Time to Talk 21st Century Communication Skills Upper-Intermediate B y =, a,a oT The Best Days of Your Life? 2 About Time 3 Could | Ask a Few Questions? In Detail 5 Taking Action 6 Dedicated to a Dream 7 Turning Point sie Water Sports 9 Wishful 10 Penfriends 11__ Plans and Predictions 2 Sify, One World, One Language? 13 APerfect Egg 14 Inthe News 45 lfAnything Can Go Wrong, 16 Get Me to the Church on Skills Time 17 Asking Nicely 18 Extremely Emotional 19 AMystery 20 sills Deciding What to Do 47 16-19 20-23 24-27 28-31 32-35 36-39 40-43 44-47 48-51 52-55 56-59 60-63 72-75 76-79 80-83 Share and compate your school experiences Talk about how you use time ‘Ask people questions about things that they have Discuss how to remember details Decide how to improve a local park Discuss hobbies and spare time activities in your country Tell people about something that changed your life Give advice about something you know how to do Tell people what you wish for or regret ‘Compare how you describe yourself with how other people describe you Talk about things you plan and predict in your life Discuss and share your reactions to two short talks Explain how to make a drink or dish that you like Tell people about a story in the news Talk about an important decision you made Talk about weddings in your country ‘Ask someone to do you a big favour Tell people about a time when you felt something very strongly Talk about someone in the past who you don't know well Discuss why people don't always say directly what they wantPiss or] Function Sharing and comparing experiences, 01-03 Vocabulary Expressions related to time 04 Grammar Review of question forms 05-07 skills Extended listening and speaking 08-10 Function Suggesting and responding to ideas 1-12 Vocabulary Expressions of quantity 1B Grammar Narrative tenses 4 skills Extended listening and speaking 15-19 Function Expressing wishes and regrets 20-21 Vocabulary Expressions for describing personality 2 Grammar Future forms 23-24 skills Extended listening and speaking 25-28 Function Explaining how to do things 29 Vocabulary Reporting verbs 30 Grammar Third and mixed conditionals 31 skills Extended listening and speaking 32-35 Function Making and responding to difficult requests 36-42 Vocabulary Extreme adjectives 43-44 Grammar Modal verbs of deduction and probability, talking about the past 45 Skills Extended listening and speaking 46-50The Best Days of Your Life? Introduction a Work on your own. Read the list below, of things related to school life. Mark the best thing (V) and the worst thing (X) clubs and after-school activities homework long holidays other students rules and discipline school dinners / packed lunches school trips exams sports days teachers school uniform your studies bb Share your ideas from activity 1a with the class.In this lesson: Share and compare your school experiences Funetion: Sharing and comparing experiences 2G Listen to two conversations about people's experiences of schoo! Use the table below to make notes about the conversations. Were their experiences generally simi ordifferent? What do they talk about? Any other information Conversation I Pat and Zoe Conversation 2 Paul and Freda 3 a Work with a partner. Read the excerpts below from the conversations in activity 2. Write a number next to each excerpt to show if it comes from Conversation 1 or Conversation 2. 1 Tremember her making it every morning. 2. 2 Iemember he used to bang the table and shout. _ 3 That happened to me too. __ 4 remember looking out the window for most of a French lesson. __ 5 Itwasn’'t quite like that for me. __ 6 Itwas justlike that forme. __ 1 Iremember his ketchup sandwiches. __ 8 Itwasn't like that for me at all. _ b CEEEED CREED usten again and checkyour answers to act Lesson 1 5Language Foci 4a We can use various expressions when we recall past experiences. Work with a partner. Find examples of the following expressions in activity 3a and write them on the correct lines below. [remember + noun remember his ketchup sandwiches, Iremember + -ing form of the verb Iremember + someone + -ing form of the verb (remember) + someone + used to + base form of the verb b We can use various expressions when we compare past experiences. Work with 2 partner. Complete the table below with expressions from activity 3a. when you had a similar experience when you had a different experience Iremember (doing) that (too) Itwas (a bit / very / completely) different for me. ‘That happened to me too. 5 Work on your own. Choose ane of the topics related to school life from the word cloud in activity 7. Write four sentences that are true for you about the topic you choose. Use a different expression from activity 4a for each sentence you write. 6 Lesson1REC arm eile 6a Listen. Mark (@) the main stress in the expressions below. 1 Tremember doing that 190 2 That happened to me too, 3. Itwas just like that for me, 4 Itwas a bit different for me. 5. Itwasn't like that for me at all, 6 Itwasn't quite like that for me. b Listen again and copy the pronunciation. «© Work in pairs. Read each other the sentences you wrote in activity 5. Respond to your partner's sentences with expressions from activity 6a BR ES 7 a Work on your own. Think about your experiences at school, Choose three of the topics related to school life from the word cloud and make notes about your experiences of these. Choose different topics to the one you wrote about in activity 5. other school students trips school dinners / homework packed lunches exams rules and discipline clubs and after- schoolactivities school uniform your studies sports days Jong holidays teachers b Work with a partner. Share and compate the school experiences you made notes on in activity 7a, Ask questions to get more information. « Telthe dass about your partner answers __Hameverkstansonasess | Lesson 1 7? About Time Ta Work with a partner. Use the words from the box to complete the proverbs related to time. money nine present teday 2 Astitch in time saves 3 Time is 4 There's no time like the b Discuss what you think the meanings of the proverbs in, activity 1a are. «€ Lookat the bottom of the page to check your ideas from activity 1b. 2 Discuss the questions below as a class, a Do you like or dislike any of the proverbs in activity 1? Which ones? b Do you have any similar proverbs in your language? © Do you know any proverbs in your language that are related to time? E) 3 Read the article on page 9 quickly. ‘Complete the subtitles with the phrases from the box below. iE big job small job want extra time want to save time in the morning ‘Sunyem 0 pearsus ‘mou uon>e Bye L (fouou ayeus 0 Busn aq pjno> nod asnesaq) aun ayseA 1,UOC ‘imany a4 UE 108 nok s9neS 3 “APDIND SUD] oud YA JeOP NOK JZ ‘nou warp op ~ sqof Suluodisod daay 1,uoq yasue 91 ANANIE 1 Don't put off until tomorrow what you can do, .falk about how you use time Expressions related to time Too much to do ? Decide what's important! Something may seem important now, but is it important in the long run? In 10 years’ time, 80% of what you do today will not turn into anything useful, so why do it? Spend your time on what is essential. Forget the rest. ? Doit now! If you can do something (like a household chore, or replying to an email) in two minutes, don’t put it off. You will have to do it sooner or later, but planning to do it, remembering to do it, and finally doing it in the future will take five minutes or more. Do it now and save three minutes. 2 Cutit up! Don’t think that you have to finish a big job all in one sitting. If you do that, you might never start it. Instead, work on it bit by bit, five minutes at a time. 7 Use what you have! How do you find time to learn something new or start a new project? Think about all the little ‘pockets’ of time that you have. Every day we have time to kill while we ride on public transport cr wait in queues. Other people play games on their phones, but you could be studying a new language. If you have a spare minute, use it! ? Do different things at the same time! Always in a rush in the moming? Try brushing your teeth in the shower or eating breakfast while you get dressed. If you do two or more things at once, you'll be ready for work in no time at al 4 a Read the article again and make a note of your answers to the questions below. 1 What things in the article do you already do? 2 Which tip in the article do you think is the most useful? Why? b Work with a partner. Compare your answers to the questions in activity 4a € Tell the class about your partner's answers. Lesson 2 9PETiTe TEs [ a eraery 5 Work with a partner. Read the highlighted expressions in the article on page 9, then draw lines in the table below to match the expressions with the correct meanings make the most of your time in the end/after a long period of time in the long run at some time or other in the future sooner or later aa use your time in the best way you can in one sitting gradually — first one part, then another part, then another, etc bit by bit each time (something is done) ata time during one period of time, without stopping find time (have) nothing to do for a period (have) time to kill a short time when you have nothing else to do a spare minute have/make time (to do something) in arush very quickly at once ina situation where you hurry and have to do things quickly in no time at all at the same time 6 10 a Work with a partner. Underline the correct expression to complete each sentence below. 1 Ilike to find time / make the most of my time at weekends because I work so hard all week. 2 Everyone worked hard and we finished the job in no time at all / sooner or later. 3. [know you're busy, but if you've got a spare minute / time to kill, I'd like to ask you something. 4 Iwas late and in a rush / ata time when I arrived, so I couldn't relax and say hello. 5. Itwas a big project, but we did it slowly, at once / bit by bit, and finished it over two months, 6 Learning a new language is hard work, but it's a good thing to do in one sitting / in the long run. b Complete the sentences below with the expressions you did not underline in activity 6a. 1 He works too hard and can't find time to relax with his family. 2. Everyone started talking and I couldn't understand what anyone said. 3. He's got long legs and walks up stairs two steps 4 IThave . like to relax with a good book. 5. Itwas a fantastic drama series. I watched it all over the weekend. 6 Youneed to save money because we all have to retire Lesson 2Sounding Natural 7 a Work with a partner. Mark (@) the stressed syllables in the expressions below. e e 1 sooner or later 2 inthe long run 3 bit by bit 4 aspare minute 5 inarush 6 inno time at all b Listen and check your answers to activity 7a. ‘ Listen again and copy the pronunciation. ime to Talk 8 a Work on your own. Choose three of the topics below and make notes about them. how you make the most of ‘your time at weekends something you would like to find time to do an occasion when you had alot of time to Kill something you need to do sooner or later what you like to do if you have a spare minute something you like to do bit by bit, a fow minutes at a time an occasion when you were ina rush something that you think is important in the long run two or more things that you often do at once something you did in one sitting a job that you finished inno time at all b Work with a partner. Tell each other about what you made notes on in activity 8a, ‘Ask questions to get more information. < Tebane case apousyourpaeersananes ieee) Lesson2 11Inthis Lesson: Ask people questions about things that they have Grammar: Review of question forms cee SC 1 Look at the pictures on pages 12 and 13, and discuss the questions below as a class. a Can you buy second-hand goods like these in your country? Where? b Which items would you consider buying second-hand? What questions would you ask the sellers? 2 CREERD usten to two conversations. Write letters below to match each conversation with Nene mah h Conversation 1 Conversation 2 3 a Work with a partner, Read the extracts below from. the conversations in activity 2 5 comes from Conversation 1 or Conversation 2. 1 Certainly, sir. What do you want to know? 2 What are you looking for? Do you want something sporty? 1/2 3. Allour vehicles are reliable. Can ‘ask how much you want to pay? ... 2 > 4 I'minterested in this laptop. Could ~ you tell me how old it is? ........ 1/2 ~~ 5 Can Task if the software's up ' a . to date? 1/2 6 Isee the door's been painted. What < happened to it? 1/2 b Listen again and check your answers to activity 3a. NA Lesson3 13SS 4 The usual word order in questions is: (question word +) auxiliary verb + subject + verb (+ object) Why are you leaving? Where did you buy those shoes? Did you hear that noise? Subject questions In subject questions, the question word refers to the subject of the verb, The word order is the same as in statements (subject + verb + object) question word (= subject) + verb (+ object) Who left? Who bought those shoes? What made that noise? Indirect questions We can use various polite expressions such as could you tell me... ? and was wondering... to introduce questions and make them softer and less direct. With indirect questions: -we don't use the auxiliary verb do in the main clause When did he call? v Could you tell me when he called? - other auxiliary verbs (have, can, be, etc) and the ‘main verb be come after the subject Why can’t she come? v Could you tell me why she can't come? Where is it? v Could you tell me where itis? -we use whether or if before the subject in yes/no questions Do you have any special offers? Vv Could you tell me whether/if you have any special offers? Prepositions in questions are often at the end. Who are you going with? Could you tell me where you got it from? Lesson 3 4 Read the extracts in activity 3a again. Write numbers to show in which extracts you can find: three examples of questions with the usual word order_1 one example of a subject question three examples of indirect questions one example of a question with a preposition at the end 5 a Work with a partner. Put the words in, parentheses into the correct order to complete the indirect questions below. 1 (was /I/ wondering) ‘Twas wondering when you started learning English. 2 (know /to / like / I'd) if you enjoy outdoor activities. 3 (tell / you / me / could) who bought you the cake? 4 (I'd/be /to / know / interested) when your birthday is. 5 (ask /I/can) how long you are going for? 6 (telling / would / mind / me / you) whether you live near a train station? b Which sentences in activity 5a don't have a question mark at the end? Why not?Sounding Natural 6 a Work with a partner, Mark (@) the main stress in each of the underlined expressions below. 1 I'dbe Storested to know where I can get one. 2 Would you mind telling me if it was expensive? 3. I'd like to know why you like it. 4 Lwas wondering what you use it for. 5 CanIask who gave it to you? b Listen and check your answers to activity 6a. ‘ Listen again and copy the pronunciation. 7 a Choose something to show to other people. It could be one of the things below, or you can use your own idea. a photograph you always carry apresent you received a book you are reading at the moment an item you particularly like music you are listening to ‘something you bought recently 'b Work with a partner. Show each other the things you chose in activity 7a. Ask questions to find out about the thing your partner shows you. example A: Can ask you where you bought it? B: I didn't buy it, Tt was a gift, actually ‘A: Really? Who gave it to you? «¢ Tell the class about what your partner showed you. — Homework - turn to page 98 15kee eCot 1a Use the adjectives from the box to complete the sentences below. allergic intolerant /—_low-carbohydrate 1 People on diets try to avoid eating things like potatoes, bread, and pasta. 2 Someone who is lactose feels uncomfortable after they eat or drink things that are made from milk. 3. Iyouare to peanuts, you feel unpleasant effects, which are sometimes dangerous, very quickly after you eat them, Look at the foods and drinks in the word cloud, then discuss the questions below as a class. rice bread cheese pasta red meat f mayonnaise < 1 Which of the foods or drinks would someone who, is wheat-intolerant try to avoid? 2 Which would someone on a low-fat diet try to cut back on? 1 3. ryou were allergic to eggs, which foods or drinks might be dangerous for you to have? 4. Which foods or drinks would you try to eat a lot of 4 it you were on a high-protein diet? VY. 2 Work with a partner. Discuss the questions below. Do you know anyone who is allergic or intolerant to particular foods? b Do you know anyone who has been on a special c kind of diet? 16 Lesson 4In this lesson: Discuss how to remember details Skills: Extended listening and speaking a 3 Listen tothe first part of Claire and Sa Listen to Claire and Pete giving Pete's conversation. their orders to the waitress. Underline the topics, below, that they talk about. Complete her notes on their orders, below. POUR order one steak no mustard sauce 4 Listen again. Write no more than three words to answer each question below. a Where are Claire and Pete? CORO E HIV Ud e eo What is Claire and Pete's relationship? order two ‘tuna w. asparagus ‘© Who is cutting back on carbohydrates? Who has to be careful about eating wheat? ¢ What does Pete decide to order? £ What does Claire decide to order? b Work with a partner. Compare your notes from Listening skills and strategies activity 5a, Tineavasaney Look at the pictures on page 18, of the food that ‘the waitress brings to Claire and Pete's table. ‘What mistakes has the waitress made? « Listen again and cheek your answers to activity 5b.Claire's plate Pete's plate6 a Make a note of your answers to the questions below. bb Work with a partner. Discuss your answers to the questions in activity 6a. Ask questions to get more information ¢ Tell the class about your partner's answers.NEL dilewaKetlola Ta Look at the pictures. Are any of these issues a problem in your country or where you live? b Work with a partner. Make a note of one way to raise awareness of each issue. ¢ Share your ideas with the class 20 Lesson: Decide how to improve a local park juggesting and responding to ideas 2 Listen to an action group discuss how to raise awareness of one of the issues in aetivity 1 Make notes to answer the questions below. a Which issue are they talking about? b Do they mention any of your ideas from activity 1b? © What other ideas do they mention? 3 a Write numbers in the left column of the table to match the suggestions with the responses. suggestions responses What do you think about having an event on the beach? 1 I don't know. What kind of event? ‘Well, a film festival sounds good, but gan't make up my mind. U still like the clean-up race idea, you see. I'm in_ two minds about it, How do you feel about a beach clean-up race? _ Excellent, So, an outdoor film festival, on the beach, showing special adverts and also showing work by competition winners. Let's go with that, Itwould be great if we could have © Tshirts and other stuff as prizes for the 3 most rubbish collected. __ How about a slogan on the T-shirts, like ‘Help us make our beach a place 4 people want to come to” A tilm competition? That's a great idea. What about an outdoor film festival, with like, sea or ocean-themed films? Er, I'm sorry, but it might not be exciting enough. __ People might not © teould be for kids in the day and want to just spend all day cleaning up adults in the evening. __ the beach. : 't know, think it ig It might be good if we could have a acer ae £ need a bit more time to think of a film competition. slogan. What if we make adverts about 3 keeping the beach clean, to show in between films? __ Listen again and check your answers to acti Read the underlined expressions in the table in activity 3a, [think that could work. Prizes are always good. ry 3a. Write letters to show if each expression is used to give a positive response (P), a negative response (N) or an unsure response (U) d Read the Language Focus section on page 22 to check your answers. Lesson 5 21= «xr Saas eas 4.a Work with a partner. We can use various expressions to suggest ideas, Write sentences to suggest Whatifwe your ideas from activity 1 Itwould be great if we could + base form of the verb Use different expression from the Language Focus section for It might be good if we could each sentence you write, What if we order some food for the guests? Itwould be great if we could get more people involved. It might be good if we could organise an event. example How do you feel about free cycle helmets for What about /How about ‘noun schoolchildren? What do you think about 4t-dng form ofthe verb How do you feel about What about a race? How about setting up a volunteer group? What do you think about a competition? How do you feel about setting up a committee? Responding to ideas giving a positive response I think that would / could / might work. Let's go with that. That's a great idea ving an unsure response oo iA b Work with a partner. {can't make up my mind, Rewrite the negative responses, fm in two minds (about it. below, using the prompts and your own ideas. giving a negative response Keep a similar meaning. I think it’s too + adjective 1 [think it's It might not be + adjective (enough) ‘ Setooexpensie. I think it's too expensive. It might not be affordable It might not be interesting enough. enough softening negative responses 2 Itmight not be We can add expressions like ‘I don’t know, and ‘I'm sorry, but’ attractive enough. to soften negative responses. think it's too Idon’t know, | think its too expensive I'm sorry, but it might not be interesting enough " 3 genous 3. I think it's too old-fashioned. It might not be 4 Itmight not be interesting enough. I don't know, I think it's too 22 LessonRta arm Chel 5a Listen. What happens to the underlined parts of the sentences? 1 Tthink that would work. 2 Let's go with that. 3 Ican't make up my mind. 4. I'min two minds about it. b Listen again and copy the pronunciation BREIL 6 a Imagine you are part of an action group that wants to improve a local park. In paits, read the ideas below and write three more of your own, then rank the ideas from 1-5. (1 =the best) Organise a picnic and clean-up day in the park. Ask for more litter bins... b Have a meeting with everyone in the class. Suggest your ideas from activity 6a. As class, discuss the suggestions and choose the best three. Homework - turn to page 99 LessonS 23i] Dedicated to a Dream 1a Work with a partner. Tick (V) the nouns that can follow each expression of quantity below. Puta cross (X) next to the nouns that cannot follow the expressions. many/notmany hobbies / excitement x buildings __ times __ oO alot of time __ people __ training «sister O hardly any people __ milk __ time __—_ questions oO not much time __ people __ = money’ ____ excitement. oO some imagination ___ clothes ___— projects ___— education _ b Write a letter next to each expression of quantity in activity 1a to show if tis used with countable nouns (C), uncountable nouns (U) or both countable and uncountable nouns (8) ¢ Underline expressions in activity 1a that are used to talk about large quantities. Circle expressions that are used to talk about medium quantities. Do nothing to expressions that are used to talk about small quantities. 2.a Work with a partner. Read the title of the article on page 25 and look at the picture. Guess the answers to the questions below. Where is the building in the picture? Who built it? What is it made of? How many people were needed to build it? ‘When was it built? ‘Why was it built? bb Read the article and check your answers to activity 2a 3 a Find and circle the words from the list below in the article. Draw lines to match each word with its meaning, believing that something is important, and giving a types (paragraph 1) dot of time and energy to it dedicated (paragraph 1) the place where you are and the things that are in it surroundings (paragraph 2) L_ kinds of people tripped (paragraph 2) extremely interested fascinated (paragraph 2) fell because you hit something with your foot ideal (paragraph 4) the ability to think of new ideas imagination (paragraph 5) perfect / the best possible 24 LessonéInt lesson: Discuss hobbies and spare time activities in your country Vocabulary: Expressions of quantity 1 Everyone should have something to do outside work, and plenty of people spend a great deal of time and money on their hobbies. Some read books or collect stamps, a few adventurous€ype3)go hang-gliding or parachuting, but few people are as dedicated to their spare time activities as the Frenchman Ferdinand Cheval was. Cheval built a palace at the bottom of his garden. Cheval (1836-1924) began to think about his project when he was working as a postman in the village of Hauterives. Every day he would walk the same 18-mile route and see the same things. There was little excitement in his life. He later wrote in his autobiography, ‘Constantly walking in the same surroundings, what could I do but dream?’ Then one day, as he was walking, he tripped over a stone and fell to the ground. He got up, went to look at the stone, and was fascinated by its beauty. He put it in his pocket and took it home. bb Write the words in bold from the article into the table below, to match them with the quantities they express. all alot plenty of some hardly any 5 He started noticing more beautiful stones when he was walking. Each time he found one, he would take it home and add it to his collection, Alter eight years he had quite a few stones of all shapes and sizes ~ enough to start building, his dream palace. 4 The project took quite a bit of time. He started building in 1888 and finished in 1912. He had no help and often had to work late at night, using an oil lamp, but that did not stop. him. When the building was complete, its ‘outer walls were 24 metres long and 10 metres high, He called it Le Palais idéal (‘the Ideal Palace’). 5 Cheval’s work never became well known when he was alive, but several famous people, including Picasso, admired it very much, and became friends with him. Today it receives thousands of visitors each year, who go to see what one man can do with a little imagination ~ and plenty of hard work. Lesson 6 25Language Foci 4 Underline the correct options in blue to complete the rules below. Check the article on page 25 to help you with your answers + We use few, a few, several, and quite a few with countable nouns / uncountable nouns / both, + We use little, a little, a great deal of, and quite a bit of with countable nouns / uncountable nouns / both. + We use plenty of with countable nouns / uncountable nouns / both. + We use every and each with plural / singular countable nouns, 5 Work with a partner. Cross out one expression which is not possible in each sentence below. a Ihave Hittle / a little / plenty of cash —let me buy you lunch. b Ispend quite a few / several / a great deal of hours every week on the Internet. © I've asked him each / a few / a lot of questions, but he hasn't replied. 4 He's very unpopular and has quite a few / few / hardly any friends. e She tries hard, but she fails every / quite a bit of / each time. 26 —_Lesson6Rta arm cle 6a Listen. How are the underlined words pronounced? 1 We've got plenty of time. 2 He wentto a great deal of trouble. 3 T've got quite a bit of work at the moment. b Listen again and copy the pronunciation. URES 7 a Think about hobbies and spare time activities in your country. Use the questions below to make some notes. What are the most popular spare time activities? What activities are less popular now than they were in the past? How much time do people you know spend on spare time activities? What things do children like to collect these days? What things did you collect when you were younger? What are some unusual spare time ac ities that you have heard about? bb Discuss the questions in activity 7a as a class. Homework - turn to page 99 iUesson(6) 27)Ta Work with a partner. Use the nouns from the box to complete the underlined expressions below. break isu point 1 My car breaking down was ablessing in -Istarted using my bicycle and got much fitter. 2 He met a film producer in a lift. It was a lucky which led to his career in the showbiz. 3. The invention of the Internet was, turning inthe history of communication. b Write numbers to match the underlined expressions in activity 1a with the meanings below. apiece of good luck that gives you a chance to succeed something that seems bad, but which leads to good results amoment when something changes and affects what happens afterwards in an important way 28 Lesson7 Turning Point A Turning Point ree ____| got into the office at the usual time. People were settling into their chairs, starting up their computers and exchanging the usual greetings in the usual way. I was just opening my emails when Tom Peters, the HR Manager, came over to me. ‘Hi Pippa,’ he said, and smiled. Then he invited me into his office. | had worked there for three years. | had seen this happen to other people. | knew it wasn’t good _1__ The day my life changed started like any other day. | woke up, checked my emails, had my coffee, took a shower, went out of the door and got on the train to work. Itwas a dull, grey day, a normal day. It had been raining, and the streets were wet. —— | was shocked. | really hadn't expected it. But that night, when | was thinking about it at home, I realised something strange: | was upset, and angry, of course ~ | had just been sacked - but | wasn’t sad! | had never liked my job there, never enjoyed my work. V’d been looking for a way out, but I'd been scared of just leaving. Now Tom had given me the push, and I was free. —— In his office, Tom asked me to sit down. He told me that this was difficult for him. He told me that he was sorry. Then he told me that | didn’t have a job. That was it. | hadn’t done anything wrong, but the company didn’t need me any more. —— I started to do. something I’d_ been dreaming about for a long time - | started to write. I still have to work, of course ~ we all need money ~ but I no longer live to work. Now, | work to live, and | live to write. It's mostly blogs, but last month | had something published in a little magazine | like.In this Lesson: Tell people about something that changed your life Grammar: Narrative tenses 2. Read the article on page 28 quickly and write numbers to put the paragraphs in the correct order, then answer the questions below. 1 What was the turning point that Pippa Evans writes about? 2 Does Pippa think that what happened. ‘was generally positive or negative? bb Read the article again. Circle an option to show ifeach statement below is true (T) or false (F). Write a number at the end of each statement to show the paragraph where you found the answer. 1 Pippa had coffee in the morning. 2 Itwas bright and sunny in the morning. .T/E 3. The office was empty &% when Pippa arrived. T/F a % 4 Pippa had three years’ ame experience in the job....... T / F -.. . b Look at how the examples of tenses you ee oo — by aes underlined in paragraphs 1 and 2 are used. potat happens _— Write the names of the tenses to answer the 6 Pippa liked the job questions below F aa TF 1 Which tense is used to talk about main 7 Pippa's dream was to events in the story? be a writer. T/F © Would you feel the same as Pippa if similar thing 2) Whiciiense ieteecis ‘gatthe scene’, Peete or talk about actions in progress when main events happened? 3 a Work with a partner. Read paragraphs 1 and 2 of the article again and underline all of the 3. Which tenses are used to talk about ‘examples of the following tenses: actions and events that happened before the main events? the past simple the past continuous the past perfect simple the past perfect continuous and. « Read the Language Focus section on page 30, and check your answers to activity 3b.PeTiye (rye (Merete) 4 30 We can use a variety of tenses when we tell stories. We can use the past simple to talk about the main events in a story. Her boss called her into the room and fired her. We can use the past continuous to’set the scene’ of a story, or to talk about background actions that were in progress when main events happened, She was. gin a café, reading, when she got the phone call that changed her life. We use the past perfect simple and past perfect continuous when we talk about 2 time in the past and want to refer to actions or events that happened before that time We use the past perfect simple when we emphasise the completion of the action or events. She was happy because she'd finished the job. We use the past perfect continuous when we emphasise the continuation of the action or events. He was angry because he'd been waiting along time. ‘We don’t usually use the continuous form when: - we refer to actions that are completed at a single point in time. V He was angry because he'd lost his job. X_ He was angry because he'd been losing his job. -we refer to a state. V Shed been very unfit before she joined the gym. X_ She'd been being very unfit before she joined the gym. Look at paragraph 4 of the article on page 28. @ Circle one example of the past perfect simple where you can use the past perfect continuous instead. b Underline five examples of the past perfect simple where you cannot use the past perfect continuous instead. Lesson 7 5 Use the prompts in parentheses to complete the paragraph, Sometimes more than one answer may be possible. | (stand) '_was standing _on the pavement, (look) * when | frst (meet) for my keys, him. He (sit) * under a car on the street in front of my flat. He (he) * hungry and dirty because he (live) on the streets for a long time. He (look) like a small, grey ball of fur, | (never like) © cats before then, but | (feel) ° y° ) him some milk. He sorry for him, so | (take) him into my flat and (gi still lives with me, | call him Smudge.Sounding Natural 6a Listen. How are the underlined words pronounced? 1 Ithad been raining. 2 Ithad been forgotten. 3. Ithad never happened before. b Listen again and copy the pronunciation. Time to Talk 7 a Work on your own. Choose one of the following: a turning point (big or small) in your life a lucky break that you had a blessing in disguise that you experienced Use the questions below to make notes about it and how it changed your life. When did it happen? Where were you living and what were you doing when it happened? How exactly did it happen? How did it change your life? b Work with a partner Tell them about what you made notes on in activity 7a. Listen to what your partner tells you. Ask questions to get more information. ¢ Telthe css aboutyour partner’ answers __Homewek-saniapazerco | Lesson? 311 Work with a partner. Discuss the questions below. a Do you enjoy spending leisure time by the sea? Why or why not? » Have you tried any of the water sports in the pictures on page 32? 2 a Work with a partner. Look at the pictures ‘on page 32 and read the list of water sport ‘equipment below. Write numbers to show in which picture you can see each item. Sometimes an item is in more than one picture. allife jacket .. amask asailing boat a snorkel .. asailboard wetsuit... an air tank... fins akayak apaddle .. 32\ Lesson.In this lesson: Give advice about something you know how to do Skills: Extended listening and speaking PS 3 CREEED tistento an instructor giving a presentation about a water sport (not one of the water sports on page 32). Circle the equipment in activity 2a that he talks about, then answer the questions below. a What water sport is he giving a presentation about? b Ishe giving the presentation to beginners or to people with alot of experience? SS =F 4 Discuss the questions below with partner a What words, topics or ideas do you remember from the presentation? b What made them easy to remember? 33 7| eeListening skills and strategies Listen for repeated ideas Speakers often repeat important ideas, and then explain what they mean in more detail. Pay attention when ideas are repeated. It will help you to understand better. 5 a Draw lines in the table to complete the extracts from the presentation. ‘Make sure that you get your hair away from your face area that'll push the water out of the when you wear it If there's hair bottom of the mask. ‘on your face, Press the top of your mask against your faco, like this, and then blow out through your nose. If you blow air through your nose, the water's going to get into your mask. b CREEEED Listen again to the first part of the presentation and check your answers to activity Sa. ¢ QQEBEEDD Listen again to the second part of the presentation. Make notes to answer the questions below. How should you breathe through a snorkel? Why? 6 QEZTD Listen again to the last part of the presentation. Make a note about what the instructor says about the following: a slowing things down b coral ¢ using sunscreen done more important thingWork on your own. Think of something you know how to do. Use an idea from below, or one of your own ideas something you do at work a free time activity you do Use the table below to make a note of up to three pieces of advice for someone who has never done the activity before. advice explanation Work with a partner. Tell them about the activity you chose, and the advice you made a note of. Don't look at the notes you made. Tell the class what activity your partner told you about, and the advice that they gave. lessons1 36 a Underline the correct adjective to complete each sentence. 1 Thate my job and I can't find a new one. feel so nervous / frustrated. 2 I'mabit anxious / disappointed because John is late for work. I hope he's all right. 3 I think he's annoyed / upset. He's been crying all morning. b Complete the sentences with the adjectives you didn’t underline in activity 1a. 1 Are you worried about something? You look a bit 2 She was really with her parents because they wouldn't buy her a phone. 3. Iwas rather with the movie — it wasn't as good as [hoped it would be. zs —_ Lesson 9In this lesson: Tell people what you wish for or regret Function: Expressing wishes and regrets 2 Work with a partner, Look at the pictures on pages 36 and 37 and answer the questions. ‘What do you think the problems are? How do you think the people feel? 3 a Work with a partner. Use the words in parentheses to complete the wishes or regrets of the people in the pictures Put the verbs in the correct form. Use short forms where possible. Picture 1 Iwish they'd invite me to their party. (will / invite) Picture 2 only! this tree. Now I'm stuck! (have / not / climb) Picture 3 IwishT a bigger car. (have / rent) Picture 4 Ishould. harder, (have / study) Picture 5 only! (can / cook) Picture 6 IwishI so nervous right now. (de / net / feel) Picture 7 Ifonly! taller. (be) b Listen and check your answers to activity 3a. 4.a Work with a partner. Read the sentences in activity 3a and write numbers to answer the questions 1 Which sentences express a wish for a different present or future? 1 2 Which sentences express a regret about the past? b Read the Language Focus section on page 38 to check your answers to activity 4a. Lesson9 37Wishing for a different present or future Ifonly + past verb forms Iwish + could /would + base form If only | were* lying on a beach right now. Iwish he spoke better French. If only | could get the earlier flight tomorrow. I wish they wouldn't shout at me. “We sometimes use were instead of was. This can sound more formal. Expressing a regret about the past Ifonly na + past perfect Hfonly Vd studied harder, I wish we hadn't married so early. I should + have + past participle I should've tried harder. I shouldn't have paid by credit card. 5 a Work with a partner. Write at least one wish or regret that the person in each situation below might have. 1 P'mreally nervous. I'm starting a new job next week in Hong Kong. I can't speak Chinese. If only T could speak Chinese. 2. It's my birthday today, but I didn’t get any presents. I’m feeling really disappointed. 3. I'mreally upset. I didn't pass my driving test. This is the third time I've tried. 4 I'mfeeling quite anxious. I've got an exam today. I haven't studied at all. 5 left the house late this morning. I'm very annoyed because I missed the bus and now I'm late for work. 6 I'm really frustrated with this job. My boss never listens to me, and my colleagues are idiots. b Compare your answers to activity 5a as a class. 38 Lesson9REC arm Chel 6a Listen. What sound can you hear in the underlined part of each sentence? 1 Ishould've been more careful. 2 Ishouldn’t have trusted them, 3. Ishould’ve tried harder. 4. Ishouldn’t have argued with thern, » Listen again and copy the pronunciation 7 a Work on your own. ‘Make a note of three things you regret about the past and three things you wish for in the present or the future. b Work with a partner. Tell each other about the things you made a note of in activity 7a. ‘Ask questions to get more information. example A: Tf only I'd travelled more before I got a job. : Why do you say that? A: Well, I can't take much time of f work these days. € Tell the class about your partner's answers. Lesson9 39| Penfriends ‘La Read the personality adjectives in the table below. Write the headings from the box into the correct places in the table. approach to life approachto other people mental ability approach to other people honest active intelligent reliable anxious creative selfish careless sensible sociable cheerful brilliant b Work with a partner. Discuss the meanings of the adjectives below. Decide where to write them into the table in activity 1a, then add one more adjective to each column, Sometimes, more than one answer may be possible, open-minded stubborn reserved foolish practical competitive self-centred bi imaginative talkative Sensitive thoughtful adventurous bad-tempered organised cautious «€ Discuss your ideas from activity 1b as a class. 40 Lesson 10 2.a Work on your own. Use adjectives from activity 1 to complete the sentences below and make them true for you. Iwish I were more Iwish I weren't so Idon't think I'm, enough. Td like to be more b Work with a partner. Share the sentences you completed in activity 2a. Ask questions to get, more information. example A: T wish T were more competitive. B: Why do you say that?3 a How much can you tell about someone's personality from their appearance? Work with a partner. Look at the pictures on page 41, of people on a penfriend website. Discuss what you think each person's personality is like bb Read the messages that go with each picture and check your ideas from activity 3a « Work with a partner. Discuss the questions below. 1 How accurate were your ideas from activity 3a? 2 Could you be friends with any of the people? Ifso, who, and why? Ifnot, why not? Hi, My name is Wendy. I'm a mom, but my three adult kids have now all left home. I've always lived in the same small town, here in Ohio. People sometimes ask why | never moved to the city and got a big job, but I've never been ambitious. | like small-town life and small-town folk = someone has to do the small jobs! I'm not at all materialistic. | don't care about having lots of money or fancy clothes. Basically, 'm a people person. | love spending time with friends, talking and sharing thoughts and emotions. | think I'm quite down-to-earth (people always say how practical and sensible | am), but I'm definitely not boring. | don't believe anyone is boring, really — we all have dreams, don't we? inthis lesson: Compare how you describe yourself with how other people describe you Vocabulary: Expressions for describing personality Hey there! I'm a Chinese guy, living and working in New Zealand. I'm a bit of an extrovert — | really enjoy going out, having fun and meeting new people. I'm looking for friends around the world to share daily life stuff, and talk about any topic, like science, astronomy, the economy, movies, drama, etc. I'm not fussy about your age, or where you live, as long as you are a good. laugh — no one boring, please! Looking forward to making contact with all you interesting people! Hello, I'm Chrissie, | love to write letters, and actually communicate better this way. I'm studying fashion and design in Birmingham, England, but | keep myself to myself and don't mix much with the other students ~ I've never been good at small talk, | guess I'm something of an introvert, really — I'm quite shy, and I don't make friends easily. | love drawing and | love clothes — I'm quite particular about what I wear ~ I don't have a lot of money, but | always try to dress well. I'd like to discuss alternative music and popular culture. Lesson 10 4PETiTe TEs [ a eraery 4 Work with a partner. Read the expressions in bold in the penfriend messages on page 41, then draw lines to match each expression in the table with the correct meaning someone who understands other people and enjoys ambitious relating to them materialistic |_ having a strong wish to be successful or rich believing that money and possessions are the most t aad important things en someone who is energetic and enjoys being with other people an extrovert easy to please not fussy practical and sensible a good laugh not talk to other people very much ke If rae someone shy and quiet to oneself an introvert difficult to please and careful when choosing things particular someone who is fun and enjoyable to know 5 42 Use the expressions from the Language Focus section to complete the sentences below. a He's an ambitious politician who will do anything to succeed. b Tileat anything -I'm really about food. © He's a good who works very well in teams. 4 They all go out on Fridays, but he never joins them ~he prefers to © She's not very = she’s got lots of crazy ideas that will never work. £ He's such —he's always at parties and he hates spending time alone. g John's ,and an evening with him is always great fun. h I'mvery about tea, Ifit isn’t made right, won't drink it. i He's abit of who finds it hard to relate to other people. j Young people today are self-centred and All they care about is how they look and what they have. Lesson 10Sounding Natural 6a Listen. Underline the /3:/ sound in each expression below. introvert extrovert people person down-to-earth an one reserved b Listen again and copy the pronunciation. 7 a Get into pairs, but work on your own. Choose five expressions from this lesson to describe yourself. Choose five expressions from this lesson to describe your partner. Use the table below to make a note of the expressions you choose. Use your own ideas to add other expressions if you wish b Work with your partner. Compare the expressions you made a note of in activity 7a and explain why you chose them. «€ Tell the class about how your partner described you, and if anything they said surprised you. Lesson10 43Sm Work with a partner. Complete the table below with the nouns from the box. experience graduate opportunity qualification two-word noun ‘meaning job the chance to get a job a person who has a degree in a science science from a university a record that you have studied and academic have passed exams in, 9. university work experience °xPéfience you already have of experience“ doing work Which two nouns from the box in activity 1a can also be used as verbs? Discuss the questions below as a class, 1 Are job opportunities for graduates in your country good or bad at present? 2 What do you think is more important for young graduates who are looking for work — academic qualifications or work experience? 3. What other things affect job opportunities for graduates in your country (e.g. the course they studied or the university they went to)?In this Lesson: Talk about things you plan and predict in your life Grammar: Future forms ten 2 Listen to Kim and Raj talk about their plans for after they graduate. Write Kim or Raj to complete each statement below. Kim _ speaks first. is worried about finding a job. has been offered a job. has arranged to sign a job contract tomorrow. can't say who has offered the contract. decides to ask again tomorrow. hopes to be in America by November. has decided to find work with a charity. wants to get work experience. ‘hasn't decided whether to try a local charity or a charity in London. k has arranged to meet a tutor on Tuesday. rerenaue 3 a Circle a letter to show if Kim (KK) or Raj (R) said each sentence below. 1 We graduate in just eight weeks’ time, and I'm worried. . I'm seeing them tomorrow to sign the contract, actually. K/R I can't tell you until I have the contract. . 2 3 4 OK.I'll ask you again tomorrow, then. 5 Ijust know you're going to be impressed. 6 7 8 ‘With luck, I could be in America by November. I've decided I’m going to work for a charity somewhere. K/R Yl be a volunteer, so I won't be paid, but I will get some really good work experience. K/R 9 Idon't know. might try somewhere local, or maybe something in London. K/R 10 I’m meeting my tutor next Tuesday to get some advice on organisations to try. K/R b Listen again and check your answers to activity 3a. 4a Work with a partner, Study the sentences in activity 3a. ‘Write numbers below to show in which sentences the speaker uses ‘will to state a prediction as afact._8_ will to state a decision made at the time of speaking. __ going to to make a prediction based on knowledge or evidence. going to to talk about an intention or plan made before the time of speaking. might/could to make a prediction they are not sure about.__ might/could to talk about an intention or plan they are not sure about.__ a present tense to talk about a future event they expect to happen (e.g.onaschedule). a present tense to talk about a future arrangement (e.g. with another person). __ b Read the Language Focus section on page 46 to check your answers to activity 4a, Lesson11 45We can talk about the future in different ways. 1. Making predictions and saying how certain we are that something will happen We can use will + base form of the verb to state a prediction as a fact. It’s a great book - you'll love it. We can use might/could + base form of the verb to make a prediction we are not so sure about. The shops might be closed tomorrow, so we should check, The company’s made a profit, so we could get a pay rise We can use going to + base form of the verb for predictions we have evidence for, or when a process has already started. Iknow you're going to hate this. (prediction based on my knowledge of your character) Watch out - it’s going to fall! it has already started to happen) We can use the present simple to talk about future events we expect to happen (e.g. because they are on a schedule). We often use the present simple like this after conjunctions such as when, after, until, as soon as, etc. The next train leaves at six. Please give him this when you see him. ———————————ES 2. Talking about intentions, plans and arrangements. We can use will + base form of the verb to talk about decisions we make at the time of speaking. I'm quite tired, so I think Ill take a short break, if that's OK. ‘We can use might/could + base form of the verb to talk about intentions and plans that we are not sure about. I might go to New York, and I could even stay there a month. We can use going to + base form of the verb to talk about intentions and plans made before the time of speaking. 'm going to drive to London on Saturday. ‘We can use the present continuous to talk about arrangements (often with other people) Tim having dinner with my colleagues next Friday, 5 Choose the correct form for each pair of sentences. Use each form only once. a having / going to have Views | avg aperytonot Wereat arent time there, b Icould study / I'm going to study hard because Ineed to pass this exam, Thaven't decided yet, but engineering because I'm good at maths. ¢ will think / might think Please apologise, or she | you're not sorry. OKI) about it careful, Ipromise. 46 Lesson 11 will meet / meet Give me an answer when 1 [7 youat te weekend. ttyou want) youter lunch next weekend. e is /willbe Tomorrow the first day of winter, ‘The weather forecast said tomorrow (the coldest day ofthe year allREC are mehr 6 a Read the sentences below. Write a letter at the beginning of each sentence to show if the word in bold is anoun (n) or a verb (v) 1 _v He's going to graduate next year. @x 2 __She'sascience gradual ert /at 3 __He graduated from a good university. eit /at 4 __There are good job opportunities for engineering graduates. ext /at b Listen. Circle an option at the end of each sentence to show what sound you can hear in the Underlined part of the word in bold. . Listen again and copy the pronunclation, 7 a Work on your own. Make a note of your answers to the questions below. 1. What are you doing after this Lesson? 2. Do you have any plans or arrangements for tonight? 3, Do you think the next six months will be good for you? Why or why not? 4, Have you thought about your next holiday? Tf you have plans, what are they? Tf you don't have plans, what do you think you might do? bb Think of two more questions about the future and add them to the list in activity 7a, 8 a Work with a partner. Ask and answer the questions in activity 7. ‘Ask questions to get more information, Lesson11 47 bb Tell the class about your partner’s answers.cede sod 1 Discuss the questions below as a class. a Why do you study English? Do you study any other languages? bb What are the advantages of studying English? © Are there any disadvantages to studying English? 2 One World, One Language? 2 Listen toa short talk about languages and tick (U) the correct ending to complete each statement below. a The rate at which languages are dying is... 1 decreasing. 2 increasing. 3. staying the same. b Researchers think that in the year 2100 we will have. 1 less than half of the languages we have today. 2 about half of the languages we have today. 3 more than half of the languages we have today. ¢ The speaker thinks... 1 we shouldn't learn foreign languages. 2 we don't need a global language. 3 everyone should learn English, d The main topic of the talk is... 1 why languages die. 2 how to learn dead languages. 3. the effect of English as a global language. yp N Go3a b sk Listening skills and strategies Distinguish facts from opinions Facts and opinions are both important. A fact is something that you can check and show to be true or false. An opinion is based on a belief or a feeling. You can agree or disagree with opinions, but you cannot prove they are true or false. Speakers usually mix facts and opinions. Ifwe can tell the difference, it helps us to understand, and to form our own opinions about a topic. Work with a partner. Read the extract, below, from the beginning of the talk in acti ‘Answer the questions underneath. Hazel was 103, and she was the last native speaker of Klallam, which was a. Native American language. Now, when the last native speaker of a language dies, the language dies too, and this isa terrible thing. 1 Which sentence in the extract states facts? How many facts are there? 2 Which sentence in the extract expresses opinions? How many opinions are there? ‘Asa class, read a second extract from the beginning of the talk in activity 2. Discuss the questions underneath, When the last native speaker of a language ;, no one can think or dream in that language any more, and we lose a unique. and special way of looking at the world. 1 Does the extract state facts or give opinions? 2 Could you prove or disprove anything that the writer says in the extract? In this Lesson: Discuss and share your reactions to two short talks Extended listening and speaking 4a Listen again to the middle part of the talk from activity 2 Make notes to answer the questions below. 1 What does the speaker think is very sad? 2 What does the speaker think is very dangerous? 3. What do researchers calculate dies every 14 days? 4 What do experts estimate two billion people will soon be? 5 What does the speaker agree with Claude Hagege about? 6 What do some researchers predict will no longer exist by the year 2100? 1 Which questions in activity 4a are about opinions that the speaker expresses? 2 Which questions are about facts that the speaker states? Listen again to the last part of the talk. Make a note about what the speaker says on the following topics, then answer the question below. + a future with only six or seven hundred languages + English as a global language + learning foreign languages Is what the speaker says on these topics fact or opinion? |S tessonn2 495 You are going to listen to another short talk on English as a global language. 1 Before you listen, work with a partner and read the extract from the beginning of the talk, below. Find and underline one fact in the extract (there is only one fact). Let me ask you a question. If a Russian, a Mexican, and an Algerian had a conversation in a Swiss coffee shop today, how would they communicate? The answer is: they would probably talk in English. i those same three people had met in that coffee shop a 100 years ago, or even just 50 years ago, they might well have spoken in French, because French was for many years the main international language in the West. But now English is winning the race against French to become the world’s first truly global language. The modern rise of English is one of the most astonishing and exciting things happening on our planet today. b How many opinions can you find in the extract? 6, CD 1 Listen to the second talk and make a note of at least three facts that you hear, 2 Work with a partner. Compare your notes. ‘Are any of the facts the same as the facts mentioned in the first talk you listened to? » CED 1 Listen again and make a note of at least five opinions that you hear. 2 Work with a partner. Compare your notes. Are the speaker's opinions generally similar or different to the opinions of the speaker in the first talk?7 Read the questions below and make a note of your answers, Discuss the questions as a class, ‘a Which facts from the two talks do you find interesting or surprising? Why? b Which opinions from the two talks do you agree or disagree with? Why? € Do you think itis possible to translate perfectly from one language to another? Is there anything you think cannot be translated? 4 Do you think we will have a global language one day? If not, why not? If so, will it be English?3 Read the numbered paragraphs again and make a note of why the author says you should do 1 As aclass, make a list of ways to cook a class, make a list of ways to cook eggs. the following You have one minute = a Use a deep, wide pan. b Make sure the water isn't boiling. ¢ Have alarge spoon nearby. Allow some hot water into the cup before you pour the egg out. Push each egg with a wooden spoon. 4 a Work with a partner. Study how the expressions in bold are used in the article on page 53, then write the expressions into the correct places in the table below. expressions how they are used so that 2 a Read the first two paragraphs of the article on ____—_ to explain the purpose page 53 and make a note of the answers to the of doing something questions below. 1 Does the author mention any ways of to takabout cooking eggs that you thought of in the possibility of activity 1? Ityes, what? something happening 2 Does the author mention any ways of tosay what wil cooking eggs that you didn’t think of? happenif you don't do: something Ityes, what? 3. Whatis the author going to explain —_____—Cstegivea reason how to do? (similar to because) b Read the rest of the article quickly, Write numbers _b Read the Language Focus section on page 54 and to put the paragraphs in the correct order. check your answers to activity 4a, 52 Lesson 13(@ eri deta abel fe Renae ute) UU ha ee cy gets better. Add an egg to your eee DU Tia a be good. How you cook them tells me something about your character eae cage he ae I know you can be trusted, though Rem een na ETA ele ey eae ee et) ene en ices Cr Cees keen ana eeu ea acta If you really want to impress. me with an egg, however, poach it for Rea uReeetE en just take it out of its shell and slip it, enn neg ea water. Keep it there for five minutes, enema cme a a eu soft, silky white. Let me show you how. Method 1 You need to use a pan that is at least 7em deep so that there is enough water to cover the eggs, and so they won't stick to the bottom of the pan. Also, you want to make sure the pan is wide enough to hold all the eggs you will be poaching, as you don't want the eggs to stick together. __ Slowly lower each cup under the surface of the water. You need to be careful - don’t pour the egg out of the cup straight away, or else it will just spread out in the water - and you don’t want that. Instead, allow some of the water into the cup in order to cook the egg slightly in the cup and keep it firm, After about 10 seconds, you can gently slip the egg into the water. __ Fill the pan with water and adda litle sat. Bring the water to a simmer, but don’t let it boil, otherwise your eggs will break up when you put them in. In this Lesson: Explain how to make a drink or dish that you like Function: Explaining how to do things cal) ll | What you need | A frying pan Or I: * One e9g per One teacup for Person ~ as fresh 7 . a egg QS possible [ “ lotted spoon + Sait | ae en ; ‘Freshly ground | el black pepper ee __ After a couple more seconds, gently push each egg with a wooden spoon to make sure it isn’t sticking to the bottom of the pan. __Break each egg into a separate cup. Have a Targe spoon nearby in ease a yolk breaks when you put an egg in the water and you need to get it out quickly (you can use it in an omelette). __ Serve on hot, buttered, wholemeal toast, with Tots of freshly ground black pepper ~ perfection ona plate! __ After exactly five minutes, lift each egg out With a slotted spoon and place the spoon and the egg on a clean tea towel to drain for a few seconds. Lesson13 53We can use the base form of the verb without a subject when we explain how to do things and give instructions. We use don’t + base form to give negative instructions. Bring the water to a simmer, but don’t let it bol. Be careful - don’t pour the egg out of the cup straight away. We can also use you need to or you want to before the base form. You need to use a pan that is at least 7m deep. You want to make sure the pan is wide enough to hold all the eggs. We can use various expressions after our instructions to explain why something should be done. We can use (in order) to + base form or so (that) + clause to explain the purpose of doing something, Make a note in order to remember. You need to make a note so that you remember. We can use in ease + clause to talk about the possibility of something happening, You want to take an umbrella in case it rains. We can use or else/otherwise + clause to say what will happen if you do something differently. Be careful, oF else you'll be sorry. You need to cook it carefully, otherwise you'll spoil it. We can use as + clause to give a reason. As has a similar meaning to because. Pick it up with an oven glove as it’s very hot 5 Work with a partner. Fill in the blanks with the expressions from the box. etherwise as_—sincase —inorderto —orelse-—so that. a Remind me tomorrow, ___otherwise__I'll forget. b You want to start early finish on time © Take extra money things are more expensive than you expect. 4 Study hard, you'll fail. © You need to wear something warm I think it's going to rain. £ You want to explain things clearly everyone can understand. 54 Lesson 13Rta arm cle 6a Listen. Circle the correct option to show how the underlined word is pronounced in each sentence below. 1 2 Youwant fo explain things cleaty 3 ott 4 You need to ask nicely. b Listen again and copy the pronunciation, ime to Talk 7 a Work on your own. Think of a drink or dish that you like and know how to make, Make notes about how you like to make it. b Work with a partner. Explain how to make the drink or dish you made notes on in activity 7a. € Tell the class about your partner's drink or dish Homework - turn to page 103In the News 1a Work with a partner. Read the sentences, below, reporting what people said. Complete them with the verbs from the box, in the correct form. Some verbs can be used more than once. ask say tell 1 The Prime Minister was__asked __ifhe had any plans to call an election. 2 The company yesterday that they had recorded the biggest profit in their history. 3. The prisoner the police that he is innocent, 4 Reporters her how long it had taken to complete her latest album. bb For each sentence in activity 1a, write what was said in the original conversation. 1 Do you have any plans to call an election? ¢ Compare the sentences in activities 1a and 1b. Discuss the questions below. 1 What often happens to the tense of verbs in reported speech? 2. Inwhich sentence does the tense not change? Why? 3. When do we use if in reported questions? 56 Lesson 14 2a Work with a partner. Read the headlines of the ews stories on page 57 and look at the pictures. Discuss what you think each story is about. bb Read the stories quickly and check your ideas from activity 2a. 3 Work with a partner. Write no more than four words ‘to show who or what said each sentence. a He's the real King of England. a TV documentary b Edward IV wasn’t the real son of Richard Plantagenet. ¢ It’s an interesting idea, but I don't take it seriously. Iwon't ask Elizabeth to give me her job. © We're sorry we didn't make you a dragon. f Please make me a dragon. g l'llcall it Toothless, or Stuart. h I'll feed it raw fish and play with it every weekend. i. We're sorry we don’t know how to make dragons. j We've studied dragonflies, but we don't know anything about fire-breathing dragons. k A squirrel has been arrested for stalking. 1 I'mterrified, mm OK. We'll catch it. n It may have been exhausted and hungry.The Real King of England Ozzie Dragons tn 2014, the Australian National Science Agency apologised to a seven-year-old gitl for not creating a dragon. The girl, Sophie Lester from Queensland, had written to the agency and asked them to make her the dragon. She explained that she would call it Toothless if it was a girl, or Stuart if it was a boy. She promised to feed it raw fish and Look Who’s Stalking In this Lesson: Tell people about a story in the news. Vocabulary: Reporting verbs In 2004 Michael Abney-Hastings, a 69-year- old Australian man, became famous when a British TV programme claimed that he was the ‘real King of England’ The documentary, Britain’s Real Monarch, claimed to have found evidence that King Edward IV of England (1461 to 1483) was not the real son of Richard Plantagenet. If that is true, then Edward's brother, offered to play with it every weekend, ‘when there is no school.’ The scientists replied to her on their website. They apologised for not knowing how to make dragons and explained that they had studied dragonflies, but didn’t know anything about dragons of the mythical, fire-breathing variety. ‘For this,’ they said, ‘we are sorry.’ George, should have become king and Mr Abney-Hastings, who was the oldest living member of George’s family, should have been ruling Britain When he was told about the research, ‘King Michael’ agreed that it ‘was an interesting idea, but refused {o take it seriously. He promised that he wouldn't challenge Queen Elizabeth Il for her job. In July 2015, she was unable to get several newspapers rid of it. The police reported that a agreed to catch the squirrel had been ‘arrested’ in Germany for ‘aggressively stalking’ a young The woman contacted the police and claimed to be terrified because the squirrel was following animal, and finally took it into care. The police thought that the animal had behaved strangely because it was exhausted and hungry and wanted the woman to give it food her everywhere and Lesson 14 574 i 58 We often use say, tell, and ask (= question) when we report speech, but we can also use various other verbs. Different verbs are followed by different patterns, apologise can be followed by for + «ing form of the verb, We can mention the person spoken to with to. He apologised for being late. He apologised to them for being late. agree (= say yes), offer, and refuse can be followed by to + base form of the verb. ask (= request) can be followed by object + to + base form of the verb. He agreed to finish early. ‘They offered to drive us to the station, She refused to stop talking She asked me to down, agree (= have the same opinion), explain, report, and think can be followed by a that-clause. Everyone agreed (that) it was a great idea He explained that he was busy. promise and claim (= say something is true) can be followed by either to + base form of the verb ora that-clause. He promised to pay the money. He promised (that) he'd pay the money. She claimed to know the answer. She claimed (that) she knew the answer. claim can also be followed by to + have + past participle. He claimed to have been top of his class. Find and underline examples of these patterns in the news stories on page 57. The reporting verbs are all in bold. Lesson 14 5 a Work with a partner. Underline the correct option to complete each sentence below. 1 The newspapers reported / promised that the election results were a surprise. 2 He didn't apologise / agree to anyone for his bad behaviour, 3. She claims / promises to have told the truth, but I don’t believe her 4. Reporters questioned him several times, but he offered / refused to give an answer, 5 We all explained / thought she would fail, but she actually did really well. 6 [tried my best to convince him, but he wouldn't agree / ask that it was a good idea, Use the verbs that you didn’t underline in activity Sa to complete the reporting sentences below. Put the verbs into the correct form. 1 Tl definitely pay you soon.” He __promised__ to pay me soon. 2 ‘lt help, if you want’ She tohelp. 3. ‘Tm sorry, but I won't do it He wouldn't to doit 4 ‘You'll enjoy it—I guarantee it’ He that we'd enjoy it. 5 ‘Could you keep quiet, please?’ She them to keep quiet 6 ‘Ican't call my boss because she's on holiday.’ He that he couldn't call his, boss because she was on holiday.REC are mehr 6a Listen. What happens to the underlined letters when we speak naturally? He offered to show me around the office, She agreed to increase my salary. She offered to help. 1 2 3. He promised that we'd enjoy it. 4 5 Ho explained that he couldn't call b EEE Listen again and copy the pronunciation. 7 a Work on your own. Think ofa story you have heard or read about in the news Use the questions below to make some notes about it. What was reported? Where and when did it happen? What people were in the story? What did they say? What did you think about the story? Did you talk to anyone about the story? If you did, what did they say? b Work with a partner Tell them about the story you made notes about in activity 7a, Try to use at least three reporting verbs from this lesson. «€ Tell the class about your partner's news story. Homework - turn to page 104 Lesson14 59If Anything Can Go Wrong... ‘La The title of this lesson is the first part of an English saying, Work with a partner. Discuss how you think the saying ends. b Look at the bottom of the page to find the answer. Do you agree with the saying? 2a Youare going to read two articles about things that went wrong. Read the beginnings of the articles (on page 61). Write a number under each picture on page 61 to ‘match two pictures with each article, then answer the questions below. 1 Why did Streisand take Adelman to court? What did she want the judge to do, and why? 2 What is the ‘No Drive Day’ law? Why did politicians introduce it? b With a partner, discuss what you think went wrong afterwards in each story in activity 2a. ¢ Tur to page 85. Read the ends of the articles and check your ideas from activity 2b. 3 a Underline the correct option to complete each statement below. 1 Streisand would / wouldn’t have taken Adelman to court if he hadn't photographed her home, 2 If Streisand had / hadn't taken Adelman to court, fewer people might have looked at the photo. 3 Ifthe air in Mexico City had been good, politicians would / wouldn't have introduced the ‘No Drive Day’. 4 There might be fewer cars in the city today if they had / hadn’t introduced the law. b Write numbers to answer the questions below. Which statements in activity 3a imagine... 1 the past results of things happening differently inthe past? 1 2 apresent result of things happening differently in the past? _ ‘Buon o8 jay uomsue gL AUANDeIn this Lesson: Talk about an important decision you made Grammar: Third and mixed conditionals 1 No Publicity Is Good Publicity In 2003, Barbra Streisand, the American singer, songwriter, celebrity and multimillionaire, contacted her lawyers. She was angry because someone had taken a photograph of her home and put it on an internet website. She claimed that this was an attack on her private life ~ anyone could go to the website, look at where she lived and download the picture. Streisand’s lawyers took the photographer, Ken Adelman, to court. They asked the judge to order Adelman, to take the photo off the Internet so that people could not see it. 2 Plan Backfires Air pollution from cars and other traffic was a real problem in Mexico City in the 1980s. People used to say that living there and breathing the air was as bad for your health ‘as smoking two packets of cigarettes a day. Something had to done about it, so in 1989 politicians introduced a ‘No Drive Day’ law. The law said that every car had one day of the week when it could not be used - a ‘No Drive Day’. This was decided by the car’s number plate. For example, if the number on its plate ended in a1 or a 2, it could not be used on ‘Thursdays. If the number ended in a3 or a4, it had to stay off the roads on Wednesdays. The lawmakers hoped the law would improve air quality by reducing traffic in the city by 20%. Lesson15 61We can use if + past perfect with would when we imagine the results of things happening differently in the past. 1. Imagining the past results of things that didn’t actually happen, or that happened differently If + past perfect, // would have + past participle different (unreal) past imagined past results If we'd left home earlier, we'd have arrived on time. Ifthadn’t eaten allthe pizza, | wouldn't have felt so ill This is sometimes called the third conditional. 2. Imagining the present results of things that didn’t actually happen, or that happened differently if + past perfect, // would + base form of the verb different (unreal) past imagined present results IfI'dsaved more, I'd be rich today. Ifshe'd said ‘yes, we'd be married. This is sometimes called a mixed conditional. 3.We can use other modal verbs, such as might and could, in the ‘results’ clause. different (unreal) past imagined results Ifthey'd asked nicely, | might have agreed. If| hadn't forgotten my wallet, _ | could lend you some money. 4-The order of the clauses doesn't usually matter, but when the if-clause comes second, we don't use a comma Imight have agreed __ if they'd asked nicely. could lend you some money if | hadn't forgotten my wallet. 4.4 Work with a partner. Use your own ideas to write 3. Ifsmartphones hadn't been invented, two endings for each sentence below. In one ending, imagine a past result. In the other ending, imagine a present result. 4 Ifoil had run out 100 years ago, 1 if Columbus hadn't arrived in America, ... rock and roll wouldn't have been invented. the world might be much more boring. 5. Ifdinosaurs hadn't become extinct, ... 2. Ifmy country had been the first to land on the moon, .. b Change partners, Share your ideas from activity 4a, 62 Lesson 15Sounding Natural 5 a Work with a partner. Read the sentences below. Cross out the parts of the highlighted words which are not usually pronounced when we speak naturally. 1 Tweuld have won if Ihhad tried harder. 2 IfThad got the job, I would be in America today. 3. Iwould have gone to university if I had had the chance. b © EEBEESD Listen and check your answers to activity 5a. ¢ QQEZEDD Listen again and copy the pronunciation, 6 a Work on your own. Think about an important decision you have made in your life, relating to work/study/family/where you live. Use the questions below to make notes about it. What was the decision? What things went well? What would have happened if they hadn't gone well? Did anything go wrong? What? What would have happened ifit hadn't gone wrong? How might your life be different now if you had decided differently? b Work with a partner, Tell each other about the decisions you made notes on in activity 6a, Ask questions to get more information. Lesson15 63 « Tell the class about your partner's answers.Have you ever been to a wedding in another country? Ifyou have, what was it like? If you haven't, would you like to someday? Why or why not? Read the roles, in the box, that people can have at British weddings Write numbers to match each role with its duties, below. best man 2 caterer 3 photographer 4 father of the bride Susher a lookafter the rings __ b design the cake __ © escort the bride down the aisle __ organise the buttonholes ___ © give away the bride to the groom _ {introduce the speeches__ capture the main events in pictures __ hh show people to their seats__ i take shots of the guests __ j getthe bride to the church on time __ kk look after the groom __ 1 toast the bride and groom __ m dance with the chief bridesmaid __ mn pay foreverything __ Which roles from aetivity 2a do you have at weddings in your country? 64 Lesson\16| In this lesson: Skills: Listen for key information that a speaker talks about. This will help you identify who they are or what they do, even if the speaker doesn't mention it directly. Listen to the first of three people talking at a wedding, Make a note of the things they talk about doing in the day. Speaker 1: Which role from activity 2a does the speaker have? Listen to two more people talking at the wedding. Make a note of the role that each speaker has Speaker2 role: Speaker 3 role: S lesson te 65a."? 5 a Work with a partner. Discuss what you remember the speakers in activities 3 and 4 said were the best and worst things about the day for them. Make notes in the table below. Speaker 1 Speaker2 Speaker 3 the best thing about the day the worst thing about the day b CRERED GREEED GREEED tsten again. check your answers to activity Sa,ime to Talk 6 a Work with a partner. Think about weddings in your country. Discuss the questions below and make a note of your answers. What roles are there at weddings in your country? + Have you had any of the roles? If so, what was the best and worst thing about them? + After the bride and groom, what are the most important roles? + Who does most of the organising? + Who usually pays? + Who gives speeches? How have weddings in your country today changed from how they were in the past? + Are there any traditions that aren't kept so much any more? + How do you think they may change in the future? b Share your ideas with the class.SL Aaya LOCI 1 a Work in pairs and do three short role-plays. Student A: read the situations below and make requests. Student B: respond to the requests. Say yes to ‘one, no to another and maybe to the third (you can choose which ones). 1 Ask a waiter in a restaurant for a new plate. 2 Ask someone in your family to give you a lift to the station. 3. Ask a work colleague to change their day off with yours. example A: Can you get me anew plate, please? B: Certainly, b Do three more short role-plays with your partner, but change roles. Student B: read the situations below and make requests Student A: respond to the requests. Say yes to one, no to another and maybe to the third (you can choose which ones). 4. Ask room service to send someone to look at your TV (you think it's broken) 5 Ask a work colleague to help you fix the photocopier. 6 Ask your neighbour to water your plants while you are on holiday. 68 Lesson 17inthis lesson: Ask someone to do you a big favour Function: Making and responding to difficult requests 2a Read the expressions in the table, for making polite requests. 1 y Ganyou Would you — Do you think you could. Would you consider Iwas wondering ifyou could You couldn't A could you? Do you mind Fa Would you mind f Could you hye Discuss the questions below as a class. per 1 Did you use any expressions from the table, in your role-plays in activity 1? eee 2 Which of the expressions do you think sound more formal? Liege. 7 b Listen to people in the same situations that you role-played 3 Write numbers (1-6) inthe first column of the table, to show in which conversation you * hear each expression. Write letters in the second column of the table to show if the person responding says ; yes (Y),no (N), or maybe (M). al ¢ Work with a partner. Complete the sentences in the table, with exactly what you think + x the people asked. 3 : Listen tothe conversations again. Check your ideas from z activity 2¢, then answer the questions below. h a Inwhich conversations does the person making the request explain the problem before they ask for what they want? Why? 1b Inwhich conversations does the person responding give an excuse for what they say? Why? Lesson17 69.When we ask for a big favour, we often explain the problem before we make the request. We can use various phrases to introduce the explanation, do mea favour help me out give/lend mea hand A: Could you do mea favour? B: What's that? A I've left my wallet at home, and I don't have any monvey on me. 8: Oh dear, A: And Iwas wondering if you could lend me some money. 4a We can use various expressions when we say no or ‘maybe to a request, and to respond when people say no or maybe. Work with a partner. Use the words from the box to complete the expressions in the table below. ‘Some of the words can be used more than once. Hike afraid check problem promise know mind rather see saying no to.arequest Id like to, but I'm I can't right now. Id not if thats all right responding to ano No Thanks anyway. ‘Oh well, never - Thanks anyway. saying maybe "0 what I can do. I don't really iflean. Ihave to Iean't responding to a maybe Thanks./ OK. with you later, then. Thanks. / OK. Let me if/when you can. » C= (0 ces) Listen again to conversations 2, 3, 5, and 6 from activity 2b and check your answers to activity 4a, It's polite to give an excuse if we don't say yes toa request. - I'd like to, but | don’t have much money on 70 Lesson 17 5a Work with a partner. Write responses saying no to two of the requests below (you choose which ones), Write responses saying maybe to the other two requests Use a different expression from the Language Focus section in each response you write. Use your own ideas to add excuses to your responses example A: 1was wondering if you could lend me some money. B: I'd like to, but I don't have much money on me either, Sorry. 1 Could you advise me on a good. phone to buy? 2 Would you mind looking after my dog for the weekend? 3. Would you consider lending me your bicycle? 4 Do you think you could help me to move these boxes? bb Change partners. Take turns making the requests from activity 5a. Reply with the responses you wrote in activity 5a, Listen to how your partner replies, and respond with expressions from activity 4a. example A: Twas wondering if you could lend me some money. B: I'd like to, but I don't have. much money on me either. Sorry. A: Oh well, never mind. Thanks anyway.REC arm Chel 6a Listen. Mark (@) the two stressed syllables in each underlined phrase below. e e 1 Could you lend me ahand? 2 Do you think you could help me out? 3 Would you mind giving me a hand? 4 Can you do me a favour? b Listen again and copy the pronunciation 7 a You are going to role-play making and responding to requests. Work in two groups, A and B. Group A: read the information below, then perform the role-plays with your partner. Group B: goto page 84. Role-play 1 ‘You are a young person who has just left college. ‘Your dream is to open a shop / restaurant ‘You need quite a lot of money to do this, but the bank won't lend you any. You have a rich aunt / uncle who you don't know very well. Call them and ask them to lend you the money. Role-play 2 You like your neighbours, but you don't like their cats — especially when they use your garden as atoilet, ‘One day, your neighbour comes to your door and. asks you something, Listen to what they say and respond. ‘You can say no or maybe. ‘You cannot say yes. b Tell the class how your partner responded to your request. Who gave the best excuse?Extremely Emotional 1a Complete the definitions below with the idioms 2 a Work with a partner. Write each adjective from the from the box. box next to an adjective with a similar meaning in the table below. down in the dumps don’t know where goto pieces eo ae re gorgeous prcthcmnesn worn out aw ome ot excellent huge ee laugh your head off boiling ridiculous can't believe your = aiecce _couldeatahorse fascinated soaked filthy thrilled 1 Someone who feels extremely happy is frantic tiny over the moon 2 Ifwe say someone A 8 ' it means that they are very, bad awful very hungry. good 3. Something that makes you = ES is extremely funny. surprised amazed 4 iyou____________, beautiful you are extremely surprised by something you see or hear. ec ha ecstatic 5 Ifsomething makes you PY ,itmakes you very, big very angry. tired exhausted 6 If you're extremely tired, you feel hot embarrassed mortified 1 When you feel very, very embarrasse silly you . wet 8 Aperson who is angry furious feels extremely sad. ae ae 9 People sometimes pleased when they are very upset. interested b Write numbers to match the words in bold from funny hilarious: activity 1a with the adjectives below. upset devastated 4 amazed __ furious dirty — exhausted devastated miserable _ prorried in ecstatic starving _ b Which column of the table has adjectives with — hilarious — mortified an‘extreme’ meaning, A or B? 72 Lesson 18In this lesson: Vocabulary: Work with a partner. Write numbers to match each comment on the left with a reply on the right. 1. That's a really silly Vm absolutely starving - I haven’t hat, isn’t it? eaten all day! eee et ‘ Cae cere aac ‘Actually, | forgot my umbrella and now I'm completely soaked. 3 Are you awfully hungry? Serene ce very pleased that er meet Brac It was really hilarious. | couldn't stop laughing. 5 That looks like quite an interesting book. pee CG It’s absolutely fascinating - I can’t 7 Was he very upset putitdown when they split up? Seats errands Revco We were quite frantic, actually — 9 Is terribly dirty, where have you been? We almost Vm afraid, called the police. CIEEEZD Listen and check your answers to activity 3a Study the comments and replies in activity 3. Underline the correct options to complete the rules below. ‘Sometimes you have to choose both options. We use very, terribly, and awfully in front of ‘normal’ /‘extreme' adjectives. ‘We use completely and absolutely in front of ‘normal / ‘extreme’ adjectives. We use quite and really in front of ‘normal’ /‘extreme’ adjectives.PeTiye (rye (Merete) Gradable adjectives Some adjectives in English are gradable, We can make them stronger or weaker with adverbs like quite, very, awfully, and terribly. weaker, —$£$—__——__________—-> stronger It's awfully funny. Ws quite funny. Ws very funny. It terribly funny. ‘We don’t use the adverbs completely and absolutely with gradable adjectives. X It’s completely funny. X It’s absolutely funny. Extreme adjectives Other adjectives include the idea of ‘very’ We call these adjectives extreme adjectives. We can use completely and absolutely to emphasise extreme adjectives, but we can't make them stronger, so we don't use very, awfully, etc. with them. ¥ It's completely hilarious. Y Its absolutely hilarious. X It’s very hilarious. X It’s awfully hilarious. ‘We can use the adverb really to give both gradable and extreme adjectives more impact. Its really funny, ¥ Is really hilarious. quite makes gradable adjectives less strong, but gives extreme adjectives more impact. It’s quite funny. (= not very funny) It's quite hilarious. (= really hilarious) 5 a Work with a partner. Choose six extreme adjectives from the table in activity 2a. Use your own ideas to write a sentence for each adjective you choose, Use an adverb from the Language Focus section in each sentence you write example I heard an absolutely hilarious joke yesterday. b Change partners, Read each other the sentences you wrote in activity Sa, but don't say the adjectives. Guess what adjectives are missing from your partner's sentences, example A:T heard an absolutely... joke yesterday. B: Hilarious? A: Right! 74 Lesson 18Sounding Natural 6 a Work with a partner. Underline the word with a different stress pattern in each group below. 1 amazed 2 ecstatic 3 ridiculous starving exhausted fascinated gorgeous furious hilarious b Listen and check your answers to activity 6a. « Listen again and copy the pronunciation. 7 a Work on your own. Choose one of the situations below. Make some notes to describe what happened. ‘Make a note of at least two extreme adjectives from this lesson that you can use in your description. a time when you were over the moon something that made you see red a time when you were down in the dumps an occasion when you felt completely worn out, a time when you couldn't believe your eyes or ears something that made you laugh your head off a time when you didn’t know where to put yourself an occasion when you could have eaten a horse b Work with a partner. Tell each other about the situation you made notes on in activity 7a, Tell the class about your partner's answers. __Homewak-teniopneie7 | Lesson18 751 76 ‘a Work with a partner. Draw lines in the table below to match each word or expression on the left with the correct meaning on the right. people who arrive in anew country to live there and use the land remain a mystery continue to be something settlers |___ strange that hasn't been explained disappear with no sign of what happened supplies food and other things you need to live every day colony a country or area that is lived in and controlled by people from another country vanish without atrace b The words and expressions from activity 1a are all taken from the article in the Reading section Work with a partner. Read the title of the article and look at the pictures. Discuss what you think the article is about. € Share your ideas from activity 1b with the class. Lesson 19) 2 Read the article below and check your ideas, from activity 1b. ost Te frst Enatish child bor in America was girl called Virginia Dare. We know that ner mother was called Eleanor and that her father, Ananias, was a builder. We know that she was bom on 18th August, 1587. No one knows how, where or when she died Virginia’s parents were some of the first English settlers in America. They arrived with a group of 150 people in July 1587 and started a colony on the east coast, on ar island called Roanoke. They built a village and started farming and, one month later, Virginia was born. Her grandfather, John White, was the leader of the colony The settlers had arrived at a bad time. w any food. They were worried that they couldn't survive for a whole year, so John White sailed back to England to get supplies. He left on 27th August, when Virginia was just nine days old. He expected the tri would take three months, but there was a war in Europe and he had difficulty finding a ship. It was three years before he could elurr John White arrived back in Roanoke on 18th August, 1590 — the day of his granddaughter’s third birthday. He hadIn this Lesson: Talk about someone in the past who you don't know well Grammar: Modal verbs of deduction and probability, talking about the past brought supplies, but there was no one to give them to - the colony had vanished almost without igns of a fight, or other trouble ~ no dead bodies, not even bones. It looked like everyone had just walked away. There was one clue: John found a word written on a tree. The word was CROATOAN, but who wrote it, and why, remains a mystery a trace. There were no returns to joanoke Al Roanok “i= 3 a Work with a partner. What theories can you think of to answer the questions below? 1 What happened in Roanoke while John White was away? 2. Why did someone write CROATOAN on the tree? 3. What happened to Virginia Dare? bb Share your theories from activity 3a with the class Map of € Turn to page 85 and read the end of the article. paarety Y awn by | Which do you prefer: your theories or the theories in ae ee ia the article? {juage Foc 4 a Read the extracts below from the article about Roanoke. Write numbers to match the clauses in bold with the meanings underneath. 1 The settlers might have gone to a Native American tribe for help. 2. Ifthe trees didn't grow, it can’t have rained much. 3. Ifitdidr’t rain, it must have been difficult to grow food 4. The settlers may have thought that their best chance was to ask for help from a local tribe. 5 Virgi Dare could have joined a Native American tribe. This (almost) definitely happened / was true. This possibly happened / was true. This (almost) definitely didn’t happen / wasn't true. b Read the Language Reference section on page 113 and check your answers to activity 4a, 5 Work with a partner, Read the statements below and discuss how likely ot unlikely you think they are, Rewtite each statement with a suitable modal verb + have + past participle, to show what you think a Alocal tribe offered to help the settlers. A local tribe may have of fered to help the settlers. b John White was happy when he couldn't find his granddaughter. ¢ The winter of 1587 in Roanoke was cold. d Something happened in the colony. e The settlers built a boat and sailed back to England. { The blue-eyed ‘Native Americans' came from Roanoke. 78 — Lesson 19Sounding Natural 6a Listen. How are the underlined words in the sentences below pronounced? They may have offered to help. He can’t have been happy. It might have been cold. Something must have happened. ‘They can't have built a boat. They could have come from Roanoke. b ©QREZP Listen again and copy the pronunciation. 7 a Work on your own. Think of a person in your past who you don’t know very well It could be one of the people below, or you could use your own idea +a teacher you remember + someone you knew at school or at an old job, who you don’t see any more Use the questions below to make some notes about the person, Ifyou aren't sure of the answers, guess! Who were they? What was their name? Were they happy in their job/at school? Why do you think so? How old were they when you knew them? What can you guess about their life before you met them? What do you think happened in their life after you knew them? What else can you guess about them? b Work with a partner. Tell each other about the person you made notes on in activity 7a. € Tell the class about the person your partner spoke about. _Homevar-sumiopager0e | Lesson19 79ng What to Do Ee RF Pars esc fy 1a Work with a partner. Draw lines in the table below to match the expressions on the left with the correct meanings on the right. 1 Tmeasy. —_ 'm willing and able to do it. 2 V'mup for that. {_______ don’t mind which choice is made. 3 It's up te you. Ican agree to that. 4 It's all right with me. It's your decision b Work with a partner. Use the words in bold from activity 1a to complete the sentences below. 1 I can't stand that restaurant, but it's not_up to_us ~it's Mary's birthday, so it's her choice. 2 Isanyone tennis? Mark can't come and I need a partner, 3. John’s coming for lunch tomorrow. Is that, you? 40m you decide. 2a Imagine you are on a group holiday in Thailand and you are returning home tomorrow. Work on your own. Read the list of ideas, below, of things you could do on the last night of your holiday. Decide what you would like to do. You can add one more idea if you want to. + Stay in and go to bed early (you have a long flight tomorrow). + Go to the cinema, + Go to a local restaurant for dinner, + Go to a beach party. + Your own idea: b Asaclass, decide on one thing from activity 2a that you all want to do. 80) Lesson'20Inthis lesson: Discuss why people don’t always say directly what they want Skills: Extended listening and speaking 3 CREED Jenny and Tony are visiting their fiends, Pamela and Rick, in Thailand, Listen to them discuss what to do on the last night of their holiday. ‘Answer the questions below. a Which ideas from activity 2a do they discuss? b What do they decide to do? Listening skills and strategies Inferring attitude Speakers often don't say directly what they want. Listen for other clues in what they say, and how they say it, to work out how they feel. 4a CREED Read the extracts, below, from the first part of the conversation. Listen again to the first part of the conversation, Circle the correct option next to each extract, to show if Jenny (J) or Tony (T) is speaking, 1 Idon’t know, Rick.1 mean, we've leaving early tomorrow. a 2 Ifyou and Pamela want to do something, then.. I/t 3. Well, if Pamela and Rick are up for it, wouldn't, mind going out somewhere. I/t 4 There's so much to do here and it is our last chance. J/t 5 But not too late, right? J/t b Discuss the questions below as a class. 1 Who is quite keen to go out and do something, Jenny or Tony? How do you know? 2 Who is not so keen to go out? How do you know? Uesson20 815 CEEREZDD Listen again to the second part of the conversation. Does Jenny like the idea of going to the restaurant? Make a note of the things Jenny says that help you decide. 6 CRREZD Listen again to the last part of the conversation. Underline options in the tables below, to show if Jenny and Tony are keen or not so keen on the other two ideas they discuss. Make a note of the things they say that help you decide. idea: cinema notes "7 keen /notso keen (cy) | keen/notsokeen idea: beach party notes Jip) keen /notsokeen keen /not so keen condThink about the conversation you listened to inthis lesson and discuss the questions below. Why don't the people in the conversation say directly what they want? Would people in your culture act in a similar or different way in the same situation? How? In your culture, if people don't say things directly, how can you tell what they want? In what situations is it important to be quite direct when you speak? Whenis it important not to be too direct? Wesson20)