Changeup upper intermediate by Editora FTD

A new topic-based 2-level course specially created to accompany learners in the transition from basic users of English into independent users, covering levels B1 to B2 of the CEFR. Experience new language in a variety of contexts through authentic texts and listenings. Discover the rules and behaviour of language through a guided process of deduction and reproduction. Communicate in a number of authentic situations, developing skills through a variety of guided speaking and writing activities. Topic-based syllabus - topics of real interest to learners

Plus:

Authentic materials allow students to experience English in real-life contexts How To section with communicative activities based on functional language Grammar Reference - a comprehensive grammar summary section with tables, rules and exceptions, and thorough explanations Useful Expressions and Useful Vocabulary sections build students’ confidence by providing a framework for communicative activities Learning Tips section with strategies for autonomous study

Self Evaluation Preparation for Cambridge ESOL FCE English Around Us - authentic documents in English The Inward Eye - Literature section

Student’s Material

Teacher’s Material

Student’s Book & Workbook

Teacher’s Book

3 Audio CDs

2 Audio CDs

Change Up! CEFR Levels A2.2

B1.1

B1.2

B2.1

B2.2

Pre-intermediate Workout Intermediate

Student’s Book & Workbook l 3 Audio CDs

ISBN 978-85-96-00322-3

CS3-ING-EM-4024-V3-CAPA-ML-SB-M16.indd 1

788596 003223

11689912

Upper Intermediate

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Change Up! Upper Intermediate – Student Book and Workbook

Acknowledgements Andrea McKay is acknowledged for her contribution to the original concept of the project.

Illustrations: Moreno Chiacchiera, Luca Poli, Laura Bresciani

Editorial Director Lauri Cericato Editorial Manager Cayube Galas Editorial Coordinator Ana Carolina Costa Lopes Production Manager Mariana Milani Production Coordinator Expedito Arantes Proofreading and Copyediting Coordinator Lilian Semenichin Proofreaders Enymilia Guimarães, Julia S. M. Tomazini, Juliana R. Costa, Marcella de A. Silva, and Pedro Fandi Art Coordinator Daniela Di Creddo Máximo Art Editor Patrícia De Michelis Operations Director and Print Production Manager Reginaldo Soares Damasceno

Change Up! was originally published by © ELI srl 62019 Recanati Italy

Tel. +39 071 750701

Fax. +39 071 977851 info@elionline.com www.elionline.com

Editorial Project Development: Sarah Howell Editorial Coordinator: Monica Gardenghi Editorial Consultant: Serena Polverino Art Director: Marco Mercatali Eli Design Dept: Sergio Elisei Picture Researcher: Giorgia D’Angelo Production Manager: Francesco Capitano Workbook Layout: Federico Borsella

No unauthorised photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of StandFor. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser. 1

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Texts and sources acknowledgements p. 10: internationalLiving.com (adapted); p. 20: visithighlands.com (adapted); p. 21: seychelles.travel/en/home/index.php (adapted), firstchoice.co.uk (adapted); p. 22: sustainableliving.org.nz (adapted); pp. 32-33: thepetitionsite. com (adapted); p. 45: Life of Pi, pp. 22-24, © Yann Martel, 2001; pp. 50-51: edge.org/documents/Invention.html (adapted); p. 61: © Telegraph Media Group Limited; p. 66: guardian.co.uk; p. 84: H. G. Wells, When the Sleeper Wakes, 1st edition 1899, Robert Heinlein, Methuselah’s Children, The Gnome Press, 1958; pp. 94-95: un.org/milleniumgoals; p. 100: adapted from www. oxfam.org.uk/get_involved (18 December 2009) with the permission of Oxfam GB, Oxfam House, John Smith Drive, Cowley, Oxford OX4 2JY; p. 102: newscientist.com; p. 103: economist.com; pp. 114-115: multimedia.olympic. org (adapted); p. 124: benjaminzephaniah.com; p. 125: Benjamin Zephaniah, Wicked World, Puffin Books 2000; p. 129: William Wordsworth, Daffodils, in: The Norton Anthology of English Literature (5th Edition) Norton & Company, 1986, © 1962, The Romantic Imagination, by M. Bowra, © Oxford University Press, 1961; p. 130: Percy Bysshe Shelley, Ode to the West Wind, in: The Norton Anthology of English Literature, Norton & Company, 1986; p. 131: Rachel Carson, Silent Spring, © Penguin Classics 2000; p. 132: Robert Louis Stevenson, From a Railway Carriage in: “A Child’s Garden of Verses”, 1885; p. 133: Jonathan Swift, The scientists of the Academy of Lagado in: “Gulliver’s Travels”, Part 3, © Penguin 1981; p. 134: Lord Bayron, Darkness, in: The Norton Anthology of English Literature, Norton & Company, 1986; p. 135: Aldous Huxley, Brave New World, Penguin Modern Classics; p. 136: Wole Soyinka, Telephone Conversation in: “Modern Poetry from Africa”, Penguin, Harmondsworth, 1963; p. 137: Aravind Adiga, The White Tiger, Free Press 2008. All websites referred to in Change Up! are in public domain and whilst every effort has been made to check that the websites referred to in Change Up! were current at the time of going to press, StandFor disclaims responsibility for their content and/or possible changes.

Cover Graphic Design: Paola Lorenzetti

COLOFON_MERCADO.pdf

Photo acknowledgements Cover Photo: Shutterstock Dd-b (Robert A. Heinlein autographing at the 1976 Worldcon (Midmericon): p. 84; gettyimages: pp. 27, 32 (bottom), 32 (top), 62-63, 74, 75, 91101, 105, 115, 124, 125, 131, 136; Olycom: 121; Shutterstock: pp. 10, 11 (bottom), 11 (top left), 11 (top right), 13, 14, 20, 21, 22, 23, 26, 29, 33, 34, 35, 38, 39, 50 (top right), 51, 54, 55, 62, 66, 75, 84, 87, 91, 102, 106, 107, 113, 129, 130, 133, 134, 137; © Willard Wigan Limited: pp. 60-61; www.canadacouncil.ca: p. 45; www.internetworldstats.com: p. 69; www. mdgmonitor.org: p. 95; www.oxfam.org.uk: p. 100; www.sustainable.org. nz: p. 22.

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While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked, the publisher will be pleased to make the necessary arrangements at the first opportunity.

Dados Internacionais de Catalogação na Publicação (CIP) (Câmara Brasileira do Livro, SP, Brasil) Ann Hill, Shirley Change Up! : upper intermediate : student's book / Shirley Ann Hill, Michael Lacey Freeman. -1. ed. -- São Paulo : FTD, 2016. -(Coleção change up) ISBN 978-85-96-00322-3 (aluno) ISBN 978-85-96-00323-0 (professor)

Editora FTD Rua Rui Barbosa, 156 – Bela Vista, São Paulo, SP, Brasil. CEP 01326-010 | Phone 0800 772 2300 Caixa Postal 65149 – CEP 01390-970 www.standfor.com.br

Impresso no Parque Gráfico da Editora FTD Avenida Antonio Bardella, 300 Guarulhos-SP – CEP 07220-020 Tel. (11) 3545-8600 e Fax (11) 2412-5375

1. Inglês - Estudo e ensino I. Freeman, Michael Lacey. II. Título. III. Série.

16-02760

CDD-420.7

Índices para catálogo sistemático: 1. Inglês : Estudo e ensino

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Dear Student, Why ‘Change Up’? When you set off on in a car, you start in first gear, then concentrate on shifting into second gear as you gradually pick up speed. Your objective, however, is to change up until you are in top gear, so that you can cruise along smoothly and easily. This is exactly what we hope this book will help you do with the English language: change up from a stage in your learning process in which you are, maybe, struggling with the basics of the language, to a stage in which you can use it confidently and independently. How your book will help you do this By making sure you Experience, Discover and Communicate! For a start, the book presents you with numerous samples of real-life English, both written and spoken, for you to ‘experience’. You will also take an active part in discovering how the English language ‘behaves’ and come across a wide range of vocabulary. Finally you will be helped and encouraged to use the language you have ‘experienced’ and ‘discovered’ in order to communicate facts, opinions and feelings while interacting with others. What you will find in the Units EXPERIENCE A and B The central theme of the book is that of change, and its many facets, and each Unit contains two inputs based on a related Unit theme. The written input consists of various types of texts - such as web pages, fact sheets, newspaper articles - while the spoken input consists of samples of English used in a variety of contexts - such as conversations, podcasts, radio interviews. This is when you ‘dive into’ the language and concentrate on understanding and relating to content. DISCOVER Grammar, Vocabulary, Spoken English, Spoken Grammar, Written English The samples of real-life English provide you with material for making discoveries about: grammatical rules, appropriate use of vocabulary, the characteristics of spoken English and the particular grammatical behaviour of the language in speech, the norms which are typical of written English. COMMUNICATE - Pair Work, Group Work, Writing, Presenting, Listening You put everything into practice by taking part in communicative activities - in pairs or groups - which give you the opportunity to exchange information and express yourself, both in writing and orally. HOW TO... Here, through reading and listening to amusing dialogues, you will find and practise using that useful language which helps you interact in everyday situations - such as when you want to advise people what to do and expressing wishes. ENGLISH AROUND US This is where you learn about some aspects of people’s way of life in countries where English is spoken, and compare what you find out with your own experience of life. “What do I have to do?”, you may ask If you really want to learn English - either because you think it will be useful in your future career, or because it will help you come into contact with people and with what is happening out there in the world, or simply because you like languages - your approach is of vital importance. Take an active part in your own learning process and be responsible for reaching your goals. You are ultimately in charge of what and how much you learn! So get as much as you can out of the book, but remember to put as much in, both in self-study and in your classroom environment. As authors, we hope you will find the themes we have chosen for you interesting and the learning activities stimulating and involving. “They always say time changes things, but you actually have to change them yourself.” (Andy Warhol) Good luck! And enjoy yourself! Shirley and Michael

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TOPIC A: The Environment

CONTENTS Unit

Grammar

Vocabulary

Spoken English, Spoken Grammar & Written English

1 Quality of Life

tense review: Present Simple, Present Continuous, Past Simple, Present Perfect, p. 12

vocabulary connected with the theme ‘quality of life’, p. 11

stress timing in speech, p. 16

enough / too, p. 16 p. 10

2 Natural Resources p. 22

3 Mother Nature p. 34

descriptive and evaluative adjectives, p. 15

tense review: Present Continuous for future ‘arrangements’, going to for future ‘intentions’, will for prediction, p. 17

a formal letter, p. 17

be used to / used to, p. 24

noun endings, p. 24

the verb + -ing form, p. 28

vocabulary connected with the theme ‘energy’, p. 27

tense review: Present Perfect, Present Perfect Continuous, pp. 28-29

filling pauses, responding, organising speech and using contractions in conversation, p. 16

using stress in speech to make contrasts, p. 28 interruptions and overlapping in conversation, p. 28 text structure, p. 23 planning an essay, p. 25

reported speech, pp. 36-37

prefixes, pp. 35-36

shifting word stress in speech, p. 40

tense review: Past Simple, Past Continuous, p. 40

suffixes, pp. 39-40

being vague in speech, p. 40 structure of a written presentation, p. 37

relative clauses, p. 41

TOPIC B: Science & Technology

Towards Certification, pp. 46-47 Self Evaluation, p. 48

4 Innovation

3rd-type conditional, p. 52

collocations, p. 51

British English and American English accents, p. 55

reported questions, p. 56

vocabulary for describing objects, p. 57

Future Continuous, p. 64

some multi-part verbs, p. 63

tense review: Present Simple, Present Continuous (four uses compared), p. 67

dealing with unknown words, p. 67

review: linkers, p. 75

adjectives, nouns and verbs with the same root, p. 77

using intonation to refer to something interesting or surprising, p. 80

using ‘colourful’ words and expressions in a short story, p. 81

revision of the use of some common features of spoken grammar, p. 80

expressing attitude in conversation, p. 56

p. 50

5 Communication

using intonation to stress strong opinions, p. 64 incomplete utterances in conversation, p. 64

p. 62

6 What The Future Holds

review: the Passive, p. 76 Future Perfect, p. 79

p. 74

strategies for planning and checking a short story, p. 80

Towards Certification, pp. 86-87 Self Evaluation, p. 88

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Reading

Listening

Communicating

English Around Us

Experience A: Top Of The Charts official reports and personal accounts, pp. 10-11

Experience B: Town Or Country? a conversation, pp. 14-15

preparing and making a presentation on living conditions, p. 13

Getting Away From It All, pp. 20-21

writing a reply to a formal letter, p. 17

documents: holiday brochures

evaluating, pp. 18-19

activity: writing a description of a holiday destination

Experience B: A New Energy a radio interview with two guests, pp. 26-27

planning and writing an essay, p. 25

Protest Vote, pp. 32-33

discussing ideas for recycling, p. 29

documents: petitions

wasting energy: sentence completion, p. 25

recommending, asking for recommendations, pp. 30-31

Experience B: Who Are You Calling Stupid? a letter to a magazine and information on the Internet, pp. 38-39

Experience A: The Wonders Of Nature a conversation, pp. 34-35

preparing and exchanging descriptions, p. 41

Friend Or Foe?, pp. 44-45

writing a presentation, p. 37

documents: a cartoon strip, posts on an Internet forum and an extract from a book

Experience A: Faster And Faster! a timeline and opinions from a forum, p. 50-51

Experience B: Got The Latest? an online telephone conversation, pp. 54-55

Experience A: Waste Not Want Not a web page, pp. 22-23

important things in life: matching with pictures, p. 12

animal intelligence: multiple matching, p. 41

skills for the workplace: matching speakers and topics, p. 53 Experience B: On The Net a newspaper article, pp. 66

warning, reacting against a warning, taking notice of a warning, pp. 42-43

discussing ideas and expressing ideas in writing, p. 53 writing a description of a gadget, p. 57

activity: planning and writing a petition

activity: making a cartoon strip

I Spy With My Little Eye!, pp. 60-61 documents: photos of sculptures and a newspaper article

expressing surprise and disbelief, pp. 58-59

activity: talking about knowledge and preferences regarding the field of visual art

Experience A: Turn It Off! a podcast, p. 62-63

producing a radio and a TV guide, p. 65

The Big Screen, pp. 72-73

discussing uses of the Internet, p. 68

Computer culture: multiple choice, p. 68

writing an outline of information presented in graphs, p. 69

documents: a film review and a puzzle based on famous films activity: writing an information chart or a review for a film

advising what to do and what not to do, pp. 70-71 Experience A: A Peek Into The Crystal Ball predictions about the future, pp. 74-75

Experience B: A Planet Without People commentary to a video, p. 78-79 a space mission: true or false, p. 77

pooling ideas and writing a short message, p. 77

Fact Is Stranger Than Fiction, pp. 84-85

writing a short story, p. 81

documents: extracts from science fiction stories

guessing and predicting, pp. 82-83

activity: inventing a science fiction story

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TOPIC C: A Changing World

CONTENTS Unit

Grammar

Vocabulary

Spoken English, Spoken Grammar & Written English

7 Poverty & Affluence

constructions with prepositions, p. 91

vocabulary for report writing, p. 92

intonation in questions, p. 92

Modals: probability, possibility (could / may / might / ought to / should), p. 96

collocations and synonyms with verbs and multi-part verbs, p. 95

Articles, p. 104

vocabulary connected with the themes ‘economics’ and ‘politics’, p. 103

spelling vs. pronunciation, p. 108

figures of speech: similes and metaphors, p. 103

norms for writing an article, p. 105

using a common feature of spoken grammar (inserts), p. 92 norms for writing a report, p. 93

p. 90

8 Emerging Countries p. 102

9 Globalisation

constructions with adverbs, p. 107 Modals: certainty, impossibility (cannot / could not / must / will) p. 109 wish / if only / would rather, p. 111 constructions with nouns, p. 115 obligation, necessity (must / need), p. 120

word order in conversation, p. 108

adverbs with two forms and meanings, p. 108 vocabulary connected with the theme ‘sports’, p. 116 idioms, p. 119

p. 114

word groups in speech, p. 120 review of common features of spoken grammar, p. 120 norms for writing a review, p. 121

Towards Certification, pp. 126-127 Self Evaluation, p. 128

The Inward Eye – How literature sees and portrays life William Wordsworth – Daffodils, p. 129 Percy Bysshe Shelley – Ode to the West Wind, p. 130 Rachel Carson – Silent Spring, p. 131 Robert Louis Stevenson – From a Railway Carriage, p. 132 Jonathan Swift – The scientists of the Academy of Lagado, p. 133 George Gordon, Lord Byron – Darkness, p. 134 Aldous Huxley – Brave New World, p. 135 Wole Soyinka – Telephone Conversation, p. 136 Aravind Adiga – The White Tiger, p. 137

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Reading

Listening

Communicating

English Around Us

Experience B: Whatâ&#x20AC;&#x2122;s To Be Done? a web page, p. 94-95

Experience A: A Rich Nationâ&#x20AC;&#x2122;s Dreams a radio broadcast, p. 90-91

making up and carrying out a survey, p. 93

Are You Persuaded?, pp. 100-101

achieving the UN Millennium Goals: multiple matching, p. 97

writing a report, p. 93 making a mini-speech, p. 97 criticising and justifying, pp. 98-99

documents: advertisements activity: creating an advertisement

Experience A: The Rise extracts from newspaper articles, pp. 102-103

Experience B: What Goes Up Must Come Down a talk, pp. 106-107

a discussion in pairs, p. 109

Stop Press!, pp. 112-113

using notes to write an article, p. 105

documents: newspaper headlines

people talking in different situations: identifying topic and context, p. 109

expressing wishes and preferences, pp. 110-111

activity: formulating and interpreting newspaper headlines

Experience A: A Global Event a fact sheet, pp. 114-115

Experience B: Melting Pots a three-way conversation, pp. 118-119

illustrating a type of map, p. 117

Who Are We?, pp. 124-125

writing a review for a magazine, p. 121

documents: poems

feature of maps: sentence completion, p. 116

expressing doubt and certainty, pp. 122-123

activity: writing a short biography or a poem

Grammar Reference 1 2 3 4 5 6 7 8 9 10 11 12

Stative (or State) Verbs, p. 138 Present Tenses, p. 139 Past Tenses, p. 140 Future Tenses and Forms, p. 141 Future Continuous, Future Perfect Simple, Future Perfect Continuous, p. 142 Used to / Be used to / Get used to, p. 143 Other ways of using the -ing form, p. 143 Modal Verbs, p. 144 Conditional Sentences, p. 146 Wish / If only / Had better / Would rather, p. 146 The Passive, p. 147 Causative Forms, p. 148

1 3 Reported Speech and Reporting Verbs, p. 148 14 Linkers, p. 151 15 Relative Clauses, p. 151 16 Articles, p. 153 17 Adverbs, p. 154 18 Noun Phrases, p. 156 19 Comparative and Superlative Forms, p. 156 20 Enough / Too, p. 158 21 Both / Either / Neither, p. 158 22 All / Whole / Every / Each / Another / Other(s), p. 159 23 Inversion, p. 159 24 Question Tags, p. 160

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Getting to know your book Structure ................................................................................................................................. Change Up! Student’s Book contains 9 Units divided into 3 Topics.

At the end of each Topic you will find: - Towards Certification, a section containing FCE Cambridge ESOL style activities. - Self Evaluation, a worksheet which encourages you to reflect upon your progress and what you can do to improve your learning. At the back of the book there are: - The Inward Eye, a literature section with extracts from works of literature connected to the themes of some of the units. - Grammar Reference, a complete grammar summary with tables and rules for the grammar topics in each unit.

Help boxes for the activities in each unit: ................................................................................................................................. DEDUCTIONS The Deductions box helps you discover and assimilate the main grammar topics in the Experience texts and scripts.

USEFUL EXPRESSIONS The Useful Expressions box contains example phrases to help you carry out the Communicate activities.

SUGGESTIONS The Suggestions box contains ideas for the Communicate activities.

LEARNING TIPS The Learning Tips box contains advice and tips to help you organise and improve your learning.

FUNCTIONS The Functions box, in the How to… section, contains a list of the main expressions you can use for the communicative functions presented in each of these sections.

USEFUL VOCABULARY The Useful Vocabulary box, in the How to… section, contains an extensive list of words and expressions which you can use to carry out the activities in this section.

Icons and links: ................................................................................................................................. ➞ GR p. 148-450 Links to the Grammar Reference section which contains detailed notes on the grammar topic covered in the course.

S stands for Student’s CD, your CDs.

C stands for Class CD, your teacher’s CDs.

C 1.01 - S 1.01

*2 The asterisk beside the number of an activity is a reference to a suggestion or useful piece of information which can be found at the bottom of the page. Read the note before doing the activity.

The number before the dot indicates either CD1 or CD2.

The number after the dot indicates the track number.

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TOPIC

The Environment 1 Quality of Life à Unit ....................................................... Experience A Top Of The Charts Experience B Town Or Country? How to… …evaluate English Around Us Getting Away From It All

2 Natural Resources à Unit ....................................................... Experience A Waste Not Want Not Experience B A New Energy How to… …recommend English Around Us Protest Vote

3 Mother Nature à Unit ....................................................... Experience A The Wonders Of Nature Experience B Who Are You Calling Stupid? How to… …warn English Around Us Friend Or Foe?

....................................................... Towards Certification Self Evaluation

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UNIT

1 Quality of Life 2 Top 3Of The Charts 4 5 6 7 8

UNIT

EXPERIENCE A

lead-in: In what ways would you like to improve the quality of your life? Which countries do you think have a good quality of life?

1 Match factors A-G with the statements in 1-7.

UNIT

A Cost of Living B Leisure & Culture C Environment D Health

E Infrastructure F Risk & Safety G Climate

2 Read two accounts written by people who decided

to move to another country and change their lifestyles. Are all the factors for evaluating quality of life mentioned?

Six years ago, we decided we weren’t going to take it any more and left the wind, rain, snow and sleet of Midwestern winters behind. We’ve never regretted doing that, despite the fact that making a life in a foreign world has its own set of hurdles. Here in Merida, the streets are clean, the stores are wellstocked, cafés and restaurants abound. At night in the city parks, bands play free concerts under the stars and it’s safe to walk home after midnight. If you’re not feeling well, the doctor provides a personal phone number and says to call immediately with any questions or concerns – and means it. Just about everything necessary for a quiet, happy life is within walking distance or a taxi ride away, and there are taxis on every corner, all the time. Merida is a prosperous middle-class Mexican city that works. With a population of about 800,000, it’s large enough to have everything I need, and small enough to be completely manageable. Merida has an international airport with regular direct flights to Houston, Miami, and Atlanta. High-speed Internet, satellite and cable television, first-run movies and modern shopping malls exist here alongside ancient churches, historic haciendas and indigenous craft markets. The summers can be brutally hot, but just 40 minutes north of town on a modern highway are some of the best beaches anywhere along Mexico’s gulf coast. Summer temperatures at the beach average 20°F cooler than in the city, and in the evenings you can enjoy a cool breeze. I’m living just the way I wanted – easy, happy, uncomplicated.

UNIT

Whenever we’re away, we can’t wait to get back home to Mexico.

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TOPIC

3 Read the two accounts again and decide whether

these statements are true (T) or false (F). T F A 1 The writer left the USA because of 2 3

the climate. It is difficult to travel around in Merida. Merida is just the right size.

B 4 There are better ways of getting 5 6

around New York than the subway. According to the writer, New York’s reputation for being dangerous is exaggerated. There is nowhere to eat cheaply in New York.

Discover

Vocabulary B Three years ago I moved from Europe to go and live in New York. It was stressful and quite frightening at first. With a city of 12 million people you can feel very lonely, but after going through a confusing and bewildering first few months I can safely say that I made the right choice. There’s so much to do here for a young person like me. I can go for a walk in Central Park, for example, and breathe in the clean air. If I want something more cerebral, I can go to the Metropolitan Museum of Art or the MoMa (Museum of Modern Art), or I can catch a Broadway show any time I like. Ellis Island is also fantastic to visit, but I particularly like walking around the big-name shopping centres like Saks and Macy’s. At Christmas they have some amazing window displays. Although New York is crowded, busy and enormous, you can get from A to B quite easily and the subway is not as confusing as it seems. At first I thought that I’d never understand it, but it’s pretty easy really. New York has a reputation for having a high crime rate, and there are some danger spots, but it’s not as bad as it’s made out to be and I feel pretty safe. Accommodation, as you can imagine, is pretty expensive but if you don’t want to live right in the centre, you can find something reasonably priced. I lived in a nice but pricey apartment at first, but eventually I found something a bit less expensive in New Jersey. I’ve lived there for almost two years now. Eating out can be costly unless you know where to go. Of course there are many fast food options. Mostly they serve not very healthy food which is fattening, so you have to count the calories! All in all I’m really enjoying myself. The great thing is that you don’t feel like a foreigner here. The city is so cosmopolitan that I think it’s almost impossible to define a typical New Yorker!

4 Make a spidergram with the headings below. Then

add these expressions connected with ‘quality of life’ used in the accounts. Add any other relevant expressions from the texts, as well as some of your own.

cafés and restaurants abound clean air cool breeze count the calories danger spots reasonably priced regular direct flights

&RVW RI /LYLQJ

&OLPDWH

5LVN 6DIHW\

/HLVXUH &XOWXUH

+HDOWK

QUALITY OF LIFE

(QYLURQPHQW

,QIUDVWUXFWXUH

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UNIT

called Utopiaville with words and phrases from the texts on pp. 10-11.

UNIT

UNIT UNIT

7 Now talk to your partner about what factors you

USEFUL EXPRESSIONS ............................................................. I really don’t think … is / are very important. I firmly believe … is / are more important than... If you ask me, the most important factor is...

UNIT

Quite honestly, I feel that X is just as important as Y. If you ask me, …

SUGGESTIONS .............................................................

UNIT B

UNIT

Discover

Grammar

(Tense Review)

8 Look at these extracts from the texts in activity 2.

UNIT

UNIT UNIT

In my opinion, one of the most important factors is...

helping other people / power

what is most important if you want a good quality of life. Match each person with the pictures.

think are important for a good quality of life.

self-fulfilment / family ties / contact with nature /

C 1.01 Listen to four people speaking about

Pair Work

material things / friends / wealth / happiness /

UNIT

COMMUNICATE 6

COMMUNICATE

UNIT

1 Thousands of tourists arrive at the ________________ every day. 2 Some of the ________________ in the world make this a dream holiday. 3 Utopiaville has many things to offer in terms of culture, and museums and art galleries ________________ . 4 Utopiaville has a great local bus service, so you can ________________ very easily. 5 It is a peaceful town with a very low ________________ . In fact, you don’t see many policemen on the streets. 6 Bed and breakfast accommodation is cheap and even luxury hotels are ________________ . 7 The traditional dishes are ________________ and nutritious. 8 Utopiaville has a ________________ of around 40,000.

Listening

1 2 3 4 5 6 7 8 9

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1 2 3 4 5 6 7 8 9

5 Complete these sentences about an imaginary town

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1 2 3 4 5 6 7 8 9

In what verb forms are the verbs in bold?

1 Six years ago, we decided we weren’t going to take it any more and left the wind, rain, snow and sleet of Midwestern winters behind. 2 We’ve never regretted doing that, despite the fact that making a life in a foreign world has its own set of hurdles. 3 Here in Merida, the streets are clean. 4 I’m living just the way I wanted - easy, happy, uncomplicated. 5 Three years ago I moved from Europe to go and live in New York. 6 It was stressful and quite frightening at first. 7 I found something a bit less expensive in New Jersey. 8 I’ve lived there for almost two years now. 9 All in all, I’m really enjoying myself.

9 Now decide why each verb is used in that particular verb form. Do you need help? Consult the Grammar Reference! ➞ GR pp. 138-140

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TOPIC

10 Read a letter written by a Scottish girl living in

COMMUNICATE

Presenting

London. Use the words in the word pool to fill in the gaps. Be careful to use the correct verb form!

be (x2) (not) charge cost enjoy go have to invite leave look at (not) see sit spend (x2) (not) throw away

11 In groups, decide on a score out of ten for London for each of the factors listed below. Base your decisions on the things Monica wrote in her letter in activity 10.

12 Now discuss the quality of life in your own town or country, using the same factors.

USEFUL EXPRESSIONS .......................................................... I think we should give X points for … because… We should give a high / low mark for … because… The score for … is lower / higher than … because… …is a strong / weak point in our town / country. There are problems with … , so I would give it a low score. Some aspects of … are positive and others are negative.

13 Prepare a presentation together for the rest of the class based on your data.

- first talk together about what factors are the most interesting or relevant - then choose eight pieces of information to illustrate the quality of life in your town / country - prepare a diagram to represent your ideas - practise your presentation together - finally choose a spokesperson to give your presentation

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EXPERIENCE B

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lead-in: Do most of the people you know live in a town or in the country? Are you satisfied with where you live or would you like to live in a different area?

1 Read these advertisements from a notice board

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2 Read the information again and answer the questions.

Which place 1 is nearest to the university? 2 has the best parking facilities? 3 is close to a shopping area? 4 does not have a ground floor? 5 has the most bedrooms? 6 is in the most rural area?

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offering university students accommodation. Match the information with the pictures.

1 2 3 4 5 6 7 8 9

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1 1 2 2 3 3 4 4 Town Or Country? 5 5 6 6 7 7 8 8 9 9

3 C 1.02 - S 1.01 Chloe and Holly are studying

at university together. They are looking for somewhere to live. Listen to their conversation and decide which of the places advertised they choose to go and see.

4 C 1.02 - S 1.01 Listen again and put the houses in the advertisement in the order in which the two girls talk about them.

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■ A quotation: “A house is made of walls and beams; a home is built with love and dreams.” (anon.)

5 C 1.02 - S 1.01 Listen and read. What views

do Chloe and Holly express for and against living in the country?

Chloe We’d better start having a look at what options we’ve got. I’ve found four places that seem interesting. What do you think of this one? It’s got a back garden. Holly Oh no, it’s too far from the centre. I want something much nearer. This just isn’t near enough, I’m afraid! Chloe But it looks beautiful, so ... peaceful. It would be a great place to study. It says there’s a good bus service ... and no pollution! Holly I want something within easy walking distance of the town. Don’t forget, we haven’t got a car. That’ll be boring ... being stuck out there ... and you won’t be so pleased when you realise you can’t go anywhere without getting the bus all the time. Chloe Well, what about this? A detached house with four bedrooms, and it’s right in the centre. Holly No ... there’d be too much traffic. It doesn’t have to be in the town centre ... and we’d still have to get a bus to get to the university. Anyway, there are too many bedrooms. Chloe OK ... let me see. There’s this one ... a threebedroom flat. There’s a girl and she’s looking for another two people to share with ... and it’s close enough to the university. Holly I’m not sure ... er, we don’t know what the other person is like. But it’ll be nice to be so near, you know ... to the uni. Why don’t we choose that one? I’m going to phone her and see what she’s like. Chloe That’s an idea. We’re meeting Sarah at seven tonight. Why don’t we try and get an appointment to see the place before then? Holly OK, but ... there’s one more, isn’t there? Chloe Yes, it looks quite nice. It’s not so far away, but it’s in a rural area. I do like the idea of living in the country. It’s got a big kitchen. You know how keen you are on cooking ... we can invite friends over and… Holly It’s no use trying to convince me ... not even with a big kitchen. And what on earth do we need parking space for? Chloe But it’d be great to live in the countryside, away from the noise and chaos of the town. Holly It’s just too unrealistic. There are no shops or anything, and with all the studying we’ve got to do we haven’t got enough time to enjoy the countryside. Chloe OK, OK ... you’re probably right. But one day I’m going to live in the country, that’s for sure. Look, I’m going to my chemistry lesson in about five minutes. When I finish, let’s phone up about the place we’ve chosen. Holly Right ... see you later, then.

TOPIC

Discover

Vocabulary 6 Find and underline adjectives 1-6 in the script

of the conversation. Decide which ones, in this context, describe something (D) and which ones are used to evaluate something and express an opinion (E). Then write D or E beside each one.

1 interesting ___ 2 back ___ 3 beautiful ___

4 boring ___ 5 detached ___ 6 good ___

7 Now find other examples of descriptive and

evaluative adjectives in the script. Decide which category they belong to.

8 Fill in each gap with a different adjective from the

adverts in activity 1, then think of another adjective you know that could go in each gap.

1 The people in the village are really ______________ and always ready to help you out. 2 I have a(n) ______________ exercise routine that helps me to keep fit. 3 A limousine is a very ______________ car. 4 I wouldn’t like to have an enormous, modern living room. I prefer something traditional and ______________ . 5 The cinema we’re going to is in the centre, but they have a(n) ______________ parking area for their clients, so we might as well go by car. 6 I spent a(n) ______________ summer holiday on a Greek island. It’s the most beautiful place I’ve ever been to. 7 I think that Mark is very ______________ . He looks like a film star. 8 You have done a(n) ______________ job. Well done!

LEARNING TIPS .......................................................... Sometimes it is necessary to know the exact meaning of a word. If you cannot understand it from the context, you need to look it up in a dictionary. There are times, however, when it is sufficient to have a general idea of the meaning of a word. Often it is important to know the precise meaning of a descriptive adjective. With an adjective that evaluates or expresses an opinion, you often only need to know the general meaning; whether it is positive or negative, for example.

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Spoken English

(enough / too)

9 Look at some of the things Chloe and Holly say UNIT

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a enough goes before / after an adjective or an adverb b enough goes before / after a noun c too is followed by an adjective or an adverb / a noun d too much / too many is followed by an adjective or UNIT

an adverb / a noun

e too much is used with countable / uncountable nouns ➞ GR p. 158

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Pair Work 11 Tell your partner something about your house and the area where you live. Use the words enough and too.

SUGGESTIONS ..........................................................

C 1.03 Listen and check your answers. Which of the sentences does it take the longest to say?

UNIT

1 There is __________ pollution in the city. I prefer the countryside. 2 Is the public transport system efficient __________ ? 3 It’s __________ crowded in the city. 4 There aren’t __________ shops and facilities in the countryside. 5 The cost of living is __________ high in the city. 6 People aren’t friendly __________ in the city.

section 3 ( ) books. ( ) the books. ( ) many books. ( ) a lot of books.

*13

UNIT

many.

section 1 section 2 (1) ( ) 1 June reads ( ) (2) 2 Sally has read (3) ( ) 3 Jennifer does not read ( ) ( ) 4 Elizabeth is going to read

UNIT

10 Fill in the gaps with enough, too, too much or too

- indicate how many syllables there are in each ‘section’ - underline the vowel / vowels in the stressed syllable in each ‘section’

UNIT

DEDUCTIONS

‘sections’, each of which has one stressed syllable. Read them aloud and do the following.

UNIT

Oh no, it’s too far from the centre. This just isn’t near enough, I’m afraid! There’d be too much traffic. Anyway, there are too many bedrooms. It’s close enough to the university. We haven’t got enough time to enjoy the countryside.

UNIT

12 The sentences below have been divided into three

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about the houses for rent, then cross out the incorrect options in the Deductions box.

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Grammar 1

Discover

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Discover

1 2 3 4 5 6 7 8 9

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1 2 3 4 5 6 7 8 9

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1 2 3 4 5 6 7 8 9

C 1.04 Now work with a partner and divide these stretches of conversation from the script in the same way. Then listen to them and practise saying them.

1 What about this? 2 What do you think of this one? 3 What on earth do we need parking space for?

Spoken Grammar 15 Test your knowledge of some of the features

that are typical of spoken English by finding the following in the script on p. 15.

- a ‘sound’ that is used to fill a gap in the conversation while the speaker is thinking of what to say - an expression the listener uses to acknowledge what the speaker is saying - an expression the speaker uses to indicate that he / she is about to start on a new topic - at least four different contractions made neither with am / are / is nor with do / does

(too many) stairs / television sets / house / flat (big enough for…) / neighbourhood / area (too crowded) / (not enough) vegetation / public transport / (too much) traffic / noise

.................................................................................................................................

* activity 13: English is a ‘stress timed’ language. This means that stressed syllables occur at regular intervals of time and create a ‘beat’, even if the number of unstressed syllables in between ‘beats’ is not always the same.

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TOPIC

Discover

Grammar 2

Discover (Tense Review)

16 What three different verb forms are used in

these extracts from the conversation on p. 15 to express ‘future time’? Decide what each verb form expresses in the various extracts. Do you need help? Consult the Grammar Reference!

1 You won’t be so pleased. 2 But it’ll be nice to be so near. 3 I’m going to phone her. 4 We’re meeting Sarah at seven tonight. 5 One day I’m going to live in the country. 6 I’m going to my chemistry lesson in about five minutes.

Written English *18 Read this letter to international students about to

embark on a period of study at a university abroad. Match the guidelines for formal letters A-F with the relevant parts of the text. A Give details about the product or service you

need or are offering.

B Use this form of address when you do not

know the name of the person you are writing to.

C Invite a reply. D Finish the letter with a formal ending. E Do not use contractions. F Explain who you are and why you are writing.

➞ GR p. 141

17 Write six different sentences by choosing words

and expressions from each column, as in the example. Express two future intentions, two future arrangements and two predictions.

buy a house in the country get married pass my driving test go on holiday go to the dentist’s live by the sea meet my best friend win the match

at 8 pm eventually in a minute in the future next week tomorrow tonight when I’m older

I’m going to the dentist’s tomorrow. (arrangement)

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Writing 19 You are going to study at a university abroad. Write a reply to the letter in activity 18 concerning your accommodation requirements.

- decide what kind of accommodation you are interested in - decide what information and assistance you need - use appropriate language and layout - do not forget to check your work - write between 120–150 words

................................................................................................................................. * activity 18: In a formal setting, if you do not know the name of the person you are writing to, end the letter with Yours faithfully. If you do know the person’s name, begin your letter Dear Mr / Mrs / Ms / Miss + surname and use Yours sincerely.

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UNIT

1 2 How to... ...evaluate 3 4 5 6 7 8 9

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Do you ever have difficulty in deciding what to do with your friends? Sometimes you need to weigh up different options and decide which one is best.

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1 C 1.05

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Listen to Colin and Michael evaluating the best way to get to a jazz concert. What different means of transport do they mention?

UNIT

2 Now read the

conversation and check your answers.

UNIT

Colin

Michael Colin Michael Colin Michael Colin Michael Colin Michael Colin Michael Colin Michael Colin Michael Colin Michael

If we have to fork out on petrol…

Weighing up all the options, I think we should take the bus. There’s no rush, is there? We’d have to get up earlier, though. I don’t know ... the bus is cheap and I suppose it’d be useful to save a little money, just in case of emergencies, but... But what? It just takes so long on the bus ... with all the stops it has to make and everything. We’ll waste most of the day. Yeah, I suppose you’re right. I hadn’t thought of that. Yeah, I still remember those long, never-ending school trips on the coach when we were kids ... I used to be sick every time, without fail. Mm, I remember. Well, what’s the alternative? We could take the car. Yeah, we could do, but it would cost a fortune. We’re already worried about not having enough money for the trip. If we have to fork out on petrol... I see your point. Maybe your idea of getting the bus wasn’t so bad after all. I’m not sure which option is best. Taking the car is expensive ... on the other hand, the bus journey tires you out before you even get there! There must be some other solution. What about the train? But there isn’t a direct line, is there? No there isn’t. But if I’m not mistaken, I think we’d only have to change once. It’s much more comfortable on the train. Yeah, you have more leg room, that’s for sure … as long as it’s not one of those commuter trains. Well, we could leave after nine, and I don’t think it’s very expensive. That’s decided then. Let’s go to the station and get the tickets. OK! I’m glad we got that sorted out!

3 Read the expressions for Evaluating on p. 19. Look at the conversation in activity 2 and underline the ones that are used.

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TOPIC

4 Imagine you are going to an event in another part of your country which is quite far away. Decide where you are going, then make a table and write down the pros and cons of each means of transport.

FUNCTIONS

Evaluating Weighing up all the options, I think... We’d have to ... , though. That’s the lesser of two evils. That’s the best choice! It would be useful but / however... We could ... , but / although... On the one / other hand... I suppose it would be... Even if / though... I suppose you’re right.

USEFUL VOCABULARY ................................................................................ Pros:

Cons:

air conditioning • arrive in no time • breathtaking views • costs next to nothing • economical • environmentally-friendly • good service • good value for money • keeps you fit • lots of leg room • no responsibility • refreshments • room to move around • stress-free car sickness • costs an arm and a leg • cramped • delays • draining • exhausting • have to change stations / trains / get the connection • hold-ups • not enough leg room • sea sickness • time-consuming • tiring • too many queues • too much luggage • traffic jams • uncomfortable • unpredictable

5 Work in pairs. Evaluate how suitable each means of transport is for getting to the destinations you have chosen.

6 Work in pairs. Decide who will be each character in the situation below. Simulate a conversation.

A and B are deciding where to go on holiday.

First Student A thinks of an option that Student B does not like. Then Student B thinks of an option that Student A does not like.

In the end Student B thinks of an option they both think is suitable.

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UNIT UNIT UNIT

In the past, holidays were seen as something of a luxury. With improvements in the standard of living and the advent of package holidays, more and more people can afford to have a holiday once a year, to get away from the stress of modern life at least for a week or two.

UNIT

UNIT UNIT

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lead-in: When you go on holiday do you prefer to do something adventurous or energetic, or do you like having a more relaxing time?

1 Read these extracts from e-brochures advertising holidays and make a list of the activities offered.

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Which are relaxing, which are more adventurous, and which require some kind of skill or experience?

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English AROUND US

UNIT

English 1 1 AROUND US 1 2 Getting2Away From 2 It All 3 3 3 4 4 4 5 5 5 6 6 6 7 7 7 8 8 8 9 9 9

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Pair Work 4 Think of a holiday that one of you has enjoyed a lot, or imagine an ideal holiday. Write a description of the holiday destination. Here are some ideas you can choose from to include:

2 Which of these holidays would you pick if you had

the choice? What would you pack in your suitcase for this particular holiday, considering the activities described?

3 Now work with a partner. Explain the reasons for

your choice to each other and compare the things you would take. Is there anything important you think your partner has forgotten to pack?

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- geographical features - information on culture and society - historical facts - type of climate and best time to visit - typical cuisine and dishes - local festivals and events - interesting sights - most popular activities - choice of accommodation - how to get around - essential things to take

English AROUND US

TOPICâ&#x20AC;&#x2C6;

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