWS: page 95 WRITING 5: Formal emails page 158 a + tell and participate in tating stories + describe animals + show emotions through intonation + talk about challenges and achievements + aiscuss natural resources and the economy + describe charactor + talk about your fiends and family + explain how people you know are similar + talk about memories + express regrets + talk about relationships PEOPLE | KNOW page 104 VIDEO 6: Greatestjourney page 112 REVIEW 6: page 113. WRITING 6: Reports page 160 + talk about journeys + explain travel problems + discuss immigration + reflect on past events + use extreme adjectives to make descriptions more interesting + talk about problems and whose fault they are page 114° ‘lk about problems and whose feu they = 14 TECHNOLOGY «Soa nem + iscuss issues around computer gaming + talk about apps and gadgets page 122 VIDEO 7: Air polution tracking page 130 REVIEW 7:page 131 WRITING 7: Opiniom lod essays page 162 talk about injuries and iiness with a doctor discus health myths and facts talk about causes and results tell stories about accidents report wnat people said talk about types and sources of news + comment on the news + use reporting verbs to report news INEWS AND EVENTS describe famous people and events discuss issues around fame VIDEO 8: Bee therapy page 148 REVIEW 8: page 149 WRITING 8: Reviews page 164 4ee + Presentpertect + simple and present + perfect contnueus ‘Comparing thepat + Quantiers + The future in the past vor + Describing areas + Exhibitions fms anc aed foe Describing homes + Waiting forte Social issues ubble to burst + Big night out + Iaioms + Understanding ‘vocabulary Describing events od Eanes + Anew apariment + Room to rentin Berlin + Explaining how big a place is + Asking abou ing tothe citeme + Explaining were places are Past ability / * pigation + Passives + Third conattionals + Shoute hove + Movements and + Challenges and + Ways of traveling The strange story of Maurice Wison + Natural resources fact fle ‘achieverents + The long journey to 8 new ite ‘and travel prool + Understanding + Adverbs + Reported speech + Describing games + Apps and gadgets vocabulary: Extreme adjectives, ‘Computers + The gaming industy + Totally great o totally + Talking about news + Talking about famous : + Animal stries + Maurice Wilson + Helping people to tell stories Journeys Holdey problems + How come? + Blaming people help desk rubbish? “+ Introducing and commenting stories onnews. ecole Contents 5IN THIS UNIT YOU LEARN HOW TO: 10re abot SPEAKING 1 Work in pairs. Discuss the questions. stil friends Tell your partner as mucJ NICE TO MEET YOU - LISTENING 1 EME Listen to two conversations in which people meet for the first time. Answer the questions for each conversation. 1. Where do they meet? 2 Why are they there? [REI Work in pairs. Try to answer the questions below. Then listen again and check your answers, Conversation 1 1. How is Alfie feeling? Why? 2 Is Holly a new student? 3 When did aifie start studying French? 4 What does he think his strengths and weaknesses are? 5 According to Holly, where is French an official language? Conversation 2 6 How did Nosh feel about the talk he attended? 7 Where is Noah from — and where is he living now? 8 When did Noah move to his current home? 9 Has Giuliana visited the city Noah is living in? 10. What does Noah do fora living? 3 With your partner, take turns to tell each other as much as you can about the last new person you met, VOCABULARY Talking about people 4 Check you understand the words in bold in the sentences below. Then decide which two words / phrases in the box could replace each word / phrase in bold so you are talking about the same subject. The first one is done for you. Portugese Japan anonlychild_ sport achlservant married reading —atranslator_| Economics Medicine Arabic atwin Germany __anoffice separated —_a warehol My friend Marcin is from Poland. My husbend's a software engineer. My brother works in a university. Japon, Germany My mum speaks good French and a bit of Russian, My sister's doing a degree in Law at the moment. My parents are really into travelling, My friend Imke is the youngest of six kids. My aunt Maria is single. Think of one more word or phrase that could replace each word / phrase in bold. Work in groups. Use language from Exercises 4 and 5 to say five true things about people you know.GRAMMAR 7 Look at these questions from the conversations. 10 11 Auxiliary verbs When we make questions and negatives, we use different auxiliary verbs. There are only three: be, do and have. I don't know. (present simple) How's it going? (present continuous) Have you been there? (present perfect simple) Then work in pairs and answer the questions below. 2 Do you know it? b Did you enjoy it? ¢ Have you studied here before? ¢ Where are you based? © What are you doing there? Are you working? 1 How long have you been learning French? 1. Which auxiliary goes with the infinitive (without to)? 2 Which two auxiliaries go with the past participle (often an-ed form) of the verb? 3. Which auxiliary goes with the -ing form of the verb? PRONUNCIATION EI Listen to the questions from Exercise 7 — first said slowly and then faster. Notice that in faster speech, the auxiliary verbs are hardly heard at all. ERE Listen again to the faster version. Practise saying the questions as quickly as you can. Complete the questions with the correct auxiliary verbs. 1 Where you live? 2 Who _____you live with? 3 How long have you ____living there? ‘4 Where. you born? 5 How iong__ it usually take you to get to work / school? 6 What ___you do last weekend? Anything Interesting? 7 Why —_____you studying at this school? 8 _____you ever been to an English-speaking county? 9 anyone else in your family speak English? 10 ____ anyone you know ever lived abroad? Where? ‘Work in pairs. Ask and answer the questions in DEVELOPING CONVERSATIONS Asking follow-up questions ‘After someone answers a question we have asked, we ‘often ask a second related question. This helps us to find ‘out more details and to keep the conversation going. ‘A So have you studied here before? B: Yeah, last term. ‘A: Oh really? OK. And did you enjoy it? B: Yeah, it was amazing. 12 Match the questions (1-6) with the pairs of possible follow-up questions (af). What are you studying? Have you studied here before? What do you do when you're not studying? Do you have any brothers or sisters? What did you do at the weekend? What do you do? oosuns Whose class were you in? / Where did you lear your English? What year are you in? / What does that Involve? Older or younger? / What do they do? ‘Where do you work? / Do you enjoy it? How often do you do that? / Did you get anything nice’ How long have you been doing that? / What kind of ‘music are you into? aanc 13 Write one more follow-up question you might ask after someone answers questions 1-6 in Exercise 12. 14 EI Listen to six short conversations. What follow-up questions do you hear? CONVERSATION PRACTICE 15 Choose six questions from this lesson that you think are good to ask people when you first meet them. Then think of two other questions you could also ask. 16 Choose one of these tasks. ‘a Work with the whole class and have conversations to get to know other students. b Imagine you are at a party for language students. Look at File 1 on page 187. Choose a person to pretend to be. Then have conversations to get to know other people. Ask and answer questions in the role of the person you cho: Unit 1 Firstclass 9TALKING MY LANGUAGE VOCABULARY Talking about languages 1 Work in pairs. How many of the languages in the picture do you recognise? 2 Complete the sentences about using foreign languages with these words and phrases. accent express fluently picked it up accurate _getby _—mastering _struggled 1 Imnotvery but | can hold a conversation ‘and make myself understood, 2 I know the basics ~ enough to When I'm travelling there. 3 Ireally so Ijust gave up. 4 I get frustrated when I can't 5 Inever went to class. | just people. 6 I'ma bit embarrassed to speak sometimes because know | have a strong with French when | was at school, myself from talking to 7 I grew up bilingual so | speak Spanish and Japanese 8 I'mnot interested in the language, just want to be able to read it for my job. 3° Work in groups. Use some of the language from Exercise 2 to discuss these questions. + What languages have you studied? + What languages do you know at least a few words in? What can you say? + How did you learn? Do you use these languages now? How well do you know each one? READING 4 You are going to read an article about ‘hyperglots’ ~ people who speak many languages. Work in pairs. Look at the photos and the title opposite then discuss how these words and numbers might be connected to the topic. 72 a parrot translator 10,000 twoweeks globalisetion genes _mistakes 5 Read the article and check your ideas from Exercise 4. 6 According to the article, are the sentences true (T) or false (F)? 1. Mezzofanti spoke 72 languages fluently 2. Some people who heard Mezzofanti speak probably couldn't know if he was fluent. 3 There is no proof that Mezzofanti really was multilingual. 4 Globalisation will create more hypergiots, 5 Hyperglots often posess genetic advantages. 6 Hyperglots aim to speak all their languages fluently 0 7 Workin pairs. Read the comments that follow the article and discuss these questions. + Which comments do you agree with and which do you disagree with? Why? + What did you find most interesting about the article? + Did you read anything about the habits of hyperglots that could help you study better? Understanding reading texts and improving your vocabulary involves more than just learning single words. You also need to notice the connected words and grammar. 8 Find these words in the article and notice the connected words and grammar. growing opportunities for evidence allow terms 9 Work in groups. Cover the article and complete the sentences. Then check your ideas. 1 But far. 2 2 There he could use many languages. 3 There will growing inthe future, 4 Top may ____genes_ allow — get the thelr training. 5 They often limited terms individual languages. 6 They opportunities language closer to home, 10 Work in pairs. Discuss the questions. + Think of two examples where there are growing, numbers of something, Why are they growing? + How is your English in terms of vocabulary, speaking, listening etc? What can you do to improve these different aspects? ‘+ What opportunities do you have to practise English?LT Michael Erard’s new book investigates the master linguists or ‘hyperglots’ aa © 8 98 © __ The 18th century talian priest Cardinal Giuseppe Mezzofantiis a legend | _among linguists. They say he studied 72 languages, 30 of which he mastered, He spoke another nine fluently though not perfectly, and could hold a basic conversation in at least eleven more. And cl that without leaving italy! One story suggests he picked up Ukrainian in just two weeks, after meeting a visitor from there. But how far is this true? Certainly the figure of 72 is too high and some people pethaps exaggerated how fluent he was. He lived at a time when travel was Giffcutt and learning other languages was still unusual. Therefore, many reports of his abilities come from visitors who were probably struggling to express themselves in italian, There were aso those who, while appreciating his good accent and accurate grammar, described him as merely a parrot who said nothing of interest. However, according te Michael Erard, author of the book Mezzofanti’s Gifl,here is sufficient evidence fo believe he could use mony languages. Erord also argues that there are many hypergiots in the world today and that, with globalisation, there will be a growing number in the fulure. For example, ‘Alexander Arguelles is fluent in around twenty languages and hos studied 60. He stucies nine ours o day, down from foureen before he got mortied! The oa Hungarian translator Kato Lomo worked with sixkeen, ond you can watch o YouUibe video of Alex Rowling speaking eleven languoges at the age of hwenty. A central question of the book is whether hypergiots are born or made. Ae their achievernents genetic or do hypergiots nave secrets that normal language learners can learn trom? Erard’s conclusions agree with research on highly tolented people in other oreas such as sport and music, These people generally have advantages they are born with: top athletes may have genes that allow them fo get the most from their training; hypergiots seem to possess excellent memories and hove brains that are more efficient in processing speech sounds. However, becoming the best also requires « lot of hard work. Some argue that the cifference between atop pertormer and someone whos just very good 'is that the top performer has practised for 10,000 hours instead of 6,000. el eee eee ee nape creas tere et el concern nee ace Tey ec ea rma ee IA GIMER ARTI sonever give up, @ COMMENTS Jangleamer: ve actually read Kato's book about language learning and | think the best advice is fo read what you're inlavesiad in and read a lot. objob: knows wrong, but kind cfhate these peopiel msttugging jolecin one exka language, : unconvinced: How doer Alexander Aguetes earn «living? think you need T0 be rich fo be & hyper hhughé: —-Youncve tostartleamning languages when youre young. = andyw: When people soy theye bad at languages. they just mean they don't want to spend! the me requited to lean | ¢0n say'do you work oF study’in fiteen languages. Does that make me a hyperglot? = The ting about vocabulary in contexts goad, neverlean single words. | always learn Words in grOUDs. Unit 1 First class 11SPEAKING 1 Work in pairs. Discuss the questions. + Where and when do you use English outside the classroom? + What do you do most: read, listen, speak or write? + When was the first time you used English outside a classroom? What did you talk about? How successful was it? What's been your best moment using English outside the classroom? Why was it good? LISTENING 2 ERE Listen to three people telling stories connected to speaking a foreign language. Match two sentences to each speaker (1-3). There are two sentences you do not need. a They helped someone by using a foreign language. Their parents fell in love in Rio de Janeiro. © They have an unusual family background, They were involved in a misunderstanding, € Their parents speak together in a foreign language. f They filmed an animal attacking someone. They changed their behaviour as a result of the experience. h They work with people from other countries, 2 3 Listen again and complete the sentences with three words in each space. Contractions count as one word. 1 @ Two Chinese guys me and stopped me. b They started talking really fast, you know, and | at alll © Lasked them to slow down, and then, of my bad Chinese and gesture, | explained 2. a He worked in the engine room and she was b My mum said Dad was a really good dancer, very difficult to believe, © They also said it about whose country to live in, 3a We goall over the place unusual wild animals, b We often need local people to act as guides or cooks for the film crews. © Anyway, last year we were filming in Sumatra in _a forest Work in groups. Discuss the questions. Which of the stories did you lke the best? Why? + Doyou know any families where they speak more than one language? Why? + Have you ever been on a cruise? When? Where? + Have you ever helped anyone in the street? Where? What did you do? Do you know any ‘false friends’ ~ words that look or Sound the same, but have a different meaning in different languages?GRAMMAR Narrative tenses 5 Look at these sentences from the stories. Then complete the rules below. 2 They first looked really surprised ond then they started talking really fast, you know. twas actualy the frst time Ia spoken to anyone Chinese outside of my class. © They first met when they were both working on @ cruise ship. ¢ Neither spoke each other's language, but my mum had worked in Germany before. € Lost year we were filming in the middle of a forest cond one time at dinner | was taiking to the guide {and | tried to ask about ‘the people of the inner forest’ ‘We use three main tenses when telling stories: the past simple, the past continuous and the past perfect simple. + Past simple: add __to the infinitive (without 10) of the verb, Some past forms are irregular, e.g. + Past continuous: use +-ing form. ‘ofthe verb. + Past perfect simple: use + past participle. ‘Some participles are irregular, eg. __ 6 Look at the sentences in Exercise 5 again and answer the questions. 41. Which tense is the most common in telling stories? 2 Which tense is often usec at the beginning of the story to give background information? 3 Which tense shows the events followed each other in order? 4 Which tense shows the ‘past in the past’ ~ an ection that happened before something else we talked about? 5 Which tense shows an action was unfinished or stopped by another action? @ 7 Read this story about how another person's parents met. Decide if the past simple forms are correct or not. Correct the ones which are wrong. Tene twenty, One day my dad ‘taked an overnight train to Prague in Czech Republic and during the night he ll asleep, When he *waked up, he realised they ‘was in Prague I love the story of how my patents met. My dad was so he rushed to get off the train. He *ee a policeman looking, at someone's papers and he suddenly realised he ‘hadn't his passport or money or phone. He ‘ran back to the train. He sat down, but then this guy ‘came up to him and asked him something in Czech. He then said in English, ‘Whats the matter” and so my dad explained. So basically. this guy, who was called Anton, “helped him. He took my dad home, ‘'given him something to eat, “let him phone his parents to get some money ~ everything, And later that evening my dad met Anton’ parents hhow he met my mother! and he met his sister. And that’ [= PRONUNCIATION 8 EMI Some of the details of the story in Exercise 7 are missing. Listen and write down the eight phrases and sentences you hear. You will hear each twice: first fast and then slower. 9 ERED Listen again to the faster version. Notice the weak forms of the auxiliaries: was /woz/, were /wol, had /ad/. Practise saying the phrases and sentences as quickly as you can. 10 Work in pairs. Decide where each of the eight phrases and sentences from Exercise 8 should go in the story in Exercise 7. 11 Complete the sentences with your own ideas. 1 When | got home, I suddenly realised 2 [didn't recognise her at frst because 3 I wasr't looking where Iwas going and 4. This guy came up to me and . 5 I had meantto say .., but 'd actually sald 6 | found out ater that 12 Work in pairs. Compare your ideas from Exercise 11 and decide which is the most interesting. Then write a story around the sentence. Qa SPEAKING 13 Choose two of these ideas for stories. Spend a few minutes thinking about what happened and how you will tell the stories. + the first time your parents met + the first time you met your best friend / wife / husband / boyfriend / girfiend + atime when you forgot or lost something important + atime you had a good or funny experience using a foreign language + atime a stranger helped you or you helped 0 stranger 14 Work in groups. Share your stories. Unit 1 Firstclass 19IN THIS UNIT YOU LEARN HOW TO: + talk about how you feel ~ and why + respond and bad + talk about your life ne splain why you can't - or don't want to ~ do thin SPEAKING 1 Work in pairs. Discuss the questions. think the people ar at happened bef Work with a new partner. Tell each other about the last time you felt: y happy What other words do you know to describe feelings? & f Ss oe y* Dee ea) |ARE YOU OK? ere ea Feelings Match the words in bold in the sentences to these basic meanings: happy, annoyed, tired, 5 bad, sad, angry, worried. 1 We left at six in the morning and didn't get back tll Imignight. l was exhausted, 2 You must be really pleased with the results. They're great 3 She was absolutely furious when she saw the mess that they had made. IE Do you remember why they feel this way? Listen again and check your ideas. Work in pairs. Discuss the questions. + What would you do or say Ifa friend was upset? Would it be different ifit was a man or a woman? + What kind of things do you do to cheer yourself up if you are a bit down? + Are you good at sorting out problems? + Who do you talk to if you have a problem? 4. munder so much pressure at work. 'm really stressed about everything. GRAMMAR 5 His dog cled last night. He was very upset wer |__| Y spoke to him, He sounded as ithe might cy tinkieg verbs 6 I'mso sorry. | feel really guilty about leaving you with all the work to do, 7. Ask her now. She looks like she's in a good mood, ‘She might say yes. 8 Itwas good to see her happy and enjoying herself because | know she’s been a bit down. 9 | was pleasantly surprised by the film. | really didn't expect it to be So good, I'm fed up with this weather. I's so hot you can't do anything. Ive had enough of it! 10 Work in pairs. Answer the questions. 1. Can you find the five prepositions connected to adjectives in Exercise 1? 2 Why else might you feel exhausted? How do you knaw if someone is pleased with something? How do you know when someone is furious? Why might someone get upset? What other things might you feel guilty / bad about? What things might put you in a good mood? What's the opposite of being pleasantly surprised? LISTENING 16 IFT Listen to two conversations. The first is between two people talking about their friend Karim. The second is between two women, Belinda and Alisha. How do these three people feel? 4 Karim 2 Belinda 3 Alisha Be, look, seem, feel, Sound, taste and smell are. 9 ‘verbs. These verbs can be followed by different patterns. Look at these sentences from Exercise 1 and the conversations. Then work in pairs and answer the questions below. a That chocolate cake looks nice. b He seemed a bit down, ¢ He sounded as if he might cry. She looks like she's in o good mood. That sounds like o nightmare. 1. What is the pattern when an adjective comes after a linking verb? 2 What two patterns are possible when a clause comes after a linking vert? 3 What is the pattern when a noun comes after a linking vert? Csr Complete the sentences with the correct form of the verbs. You may also need to add other words. 1. Are you OK? You 2 Are you all right? You (look) 3 Is Julie OK? She spoke to her. (sound) 4 Is Mike all right? He abt stressed, (look) you've seen a ghost. disappointed when | a bit down. (seem)5 Are you OK? You___ you've got a cold. 10 (sound) 6 Are you allright? You___a bit confused. (look) Have you seen Ana? She so well, so relaxed when I saw her last! (100k) 8 Hi, You__ you're ina very good mood. (look) 8 Match 1-8 from Exercise 7 with the responses (a-h). a Yeah, I've just found out I've got a new job. I'm really pleased, b Yeah, | know. She's so much better after that holiday, ¢ Yeah, | feel terrible, | think I've maybe got fu dl am. 'm really behind with work and I'm exhausted, @ Yeah, | don’t understand this. WI do? ‘am | supposed to f Yeah. Well, on my way here | was almost hit by this uy who was driving lke an idiot. 9 He's) It ist split up with Jo and he's quite upset about fh Yeah. | think she expected to get a better mark as she'd studied so much, i 9 Write your own responses to 1-8 in Exercise 7, Then work in pairs. Take turns reading out 1-8 and giving your own responses. DEVELOPING CONVERSATIONS Complete the exchanges with these words. Congratulations Onno a shame areliet Wow a pain 1 AI can’t drink at the moment. 'm pregnant. B: Really? | When is the baby due? 2 A:I'm going to Canada to study English. B:_____! That's great! How long are you going 3 A: I'm afraid | can't meet you tonight. B: Oh, what _ 1 Are you sure? 4 A: My brother's not very well 8: 11m really sorry. | hope it's not too 5 A:l've lost my wallet, B: Oh no! What Did it have much in it? 6 A:l've found my wallet! B: Phew, that’s, !Where was it? PRONUNCIATION ERE Listen and check your answers to. Exercise 10. Notice how the intonation changes when responding to good and bad news. Then work in pairs and practise the exchanges. CONVERSATION PRACTICE 12 Response expressions We use lots of short expressions to respond to news: Look at these examples from the conversations. Notice how we often ask a question after the response : Apparent, she's quite il and he's just very worled 13 ‘bout her R: Oh no! That sounds like o nightmare. What's wrong with her? Is It very serious? B: I've just found out | can't continue to stay where lam at the moment. A: What a pain! How come? ‘Work in pairs. Each think of a piece of good or bad news. Write a conversation like the ones you heard in Exercise 3. Include response expressions. ‘Try to remember your conversation. Act it out in front of another pair of students Unit 2 Feelings 17HUGS AND KISSES SPEAKING 1 Check you understand the words and phrases in bold. Then work in groups and discuss the questions. + How often do you do these things? In what situations? ~ hug people - kiss people on the cheek or lips walk arm in arm with people or hold hands - shake hands or bow touch people on the arm or put your arm round. their shoulder + Do you do any of these things more often or less often than most people in your country? Why? + Have you been anywhere where they do these things differently to you? Where? What do they do? READING 2 Work in pairs. Look at the photo opposite and discuss the questions. + What is the man in the photo doing? Why do you think he's doing this? + Whet would you do if you saw someone like this? Why? + Are there any famous local characters in your local area / town / city? Why are they well known? 3 Read the article. Answer the questions. 1. What made Juan Mann start his campaign? 2 How did he feel when he went out for the first time? 3. Who first asked for a hug, and why? 4 How did Mann become so famous? 5 What two theories are put forward to explain the success of the Free Hugs movement? 4 Work in pairs. Cover the article. Try to remember the adjectives that went with these nouns. Then look at the article and check your answers. 1 connections 2 a___attempt 3an star 4 a__year 5 his Identity 6 one of the shopping districts, 7. skills 8 experiences LISTENING 5 Work in pairs. Discuss what impact success probably had on Juan Mann and what you think happened to his campaign. Then listen and check your ideas. 18 6 Work in pairs. Discuss the questions. + Do you think Juan Mann was right to walk away from, the Free Hugs ‘brand’? Why? / Why not? + Why do think the Free Hugs movement has been controversial in some countries? + Do you think it has a future? Would it be popular in your country? Why? / Why not? UNDERSTANDING VOCABULARY its -ed/-ing adjectives Asma group of common adjectives can end in both -ed and -ing. The -ed form describes people's feelings. The -ing form describes the things that cause the feelings. In the modern worl, its not unusual for people to fee! depressed. lwasodepressingtime 7 Complete the pairs of sentences with the correct adjective form of these verbs. annoy confuse bore depress shock disappoint 1. Canyou explain it again? I'm still a bit bb The instructions for this camera are really 2a Hehasa really__habit of repeating the same stories over and over agein. b Ima bit_____ that he hasn't phoned me. He promised t 3 a He's been_____for a while, But he refuses to tty counselling b This weather's so__. ts [Link] and wet! 4 2. | found the violence in the fim quite ____.to be honest. b Iwas really__to see so many homeless. people on the streets there! 5 a Im____. Can't we go out somewhere? b [find her quite __. ll she ever talks about, isher children! 6 2 Obviously, 'ma bit___that I didn’t get the Job. b Tloved her last flm, but to be honest | found this fone quite 8 Complete the sentences so they are true for you. 1 find it really annoying when people .. 2 The last time | got really bored was when . 3 always get really depressed when 4 One thing I found really disappointing was 5 The most shocking thing I've ever seen was .. 6 | stil get quite confused about 9 Work in groups. Compare your sentences and explain your ideas. Who do you have most in common with?IT ONLY TAKES JUAN MANN To CHANGE THE WORLD! n the modern world, it fs not unusual for people to fee! depressed or isolated. It can be hard to make meaningful connections with others. That was certainly how the mysterious Juan Mann (‘One man’ felt ~ until the day he decided to start giving free hugs What started as a desperate attempt to chang his own life subsequently transformed him into an international star. strangers, On returning to Sydney, Australia, in early 2004, alter travelling in Europe, Mann (who ways kept his true identity secret) had a miserable year. His parents had divorced and he found himself lone and unemployed. It spressing time as many of his friend were no longer around and his family was also elsewhere, Alter spending months hiding away from the world, feeling sad and sorry for himself he decided to change his life and do something completely different And something different is exactly what he did! Mann went to one of Sydney's main shopping districts holding a cardboard sign saying Tree He expected to last an hour Hugs’ = and waited at the most and had even aske along to protect him. He also very delibera his wallet at home. a friend to come y left After fifteen minutes, however, a woman approached him and said that her dog ha that morning and on top of that it was the firs died anniversary of her daughter’ death, so she could ly use a hug. Mann was happy to help! His Free Huy f couple of years until a songwriter he knew filmed him in action, This friend then added a song by his own band Sick Puppies and posted the video on YouTube, where it has now had over 75 million hits. Mann quickly b -ampaign continued quietly for a e something of a celebrity, was interviewed by legendary Americar chat show host Oprah Winfrey and saw Free Hugs go global, with similar groups appearing all over the world Mann seemed to find the success of his project at school that he lacked d, yet hole funny as he had been tol the social skills to work with people in nee land of therapist for a city, His explanation was people needed someone to listen to their problems, but were too embarrassed to call a helpline or seek counselling To some, the ocially acceptabl thing for nothing, acts of kindness are becom ne where economic competition and g he movement ole wed have become the norm, perhap: nt, softer approach to life. Also, 3 experiences in the real wor hat we spend so much time in vir Howe been the effect it has had on those he shared hugs with or e con those inspired by his story, but actually the e le aspect of Juan Mann's story bh: wit has had on Unit 2 Feelings 19IT’S $0 GOOD TO SEE YOU! SPEAKING bump into /,bamp 'ints/ (phrasal verb) l¥you bump into someone you know, you unexpectedly meet them somewhere - when you have not planned to. Work in pairs. Discuss the questions. + Where you live, in what places do you often bump into people you know? + What's the most surprising time you've bumped into ‘someone? Why was it so unexpected? + When was the last time you bumped into someone? Where was it? What did you talk about? Is there a famous person you would like to bump into? What would you ask them? | there anyone you wouldn't want to bump into? Why? [XEII Listen again and complete the sentences with two words in each space. Contractions count as one word. 1 Sorry. Just I do sales you, You look so different. for a flm company. That's amazing, I'm really you. Ym working really onwn I'm learning a lot and the money's not bad either, so 1 6 OK. And are you stil iving__? 7 She still talks about you from time 8 That's myidea__! Work in pairs. Discuss the questions. + Have you ever falled to recognise someone you knew? Why? + Would you like to work in sales and marketing? Why? / Why not? + Do you know anyone who's getting married sometime soon? + Do you know anyone who is out of work at the moment? + Do you know anyone who trains regularly? What for? + What's your idea of hell? GRAMMAR RA Present simple and present continuous ‘The present simple uses the infinitive form of the ver (without 20). The third person form adds an -s. I work in sales and marketing. ‘The present continuous uses a form of the auxiliary verb ‘be and the -ing form of the verb, We're setting up a new website ot the moment. LISTENING 2 EEE Listen to two people, Carla and Robin, who bump into each other in the street. Are the 5 Look at these sentences from the conversation. Answer the questions below. sentences true (7), false (F) or not mentioned (N)? a We're getting married in the summer. 1 Carla and Robin went to schoo! together. b She's staying with her brother on the coast. 2. Robin has put on a lot of weight since they last met. € rain on Saturdoys. 3 Carla isn’t working today. 1 Which sentence is about a habit or a regular 4 Carla is @ website designer repeated activity? SHE? Werk ls very balay ab ve romner 2 Which sentence is about temporary, unfinished 6 Carla lives with her boyfriend. SeNnY! 3 Which sentence is about something in the future that 7. Robin has a part-time job at the moment. pase) etter eee SOR GDI s pacpris ste cota 4 Do you knaw what the connection is between these 9 Carla is really into running, verbs? 10. Robin would like to run a marathon, Darran Me EU reel agree believe belong ——cisagree forget lke need own seem want6 Put the words in italics into either the present simple or the present continuous. Use contractions where possible. 1. A: How your course / go? Are you stil enjoying it? B: Yeah, although // find / ita lot harder than before. 2 A:Are you busy this weekend? you / want / go out / somewhere? B:// work / Saturday mornings, but I'm free in the afternoon 3. A: What's your sister doing these days? she / stil/ study? B: Yeah, She graduated last year, but now she / do// a Masters. 4 A: need / 2 coat? Is it still raining outside? B: Yeah, It/ pour / down, 5 A: you/ have / any plans for tonight? B: Yeah. / meet / an old friend of mine for dinner, : actualy, : 6 A: What's the matter with him? Why he / shout / at everyone like that? B: I don't know. He's just in a bad mood. he / get / like this sometimes, PRONUNCIATION 7 [REEL Listen to the present continuous sentences in Exercise 6 — first said slowly and then faster: Notice the contractions and the weak forms of the verb be. 8 Work in pairs. Practise reading out the exchanges in Exercise 6. How quickly can you say them? Ifyou sey you can't or don't want to do something, it's polite to give a reason. The reason will often use the [resent simple or present continuous. Look at this extract from the conversation: R: What are you doing this Saturday? Do you want to ‘meet for lunch or something? : Oh, 'd fove to, but | train on Saturdays. I'm doing the ‘marathon next month. Write reasons to explain why you can’t or don't want to do the things below. Use the present simple or present continuous. 1. A:Do you think you could help me move this table? B: No, sorry but | cant. 2 A: We're going out for dinner later. Would you like to Join us? B: Oh, 'd love to, but I can't. 3 A:Can Ijust tise your computer for @ few minutes? B: No, sorry 4. A:Can youtumn this music off? i's driving me mad. B: No, leave it on 5 A: Would you like to go out with me on Friday? B: Oh, it's nice of you to ask, but | can't. Sorry. Work in pairs. Take turns reading out the questions in Exercise 9. Say your responses and continue each conversation for as long as SPEAKING Work in pairs. You are going to roleplay a conversation between two old friends who bump into each other in the street. Student A: read File 3 on page 188. Student B: read File 7 on page 189, Now roleplay the conversation. Use some of the language below. + |haven’t seen you for ages. + How have you been? + Its 50 good to see you. + Sowhat are you doing here? + Sowhat are doing these days? + How's your family? + Anyway; listen, 'm actually ina bit of @ rush + We must meet again sometime,eet 1 Work in pairs. Look at the photo and imagine you met these people wh might you say to them? What questions would What things do you think you might have in common 2 CREW Watch the first part of a video about two men like those in the photo (0.00-1.28). Find out: 1 y they are running In the park. 2 where they are from, 3 what they have in common with the man they talk to, 3. The words and phrases below all appear in the second part of the video. Work in pairs. Check you understand them, then discuss what you think might happen in the second part of the video. 1 East Africa 5 leopards 2 The Bronx 6 3 some issues 7 elephant dung and blankets 8 the rest of my life 4 DREN Watch the second part of the video where the two men meet someone called Jimmy (1.28-4.51). Find out why the words and phrases in Exercise 3 are used. Then compare your ideas with your partner. 2 5 Work in groups. Discuss the questions. + What do you think of what happens in the video? fny do you think Jimmy sleeps in the park? + Would you find it easy to start conversations like this, Ina park? Why? / Why not? + Have you ever made a fire? Where? How? ide? Why? + Tell your group about one experience that will stay with you for the rest of your life. + How well would you survive living UNDERSTANDING FAST SPEECH [CHET Read and listen to this extract from the video said at natural pace and then slowed down. To help you, groups of words are marked with / and pauses are marked //. Stressed sounds are in CAPITALS. You know YEAH / we GOTta hang OUT someTIME. you KNOW // You KNOW you VISit HERE / any time you HERE you VISit US / and any TIME we're over THERE we COME Visit YOU Now you have a go! Practise saying the extract at natural pace.REVIEW 1 CEE 1 Complete the text with one word in each space. Contractions count as one word. Have | ever told you how my parents met? | don't think |'___. Well, they met in the middle of nowhere in Peru, My dad 2 walking on his own to the lost city of Machu Picchu. He was very fit at the time, but found he was slower and slower and then he stopped and was really sick. Apparently, it*__caused by being so high up in the mountains. Eventually, he got to a ltte village to ask for help, which was a bit difficult as he speak much Spanish, Fortunately, there was another group who © Just visited Machu Picchu and were on their way back to the nearest city, Cuzco, My mum was in that group. She had ” Spanish at university, So she translated for him. She told me that ® she first saw him, she was really shocked because he looked ® fhe was dying! Fortunately, he 1©__T My dad recovered and they fell in love. ‘And that's why they *. going back to Machu Picchu later this year to celebrate thelr 25" wedding anniversary. My dad still been there! 2 Make two questions from each group of words (1-6). 1. Where / What /does / are/ that / you / based / Involve 2 Have / Are/ you / you / working / been / here before / at the moment. 3 Where / When / does / was / she / she /live / born 4 Did / Hes / you / she / go out / seen /it /last night 5 What/ How / kind of music / often / do / are/ you / you / into / do that 6 How many / How long / have / brothers and sisters / do / you / you /been / nave / doing that 3. Choose the correct option. 1. What do you do when you're not / you don't working? 2 Ate you OK? You look / look like a bit confused. 3 Sorry, I can’t speak to you now. !do/'m doing something, 4 Why don’t you come round on Friday? We have / are having a barbecue for my birthday. 5 We couldn't got back into the house because | left/ had teft my key inside. 6 Is Hasan OK? He sounded / sounded like he was getting a cold, 7 twas stupid. | was trying / had tried to carry too ‘many things and in the end | dropped everything 8 lasked them to turn thelr music down because | was studying / studied. 9 He sald he can't come on Friday because he has / is having too much work. 10 We met/ were meeting some cllents when we heard | wos hearing the news. 4 (GREED Listen and write the six sentences you hear. 5 Write a sentence before and after the sentences from Exercise 4 to create short dialogues. VOCABULARY 6 Match the verbs (1-8) with the collocates (a-h). 1 express a hands /her head 2 shake b myself understood //a mess 3 plckitup —c frustrated /the most from the class. 4 hold myself clearly /his feelings 5 get @ a5 you go along / slowly 6 make f hands / a conversation 7 find tt g the language / the basics first B master difficult to believe / annoying Decide if these words and phrases are connected to relationships, language or feelings. accent fluent mood getby nly child furious accurate ‘twin own single separated _upset Complete the sentences. Use the word in brackets to form a word that fits in the space. 1 I didn't expect It to be very good, so | was. surprised. (pleasant) 2 | struggled with German at schoo! because | Just found the grammar so (confuse) 3 We were quite with the results of the research. (disappoint) 4 Did you see the news yesterday? It was quite wasn't i? (shock) 5 | think t's easier to remember words if you can make 2 meaningful to your own language. (connect) 6 Apparently, he can speak six languages (fuent) 7 Meeting her again afterall these years, |hed a ‘of emotions. (mix) 8 My fight was overnight and I didnt sleep at all, so I'm —. (exhaust) Complete the extract from an email with one word in each space. The first letters are given. By the way, di I tell you | 'bu into Brian in town the other day? it was a bitem. actually because | didn't re him af first as he's grown this huge beard. | was walking along and this guy came ‘u___t__me and he looked as ithe was about to hit me and |actually screamed. Then he sald his name and of course I just laughed with re___and I gave him a big *, We were in the ’mi____of the supermarket so we got quite a few strange looks. He's actually doing really well. You know he was working as a civil *s___? Well he left that Job last year and he's «gone back to university. He's studying ?Me. His brother was ill for a while and Brian did some re__into his illness as a way to support him ‘and now he wants to do more. | think he was also a bit “{__u___of ils old job and he'l have far more “op, when he gets his degree. It really was great to see him. Review1 23IN THIS UNIT YOU LEARN HOW TO: SPEAKING Work in groups. Look at the photo and discuss the questions.CAN YOU RECOMMEND ANYWHERE? | VOCABULARY Places of interest 1 Complete the sentences with these words. Then check you understand the words and phrases in bold. oldtown lake theme park gallery ruins walls hightife palace mosque — stalls 1 There'sa you can hire a boat and go fishing 2 There's an old castle above the city. You can walk along the. ‘and go to the top of the tower. 3 There's a street market in the east of the city with selling everything from antiques to apples. 4 There's an old royal down by the river. It reopened recently after being restored, 5 There's a really fun further along the coast. They've got some great rides there. 6 The main Is In the old Jewish district. There are lots of bars and restaurants there and I's always very lively. 7 There are Roman all over this part of the country. They discovered some near here recently 8 There's a beautiful near here, You'll hear the eall to prayer in the morning. 9 They built anew modern art__recentl. It's an amazing building, It was designed by a famous Brazilian architect. Most of the was builtin the 17° century, but there's a famous church which is medieval. 2° Work in pairs. Think of a word or phrase connected to each of the words in the box in Exercise 1. Use a dictionary to help you. lake ~ go for a swim gallery ~ exhibition ‘A huge medieval square in the centre about a mile out of town, where 3 Complete the phrases with prepositions from Exercise 1. 1 Its about ten miles / sity kilometres / an hour of town, 2 You can walk the walls / the river / the beach 3 its the east of the city /the financial district /the old town, 4 Its by the river /the beach / the lake. 5 Its further the coast / the river /the canal 6 You find them all this area / the city. this part of the country PRONUNCIATION 4 EREZI Listen to some of the phrases in Exercise 3 said slowly. Notice how consonant sounds link to vowel sounds. 5 EMEM Listen again and practise saying the phrases in the same slow way. Then practise saying them as quickly as you can. 6 Think of a tourist destination you know well. Spend a few minutes preparing a short presentation about the place and what you can see and do there. Try to use some of the vocabulary from Exercises 1-3. Then work in groups and give your presentations to each other. LISTENING 7 Look at the places to visit in and around Krak6w, Poland’s top tourist destination. Work in pairs. Decide which places you would go to and why. The old Jewish district, of the old town where thereis a ively brea wih escelore hight Enjoy a day’s walking in this market with some great stalls. ‘beautiful location. ULICA JOZEFA Toe ioe ef ‘The industrial and housing district. FULL-DAY TOUR This street is full of shops selling built in the 1950s during the TO AUSCHWITZ. products byPoland's top designers. Communist time, BIRKENAU MUSEUM ‘Auschwitz-Birkenau was a Nazi concentration camp during Krakéw's modern art gallery, The best club in town. Tues-Sat World War I. designed by the Italian architect 2 cage ener Se ST. MARY'S CHURCH peta eciolarial salt ‘The city’s most important church, Mine: Godown and ssethe builtin the sixteenth century. ieesig indergiound wexkiol these ancient mines.8 EME Listen to a conversation between a tourist and a hotel receptionist in Krakow. Which of the places in Krak6w are mentioned? What does the tourist decide to do? Work in pairs and compare your ideas 9 EREE Complete the sentences with one word in each space. Then listen again and check your answers. 1 Hello there. Ifyou can help me. rm of going sightseeing today. an you 3 snywhere good to go? 4 Itdepends on 5 — you like. 'm not really a big of churches, to be honest 6 Well, in that case, yo try Kazimierz 7 How ‘guided tour of Nowa Huta? all and =—y _ for you, if you DEVELOPING CONVERSATIONS Giving and responding to suggestions 10 Put the two conversations into the correct order. ‘The first one is done for you. Conversation 1 Well, you could try Oxford Street. There are lots of big department stores there, b Oh, OK, Well, In that case, how about Portobello Road? It's a big street market. You can find lots of bargains there. To be honest, I'm not really a big fan of department stores Oh, that sounds great. | love that kind of thing. is it easy to get to? Pm thinking of doing some shopping today. Can you recommend anywhere? / Yes, very. I'l show you on the map, Conversation 2 @ Right. I'm not really into mus h Wel lose to he there. ms, to be honest you could try the local museum. That's quite They've got lots of interesting things in 1 No, i's quite cheap. It should only be about $10. J I'mthinking of doing some sic! tseeing today. Can you recommend anywhere? k Oh, that sounds better. Are they expensive to get into? | That's OK. In that case, how about going to the Roman ruins down by the lake? There are also some ‘cafés and you can swim there. 11 [MEG Listen and check your answers. Then work in pairs and practise reading the conversations. CONVERSATION PRACTICE 12 Make a list of places in your town / area that you think are good for visitors to go to. 13 Work in pairs. You are going to roleplay a conversation between a tourist and a hotel receptionist in the place where you live. Student A: you are the tourist. You are thinking of going sightseeing. Ask for recommendations. Reject some before deciding on one. Student B: you are the hotel receptionist. Suggest some different places to the tourist. Explain why they are good. 14 Now roleplay the conversation. Try to use some of the phrases in bold from Exercise 10. When you have finished, change roles and have another conversation. '5 To watch the video and do the activities, see the DVD RO!MY KIND OF HOLIDAY LISTENING Work in pairs. Look at the photos and the descriptions of people and holidays. ‘What do you know about the places in the photos? Which people do you think go with which holiday? Explain your decisions. Listen to three people talking about their holiday plans for this year and answer the questions. 1 2 a Which of the people In the photos are talking? Where is each person having their holiday? What other places do they mention? Decide which of the following things are important for each speaker (1-3) when planning their holiday. There is one you do. not need. Then listen again and check your ideas. a nice accommodation evening entertainment and nightlife ‘guaranteed good weather sights and history meeting local people mountains or beautiful countryside good food peace and quiet extra activities (e.g. tennis, sailing, diving, climbing) SPEAKING When choosing a holiday, what is most important for you? Rank the things in Exercise 3 from 1 important) to 9 (= least important). Make some notes to explain why. Work in groups and compare your choices. Who in your group would make the best Partners to go on holiday with? Where might you go and what might you do? 2B WENDY, 65 aol ‘ABrish teacher with ~ teenage kids. nn WALEED, 19 A Saudi student with parents. and sisters. ore) AN 61 Arelireé Chinese evil servant with husband, eens ALAIN.27 AA French walter on his own,GRAMMAR * EEE eee _ Future plans | When we talk about plans in the future, we can use @ _ variety of forms: wil be going fo; the present continuous; ‘have to; may / might; be thinking of, 6 Look at these sentences from the listening, Answer the questions below. 8 We're staying in a five-star hotel, of course. Sowe'll probably hire a car to do offroad. ¢ Ihave to work Jong hours in July and August. d_ When the season ends, | might take a short holiday. 'm going to travel round Vietnam later in the year. 1 So we're thinking of going to a show or two. 1. Which three sentences show plans that are definite — already decided or arranged? 2 Which three sentences show plans which are less certain? 3. Which sentence shows a plan which is an obligation? 4 Do you know two questions we often use to ask about future plans? 5 What are the negative forms of each of the structures ino-f? Aes 7 Complete the conversations with one word in each space. Contractions count as one word. A you going away in the summer? B: Probably, but we're 2__ to leave itt the last. minute to book and try to get a cheap package deal to Greece, or somewhere like that. What about you? ‘A: Nowhere special. We *__ probably just go to my parents’ in Scotland, I suppose we *__ Possibly go camping along the coast. We'll see how things go. B: That sounds nice. What's the weather usually like up_ there at this time of year? 2 Do you have any ®____for the weekend? D: Well, | have an exam next week so |§ todo some revision, but 'm ’. a friend on Sunday morning to go to the Mocak gallery. We ®_ go for lunch too. It depends how much work I do on Saturday. Why? What about you? ©: Well, 'm2___of maybe going to the cinema ‘on Saturday night and thought you might like to go, 49, but maybe you "__be too busy, D: No. | can work during the day, but then | probably 5 want to work in the evening. What are you = ____of seeing? C: 1 haven't decided. Let's have a look now and see what's on. ‘Work in pairs. Discuss the questions. + Are you going away in the summer? + Doyou have any plans for the weekend? + What are you doing after the class? + Are you going to do anything for your birthday? + Are you going to continue studying English after this, course? + What are you going to do after you leave school / graduate? + Doyou have any plans to change jobs? Match the two parts of the sentences, 1 They said it'll be hot and humid during the day, and so ‘They said it's going to be really windy, so ‘Apparently, it's going to be really sunny, so ‘They said itl be freezing and They said it's going to be boiling hot all week and ‘Apparently, i's going to pour down tomorrow, so ‘They said itll be generally quite warm during the day, but The same as today: grey and miserable, but 2. it might drop to minus 10°. b on Tuesday it might reach 36°. | hate the heat! ¢ there might possibly be a storm this evening, we should take down the parasol or it'l blow away. € Ill probably stay at home and keep out of the rain! f Imight even get a suntan! 9 they said it might clear up next week! fh it might get a bit chilly at night. Work in pairs. Discuss the questions. + Do you know what the forecast s for tomorrow /the weekend / next week? + Are there any bad times to visit where you live because of the weather? Why? When Is the best time tovisit? + What's the coldest it gets in your country? What's the hottest? + How many of the dferent kinds of weather in Exercise 9 have you had in the last year? Unit3 Time off 29A COMPLETE DISASTER Is disaster tourism such a total disaster? For most of us, ifwe describe a holiday as a disaster, {tmight mean we got robbed, were stuck indoors a It poured with ran outside, or experienced any. ‘number of other things that could spall our two weeks of relaxation. We generally want to avoid these things. So you might be surprised to learn that there are nove companies that actually organise ‘saster _experiences'for people looking for adventure in thelr ‘time of. You can travel to look fora storm - the kind that might blow your house down, notjust blow your hat off Or perhaps you might ike to visit awar zone? Visas, travel and accommodation can all be READING 1 Workin groups. Think of: ~ four things that could be described as a disaster. - four things that could spoil a holiday. arranged and personal protection can be provided at cost of anything up to $20,000. How about visiting ‘Chermobyi the nuclear power plant that exploded in 1966? There s even a company that organises realistic simulation of a plane crashincluding @ -smoke-filed cabin’ According to their website, this ould provide an excellent day out for employees 85 company team-building experience, because ‘disasters bina people closer together! Are they serious? Don't we have enough stress at work without hhaving to pretend we're all going ta die! + Are there any problems with disaster tourism that the author hasn't mentioned? + Doyou think there are times when / places where you shouldn't take photos or selfies? Why? ‘Then discuss whether you have experienced or UNDERSTANDING VOCABULARY heard of any of the things. Explain what happened in as much detail as you can. Useful chunks in texts ‘A chunkis a group of words that often go together. The ‘woids may all be next to each other in a sentence, or they may be spread out across a sentence with other words between the different pars ofthe chunk, Noticing chunks ‘and thinking about how to use them to express your own ‘ideas is important i you want to get better ina language. We often reuse chunks, but change the words around them. You might be surprised to learn that there are nov Companies that actualy organise ‘disaster experiences.” ‘You might be surprised to learn that there are more pyramids in Mexico than Egypt. 2 Read the first paragraph of an article about disaster tourism above. Answer the questions. 1. What exemples of disaster tourism and disaster experiences are given? 2. What does the author seem to think of disaster tourism? 3 What do you think of it? Would you want to try any of the holidays / days out mentioned? 3° Work in pairs. Look at the four photos in this lesson and discuss the questions. 1 Do you know what counties they are in or why they are famous? 2 How might they be connected to disaster tourism? ‘Then read the rest of the article in File 2 on Page 187 and check your ideas. 6 Work in pairs and look at the chunks below. How much can you remember about what the writer said using these chunks? Then look at the article and check your ideas. 1. my initial reaction when I irst 2 | told myself that there's no way was to... 4 Read the article again. Find: 1 why the website ‘Selfies at serious places’ Is 3 .... which commemorates the people who died Tee ee 4... which was completely destroyed by 2 1wo reasons why the author visits places with bloody Sea Beret am warden 6 ... have a lot to offer. 3 the aims of the company Political Tours. 4 two benefits of disaster tourism that James Wilcox mentions, 7 7 .-wiling to take the risk and Write your own sentences using the chunks in Exercise 6. Try to make the sentences true. ‘My Initial reaction when I first saw the mess in the house after the porty was to scream! 5 how the author ends up feeling about disaster tourism — and why. 5 Worl in groups. Discuss the questions. ‘Can you think of other places thet tourists visit which 8 have a connection to disasters and death? Would you like to visit them? ‘Work in groups. Compare your sentences and explain as much about them as you can. Who has the best example for each chunk? + What other benefits of disaster tourism might there be?GRAMMAR Present perfect simple Look at this extract from the article. Answer the questions below. have been to the peace park in Hiroshima, which ‘commemorates the people who died from the first nuclear bomb. I've visited many castles like the Tower of London where people were executed. Last year | went to Pompei, the ancient ruins of a city which was completely destroyed by a volcano in the first century. While there, | took « photo of the 2,000-year-old dead person. 1. Which verbs are in the present perfect simple? 2 Do you know how to make the present perfect examples into questions and negatives? 3 Which of these statements are true? a. The present perfect is often used to introduce experiences connected to a present discussion b_ When we use the present perfect, we make clear the time of the experience. The details of the experience are usually in the past simple: OSes Read the Grammar box and answer the questions below. When someone asks us a present perfect question, we usually give information or opinions about our experiences = or we ask questions, Note that we often answer using tenses other than the present perfect. 1. Why might someone ask this question? Hove you been to the theme park along the coast? 2 Which of these answers do you think help to develop the conversation? Why? Yes, Ihave. Yeah. It great. No, f haven't. Why? No, Yeoh, went there last year Complete these answers to the question Have ‘you (ever) been to X? with Yes or No (never). 1 What's it like? but it's supposed to be amazing, Several times but | might actually go at the weekend. ve never really fancied i. Td love to, though It's great. You should go. I spent a week there last year. 'm going this summer, though. Seaorvaonsun Have you? I've heard I's quite nice. ST Write five questions starting with Have you (ever) been to ...? Ask about places you know and want to compare experiences of - or places you're thinking of going to and want opinions of. Talk to some other students. Ask your questions and answer other students’ questions. Give as many details as you can. Unit 3 Time off 31IN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discus: ink th Unit 4 Interests 33G MAKING THE MOST OF YOUR TIME VOCABULARY Free-time activities Match each sentence beginning (1-6) with the two most likely endings (a-l) 1 Lwent 4 Just stayed in and 2 Iwentto 5 Ihad 3 Iwent 6 Idi a run round the block this morning, b took it easy. climbing in the mountains last weekend, d sailing on a big lake near my house, @ the theatre and saw an amazing play. f adrive to the beach with my gitifriend on Friday, lace for dinner last night. 9 affiend ha Russian lesson last night. i. some baking for my sister's birthday pat ny. played cards with some friends until about two in the morning. k an early night last night, a bit of exercise before breakfast. Work in pairs. Think of one more way to finish each sentence beginning from Exercise 1 Work in groups. Talk about activities in Exercise I that you: 1 have done recently. 3. don't really like doing 2 only do occasionally 4 have never done. LISTENING IEE Listen to three conversations. Answer the questions 1 Which free-time activities from Exercise 1 do they talk about? 2 How often do Brenda, Domi and Frank do these activities? 34 HEE Listen again. Are the sentences true (T) or false (F)? Conversation 4 1 Both speakers have seen the play, 2 One speaker goes to the theatre a lot more often than the other. Conversation 2 3 The weather wasn't very good at the weekend, 4 Domi went sailing more in the past than now. Conversation 3 5 Frank had a late night last night. 6 Frank's father doesn't like playing cards. GRAMMAR Habit and frequency To talk about present habits, we use the present simple, To talk about past habits, we use the past simple or used to + infinitive without to, We use these structures with a range of diferent frequency phrases. IEE Work in pairs. Try to remember the missing words from the conversations. Listen and check your ideas. 1 A: So you go to the theatre a B: Yeah, allot, I guess. Maybe two or three times month C: I didn’t know you sailed. How * do that? D: Notas much as ® do you to, to be honest. When | was living in Brittany, |”. all the time, but | often get the chance now. 3 E Doyou play poker? F: Yeah, quite actually,