Perspective 2 by Editora FTD

SERIES EDITOR

is a course designed for students in the last three years of secondary education. Students at this stage have acquired the fundamental concepts of English, but they need to develop the language they need for the real world. In the future they will use and interact with English in university entrance exams as well as in their future studies and employment. Perspective introduces them to the real English that they will meet there.

Student Book and Workbook Perspective | Student Book and Workbook

For teachers: • Teacher Book with all the Student Book and Workbook pages plus notes for teachers and photocopiable extra reading material; • Developing Exam Skills (with answer key) booklet that prepares students for their university entrance exams; • Audio CD; • LED to be used as a personal digital version of the Teacher Book or as an interactive white board tool with all the teacher and student content plus interactive educational resources; • Access to StandFor Digital for extra resources and support. For students: • Student Book with Workbook combined; • Developing Exam Skills (with answer key) booklet; • Audio CD; • LED to be used as a digital version of the Student Books but with interactive educational resources such as videos, infographics, games, puzzles, and activities; • Access to StandFor Digital for extra resources.

SERIES EDITOR

ISBN 978-85-96-00441-1

CAPA_PERSPECTIVE_LA_V2.indd 1-3

B 1.1 B 1.2 B 2.1 B 2.2

788596 004411

Perspective 1 Perspective 2 Perspective 3

11687422

Nick Bullard

CEFR Levels

Nick Bullard

7/28/16 1:39 PM

SERIES EDITOR

Nick Bullard

Born in London, Nick Bullard has worked in English Language Teaching for many years, first as a teacher and then as an author and developer of teaching materials. He has given methodological talks and conference presentations in more than twenty countries in Europe, the Americas, Asia, and Africa. He lives and works in Oxford.

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Contents / Book 2 Unit

Title

Part

Part A

Workbook Text Genre

Language Learning

• An online article – The Secret to Learning a Foreign Language as an Adult

• A magazine article –

• A text on the downsides of

Wasteland

• A newspaper editorial – Electronic waste • I nformation about a recycling event

Extremes

• Infographics about climate change

• An online article about

Starter THE WORLD TODAY

Text Genre

Writing Genre

Mistakes are the only way to learn a language electronics manufacturing

• Introductory paragraphs

preventing climate change

Part C

THE ARTS TODAY

Part B

TOWARDS THE FUTURE

Review Units 1 and 2: Vocabulary, Grammar, Self-Assessment, Writing

Innovation

• Biographies of Steve Jobs and Steve Wozniak • Significant inventions of the 20th century

Tomorrow

• A newspaper article predicting the future • Genres of science fiction

• Biographies of key people

• Movie synopses

in computer history

• A back cover blurb

Review Units 3 and 4: Vocabulary, Grammar, Self-Assessment, Writing

5 6

• An online article about

The Silver Screen

• A movie review – The Second Mother • M arketing a movie

• An online article about

Street Art

• A n art show catalog • A newspaper article about street art on the Berlin Wall

Bollywood

• Writing a television show review

street art in São Paulo

Part D

PEOPLE AND MACHINES

Review Units 5 and 6: Vocabulary, Grammar, Self-Assessment, Writing

7 8

Interaction

Generation Gap

• A poem about modern communication • An online article – Time to Unplug

• A blog post about turning

• An online article: Five Steps to Bridging the Workplace Generation Gap • An online article – Traditional Children’s Games as the Intangible Cultural Heritage

• A forum about the

off cell phones

• Tips and advice

advantages and disadvantages of school uniforms

Review Units 7 and 8: Vocabulary, Grammar, Self-Assessment, Writing

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Spoken Genre

Social Issues

Grammar Focus

• Songs in

• Techniques for language learning

• Review of verb tenses

• An audio

• Global environmental issues

• Future forms

language learning report on electronics recycling

• A history

of Marie Curie

• Progress and innovation

• Interviewing a

• Arts and society

review – Star Wars: The Force Awakens

• Interactions between people and generations

• Tips on

improving a school uniform

• Passive Voice II:

Progressive, Future, Modals

• Used to and would -

Past Habits

• Time expressions

• Alternative technology

• “R” sounds

• Movies: genres and

specialist language

• Relative clauses

with an author of a book on street art in Los Angeles

with three teenage girls about social networking

• had and’d

progressive

• Passive Voice I: Simple

• Waste and recycling

impact

present, Simple past, Present perfect

• An interview

• Past perfect

Vocabulary Focus

• Climate change and its

• Future perfect

futurologist

• A movie

• will and ’ll

• Modals of deduction

of global warming

• A biography

Pronunciation

• Adjectives for feelings

and descriptions

• Pronunciation of “E”

• The prefix self-

• Prepositions

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Starter Unit Language Learning FIRST IMPRESSIONS 1. How many years have you been studying English?

3. How could you learn a foreign language in less than 30 days?

Meet the

Topic

1 The author of the article learned French in 17 days. Before reading, check the techniques which you think he used to learn French. Compare your views with a classmate and explain your choices. Add your own ideas to the list.

Activity 1. How many did you guess correctly? TIME

2. Do you think it’s possible to learn a foreign language in under a year?

2 Read the article and check your answers to

http://time.com/3453841/secret-learn-foreign-language-adult/

TIME The Secret to Learning a Foreign Language as an Adult By David Bailey

1. listened to music in French 2. lived with a French family 3. wrote lists of verbs by hand 4. read children’s books in French 5. read lots of newspapers and magazines 6. wrote out short answers to common questions 7. went to see French movies every night 8. had daily meals with French people 9. listened to language CDs 10. practiced sports in French 11. watched TV and listened to the radio in French 12. 13.

Starter Unit

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3 Read the article again and write T (True) or F (False).

5. The author learned all of his French while he was living in Paris.

1. The author learned to speak French while living in Paris. F 2. He listened to a French teacher on his mp3 player.

6. The girl he met in Paris was surprised at how quickly the author had learned French.

4 Match the words from the article to the definitions.

3. The author thinks that music helped him learn French. 4. The author read Charlie and the Chocolate Factory in English.

Living […] I was able to learn French to conversation fluency in 17 days using the following techniques. […] I stayed with a French friend in a tiny village in the Beaujolais region of France. […] I set up a routine where I did the same things every day. In the mornings, I […] wrote out longhand the regular and irregular verb tables for 1.5-2 hours. […] I would listen to Michel Thomas’ language learning mp3s. […] I would run for 45-60 minutes […] listening to catchy French music. […] I had lunch with my friend and her French friends everyday. As they refused to slow down when speaking to me in French, it was learn or starve! In the afternoon, if I wasn’t playing darts or Boules with my French friends, I was reading “Charlie and the Chocolate Factory” in French. […] After 17 days I […] went to Paris. I met a girl […]. She swore that I had lived in France for at least a year. Extracted from <http://time.com/3453841/secret-learn-foreignlanguage-adult/>. Accessed June 26, 2016.

1. longhand

a. appealing or memorable

2. refuse

b. ability to speak a language easily

3. catchy

c. without a keyboard, by hand with a pen or pencil

4. swore

d. the past tense of swear: to say with great conviction

5. fluency

e. say or show that you won’t do something

6. starve

f. very small

7. tiny

g. to be very hungry

5 Answer the questions. 1. Which language learning techniques from the article do you like? 2. Which techniques can you use as you learn English now? 3. Which techniques are only possible if you are visiting another country?

6 Match the beginnings and endings of these sentences.

1. I reached conversational fluency... c

a. it kept playing round and round in my head.

2. We do the same things at the same time...

b. because I think it’s more personal to write them longhand.

3. The tune was so catchy...

c. by using some simple language learning techniqes.

4. I was starving...

d. in a regular routine.

5. I never use a computer for personal letters...

e. I swore that I had seen her somewhere before.

6. When I saw her face...

f. because I hadn’t eaten anything all day. ➔

Workbook pp. 100–101 Language Learning

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Words and

2 This is a list of strategies for learning vocabulary.

Meanings

1 Discuss the questions with a classmate. Share your answers with the class.

1. Are you good at finding strategies for your learning? What helps you learn? 2. How responsible are you for your learning?

Check those that you use. 1. make lists 2. memorize

3. look up words in a dictionary (bilingual or monolingual) 4. look for words similar to my own language (cognates)

3. How responsible are your teacher and your books for your learning?

5. study false cognates

4. How important is homework?

6. try to recognize meanings of prefixes and suffixes

5. Do you learn better working alone or in a group? Why?

7. pay attention to visuals: graphs, tables, dates,

6. Do you know anybody who is very good at learning languages? What techniques do you think they use?

8. make tables of word families (noun – verb –

pictures, names of places and people adjective – adverb) 9. read and try to recognize words from other situations in the text Hot HotTip Tips Choose a strategy in the list which you don’t use at the moment in your language learning. Try it for the next few weeks. Does it make a difference? How much of a difference does it make, and would you recommend it to others?

➔

Spoken

Workbook p. 102

Expression

1 Work with a classmate. Write a dialog about

learning a language. Use the ideas presented so far in this lesson.

2 Working with another pair, check the grammar and vocabulary of the dialog.

3 Practice the dialog and prepare to act it in front of the class.

4 Discuss the main ideas in the dialogs. Which

ideas did everyone present? Were any new ideas presented?

Starter Unit

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Working with

2. Russian, German, Japanese, Spanish, and French

Grammar

together make up about

the

websites.

Review of Verb Tenses

3. At less than 2 percent, there are

1 Circle the correct alternatives.

4. In my opinion, there aren’t

websites in Polish.

1. Charlotte is studying / has been studying Arabic for three years. 2. I haven’t missed / didn’t miss an English class since the first week of January. 3. What did you think / you thought about the movie last night?

websites in French. 5. You have to put

together to reach the 12.4 percent of the “Others” segment.

4. Greg has already studied / had already studied for several hours before his parents got home. 5. Eric and Nolan have gone / went to Mexico to learn Spanish last summer. 6. Have you already / yet had dinner?

2 Match the reported speech sentences on the left to the direct speech sentences on the right.

Reported speech

Direct speech

1. She said she was eating sushi. d

a. “I eat sushi.”

2. She said she had eaten sushi.

b. “I won’t eat sushi.”

3. She said she couldn’t eat sushi.

c. “I have eaten sushi.”

4. She said she ate sushi.

d. “I’m eating sushi.”

5. She said she wouldn’t eat sushi.

e. “I was eating sushi.”

6. She said she had been eating sushi.

f. “I can’t eat sushi.”

languages

53,3%

12,4% 6,4%

1,8% 1,9%2,1%

5,5% 5,3% 2,5% 4,0%4,8%

English

Portuguese

Russian

Italian

German

Chinese

Japanese

Polish

Spanish

Others

French

Information extracted from <http://w3techs.com/technologies/overview/content_ language/all>. Accessed June 27, 2016.

4 Write sentences using the modals in parentheses.

1. Noah / go / to school / today ( – / have to) Noah doesn’t have to go to school today. 2. you / buy / your mother / a present (+ / should)

3. I / get / my books (? / need to)

4. Oliver / think / before / he / speak (+ / ought to)

5. we / listen to / his advice (? / should)

3 Look at the pie chart and complete the sentences with words from the box. enough

a quarter of

hardly any

several

6. Adriana / stay out / late ( – / had better)

the majority of

1. English is the language of the majority of websites on the Internet.

➔

Workbook p. 103

Language Learning

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Further Reading 1 Scan the text in Activity 2. Check the main topic

Listening and

of the text.

1. How to become a professional DJ

1 Look at the title of the song below. What do you

2. Learning English through music 3. A famous singer in English

2 Bruno describes his learning techniques. Check those that you’ve tried.

My name is Bruno and I’m a DJ. I’m not a professional DJ, but I like to play some of my favorite music at parties in my neighborhood. I like all kinds of music, but I especially like old music like The Beatles or Michael Jackson. I’m Brazilian, but I speak English pretty well. And do you know how I learned English? Through music! Here are a few tips that I use: When I like a new song, I find out the title of the song. What clues does the title give me about the song? I try to watch the video of the song. Watching the video helps me understand more about what the singer is feeling, or what the song is about. I listen carefully for a few words I know. Usually, the first few times I listen to a new song, I don’t understand anything! But after a few times, I begin to hear words I know. Then, I find the lyrics to the song. I read them carefully, look up words I don’t know, and look for new expressions. Finally, I sit back, relax, and enjoy the new song. I sometimes sing it, and, of course, I play it at parties.

3 Read the text again and write T (True) or F (False). 1. Bruno plays his favorite music at parties. T 2. Bruno believes music helped him learn English. 3. Watching videos is important for Bruno to understand every word of the song. 4. Bruno studies the lyrics and even uses a dictionary to learn what the song is about.

Understanding

think the song is about? 1. Someone the singer likes 2. Physical activities 3. A place in town 2 Listen to the song. Use the words from the box to complete the first part of it. reason burn crime cry danced spoken star tears thousand believe

Do You Really Want To Hurt Me? Culture Club

crime Give me time to realize my Let me love and steal I have inside your eyes How can I be real Do you really want to hurt me Do you really want to make me Precious kisses, words that me Lovers never ask you why In my heart the fire is burning Choose my colour, find a Precious people always tell me That's a step, a step too far Do you really want to hurt me Do you really want to make me cry [x2] Words are few, I have I could waste a years Wrapped in sorrow, words are token Come inside and catch my [...] You've been talking, but me If it's true you do not know This boy loves without a I'm prepared to let you go If it's love you want from me Then take it away Everything is not what you see It's over again

Starter Unit

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Part

The World Today

Unit 1 Wasteland

Unit 2 Extremes

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Wasteland

FIRST IMPRESSIONS Answer the questions with a classmate. 1. What is a gadget?

2 The sentences in Activity 1 are from an online

newspaper editorial. Read the editorial and insert the sentences in the appropriate places.

2. If you could have only one of the gadgets shown on this page, which one would you choose? Why?

The Guardian

3. Do you think they are really useful? What for?

www.theguardian.com/commentisfree/2013/dec/14/observer-editorial-electronic-toxic-waste

4. What do you do with old gadgets that you don’t use anymore?

Electronic waste: we must design gadgets that don’t poison the planet We discard huge amounts of electronics every year, creating a toxic wasteland – often in the poorest countries.

Meet the

Topic

1 Discuss these sentences with a classmate. Do

We love our gadgets, but we need to find safe ways of disposing of them.

you think they are true?

1. “A computer’s life is now under two years.” 2. “Companies have deliberately made it impossible to repair their goods.” 3. “Electronic equipment is indispensable in home and workplace.” 4. “Gadgets must be reusable and repairable.” 5. “Much electronic equipment is impossible to recycle.” 6. “The scale of e-waste growth is shocking.”

The Observer Saturday 14 December 2013 21.30 GMT

203 Shares

107 comments

Record sales of tablets, laptops and smart phones. Ever smaller computers, and thinner televisions, brighter screens and sharper cameras. What could possibly be wrong with the worldwide explosion in sales of electrical and digital equipment seen this Christmas? Consumers love the sleek designs and the new connectivity they offer, businesses can’t make enough for a vast and hungry global market, and governments see technological innovation and turnover as the quick

Unit 1

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3 Read the editorial again. Check the sentences that are true. 1. The author is concerned about the environment. 2. The author believes it’s impossible to diminish e-waste. 3. The amount of electronic waste has been reducing in the past years. 4. The author believes the governments have a role to play in this matter. 5. Companies should be responsible for their manufacturing processes and the goods they produce.

4 Find and circle the phrases 1–5 in the editorial. Then

match them to a phrase (a–e) with a similar meaning. 1. there is a downside to e 2. in the drive to

a. is now very important b. with every indication that

3. it has now reached the point c. in the effort to where d. it has now come to 4. with every sign that a situation in which e. there is a 5. is now critical disadvantage to

way out of recession. This is a new age of the machine and electronic equipment is indispensable in home and workplace . But there is a downside to the revolution that governments and companies have so far ignored. In the drive to generate fast turnover and new sales, and have shortened the lifespan of equipment. Hardware is designed not to keep up with software, and mobile phones are upgraded every few months. Many electronic devices now have parts that cannot be removed or replaced. From being cheaper to buy new devices than to repair them, it has now reached the point where it is impossible to repair them at all. The result is that . As devices are miniaturised, they become increasingly complex. A single laptop may contain hundreds of different substances, dozens of metals, plastics and components which are expensive to dispose of. As we saw last week from Ghana, vast quantities of this dangerous “e-waste” is being dumped on developing countries where it is left to some of the poorest people to try to extract what they can in dangerous conditions. and has left governments and authorities behind. By 2017 it is expected that there will be more than 10 billion mobile-connected devices alone. From under 10m tonnes of e-waste generated in 2000, it has now reached nearly 50m tonnes, with every sign that this will increase by 33% in the next ﬁve years. Britain will

discard over 1.3m tonnes of electronics this year, much of which will be buried in landfill, incinerated or exported. The old corporate model of “take, make and chuck” is not sustainable. Our obsession with gadgetry and technology is now driving industry to open new mines around the world, squandering energy, biodiversity and water at every stage of extraction. Enormous areas of toxic wasteland are created and left for future generations to deal with. Designing goods so they can be easily recycled is now critical. Companies must be challenged to rethink the way they make and source their materials to ensure there is no waste from start to finish. , and built-in obsolescence discouraged. Companies, too, must become responsible for the entire lifecycle of their products, especially when they become obsolete. Governments must better monitor waste shipments from ports. E-waste is easy to conceal, and the black market is attracting organised crime. Natural resources have long been used to fuel violent conflict and human rights abuses, but now we must accept that gadgets can be equally dangerous. The sale of millions of computers and mobile phones, even the electronic toys that we will give this Christmas, is being driven by an increasingly flawed business model which is leading to a depleted and polluted planet. Copyright Guardian News & Media Ltd. 2015. Extracted from <www.theguardian.com/commentisfree/2013/dec/14/ observer-editorial-electronic-toxic-waste>. Accessed June 30, 2016.

Wasteland

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3 Complete the text with the expressions in the box.

Words and

Meanings

1 Match the words with the definitions. a. something that is essential

Once I watched a sci-fi movie about the final years of a

2. consumers

b. to burn

3. connectivity

c. very rapid expansion

Martian civilization. They were a very successful society hungry market with a that developed nonstop and

4. recession

d. it can continue without depleting resources

5. turnover

e. people who buy things

6. indispensable

f. things or people being joined in a network

7. incinerate

g. the amount of money that goes through a business

8. sustainable

h. a period of contraction

1. explosion

2 Complete the table with the words in the box. recycle dump sleek lifecycle life miniaturized complex lifespan reuse repair discard dispose

1. Words about the length of lifecycle, time a product is used. 2. Words about extending the life of products. 3. Words that describe modern electronic gadgets. 4. Words that describe how things are thrown away.

depleted planet toxic wasteland will be doomed killing the planet mountains of waste hungry market squandered water

that was either

produced

buried in landfills or dumped into the sea. Little by little, , and turning

the Martians were

a very fruitful place into a vast

, biodiversity, and

They

fossil fuel and in three thousand years they had a with no hope at all for survivors. If the Earth people don’t become more responsible, they with the same fate.

4 Circle the odd word in each line. 1. discard 2. obsolete 3. buried 4. flawed 5. waste

source depleted incinerated sleek squander

chuck sustainable generated sharp dump ➔

Spoken

Workbook p. 106

Expression 1

1 Interview a classmate, asking these questions.

Discuss the points you agree or disagree on. 1. What is the usual lifespan of your electronic equipment? 2. What electronic objects do you consider indispensable for your life? 3. What do you consider disposable? 4. How do you dispose of your old electronic equipment? 5. How does your city discard domestic garbage: burying, incinerating, dumping it in landfills, or in the sea? 6. Would you repair or reuse something instead of replacing it? 7. What is your opinion about rich countries exporting their e-waste to poorer countries?

Unit 1

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Working with

In the Genre

Text

1 Look at the editorial on pages 10 and 11. Find the information in the text. 1. What a laptop is made of?

Hundreds of different substances, dozens of metals, plastics, and components.

2. The number of mobile-connected devices in 2017:

3. How much e-waste is generated:

4. What happens to most of the electronic waste discarded in Britain?

Editorials appear in newspapers, magazines or, more recently, on websites. They are usually articles written by the senior editorial staff. Most often, editorials present the point of view of the publication.

3 Answer the questions about the text on pages 10 and 11.

1. Where was it published?

2. Who wrote it?

3. What kind of text is it? 4. How is the language of the text different from the language in most news articles?

5. What companies must become responsible for:

4 Check the alternative that best describes the text on pages 10 and 11.

2 Look at the highlighted pronouns. What do they refer to?

1. It is impossible to repair them at all. The devices 2. They become increasingly complex. 3. It is left to some of the poorest people to try to extract what they can in dangerous conditions. 4. With every sign that this will increase by 33% in the next five years. 5. Companies, too, must become responsible for the entire lifecycle of their products, especially when they become obsolete.

1. A news article, which is supposed to inform the general population about a topic. It’s signed by a reporter and is impartial and factual. 2. An article that presents the newspaper’s opinion on an issue and tries to persuade the readers to think the same way. It’s unsigned (the “writer” is the people who own or work for the newspaper). 3. An essay which includes both the author’s viewpoint, the opposing viewpoint, and a conclusion restating the author’s opinions.

5 Work in groups of two to four. Prepare a leaflet to make your fellow students aware of technology, and its advantages and disadvantages. 1. Note down ideas, discuss their relevance, and decide on the topics that you will include in your leaflet. 2. Do some research to find images that you can use to illustrate it. 3. Choose two to five expressions in this unit that you will use. 4. Write and edit the leaflet. Wasteland

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3 Circle the correct alternatives.

Working with

Grammar

1. Being able to download the ability to speak a new language will / is going to be as easy as downloading an app for your phone.

Future Forms

2. Progress in technology is going to / will be increase in speed in years to come. 3. There will be / is a moment in time when artificial intelligence is greater than human intelligence. 4. The human race facing / will face the results of our poor environmental decisions. 5. In the future, cancer will be viewed / is viewing like the common cold, not totally curable, but tolerable. 6. The CEO of our company is speaking / speaks at the conference next June.

4 Write responses to these statements using the future form in parentheses.

1 Complete the sentences with words from the box.

1. The number of electronic gadgets being made every year is increasing. (will) More materials will be needed.

are discussing will achieve are going to improve will own are meeting are going to expand

1. More and more consumers our products in the future. 2. We environmental targets this year.

2. The lifespan of these devices is getting shorter. (going to)

will own

3. Some industries have decided to make positive changes. (are + -ing)

all of our

3. We the way in which we produce our popular electronic devices. 4. We over the next few years.

into Europe

5. We for the Environment in July.

the Minister

4. Some companies are developing very sophisticated robots. (will)

➔

6. At that meeting, we how we source our raw materials.

Pronunciation

2 Look at the sentences in Activity 1 and complete the Deductions box.

use going to to talk about

and use will to make simple 2. Sentences statements about the future. and use the present progressive 3. Sentences tense to talk about arrangements that have been made.

Practice

Pronunciation of will and ’ll

Deductions 1. Sentences 3 and plans in the future.

Workbook p. 106

1 Listen to the pronunciation of these sentences. Practice saying them. 1. We’ll have more household gadgets in the future. 2. Maria will have a new car this time next year. 3. Will our team win the match this evening? 4. What’ll happen to all the old cell phones? 5. Why won’t she use a new computer? 6. We won’t travel so much in the future.

Unit 1

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Listening and

Understanding

2 Listen again. Number the information in the report in the order that you hear it. a. Mina has three children. b. Hands and feet are used to strip down wire. c. Rubbish ends up in heaps.  d. The government has recognized the problem. e. The authorities want to stop people extracting metals in dangerous ways. f. The metal dealer makes all the money.

3 Complete these sentences from the report with the words in the box.

corrosive dealer decades excess heaps meager tools wire heaps

1. They all end up in

2. A bunch of old may not look valuable, but it’s what’s inside that matters. 3. Hands and feet are the basic used to strip down wire. 4. Thousands of women in India who earn a living. 5. I get paid as a worker for what I can collect and .

hand over to the 4

1 You are going to hear an extract from a report about e-waste. Listen to the recording and answer the questions. 1. What country is the report about?

6. Precious elements can only be extracted using and dangerous chemicals. 7. In the past few

liberal economic policies and consumer have led to this situation.

2. What are the women in the report doing? 3. How much does Mina earn every day? 4. How are precious elements removed from the e-waste? 5. What used to happen to materials in the past? 6. Who has the government been consulting with regarding e-waste?

Spoken

Expression 2

1 In groups, imagine that you are at a meeting

between the government, one or more large electronics manufacturers, and one or more nongovernmental organizations concerned with the environment and workers’ rights. 2 Each student plays a different role. Discuss the issues around exploitation of workers, pollution, and e-waste. Come to some real decisions as to how you will address these issues and improve the situation. 3 Write a report about your meeting. Wasteland

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