Perspectives Intermediate - sample by ELI Publishing

Inspiring Communication

Inspiring Communication TALKS

PERSPECTIVES INTERMEDIATE

INTERMEDIATE

Perspectives teaches learners to think critically and to develop the language skills they need to find their own voice in English. The carefully guided language lessons, real-world stories and TED talks motivate learners to think creatively and communicate efficiently.

Exam-style task types and test-taking strategies prepare students for a range of national and international exams.

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Exclusive TED TALKS introduce themes related to global citizenship and give students the opportunity to practise the language as they look at the world in new ways.

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Pages of Presentation Skills build students’ confidence and prepare them for their academic studies.

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The Literature Bank introduces the study of English Literature establishing links between the past and the present to motivate students towards the new subject.

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A comprehensive digital package (FLIP BOOK) with integrated audio and video includes tools to adapt all texts for students with dyslexia.

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Students can download the app ELI LINK and watch and listen to all multimedia materials on their smartphones or tablets.

DANIELE QUERCIA Computer scientist A1

Perspectives Intermediate is for students who are around level B1 and want to progress towards B2.

Student’s Book

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INTERMEDIATE

In every unit students explore one idea from different perspectives. They learn the critical thinking skills and strategies they need to evaluate new information and develop their own opinions and ideas.

STUDENT’S BOOK & WORKBOOK PERSPECTIVES

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PERSPECTIVES

FOR THE STUDENT 978-88-536-2953-1

Perspectives Intermediate Student’s Book & Workbook + Build Up to Intermediate + FLIP BOOK*

978-88-536-2954-8

FOR THE TEACHER Perspectives Pre-Intermediate Teacher’s Pack + USB Key

978-88-536-2956-2

Perspectives Intermediate Teacher’s Pack + USB Key

978-88-536-2967-8

D. Barber A. Smith

Perspectives Pre-Intermediate Student’s Book & Workbook + Build Up to Pre-Intermediate + FLIP BOOK*

* I FLIP BOOK sono scaricabili tramite codice dal sito www.elilaspigaedizioni.it/libridigitali

COPIA SAGGIO ES2069_02P

COPIA SAGGIO

CAMPIONE GRATUITO FUORI COMMERCIO Fuori campo IVA (D. PR. 26 ottobre 1972, n. 633, art. 2, lett. d)

CONTENTS

UNIT

VOCABULARY WORD BUILDING

GRAMMAR

FUNCTIONS

Describing emotions

Subject & object questions

Asking follow-up questions

Suffixes: -ment, -ness, -ion

Talking about the present: Present simple, Present continuous, Present perfect

Travel

Adjectives ending in -ed and -ing

Compound nouns

Narrative forms: Past simple, Past continuous, Past perfect

1 In touch with your feelings Pages 8–17

Asking for directions VIDEO

Video Functions A Asking for travel information (p. 148)

2 Enjoy the ride Pages 18–27

Consolidation & Certification B1 Preliminary & INVALSI pp. 28–30 Sports

Past simple & Present perfect

Phrasal verbs

Present perfect simple & continuous

Agreeing & disagreeing VIDEO

Video Functions B Narrating an event (p. 149)

3 Active lives Pages 34–41

Describing food Compound adjectives

Future forms (1): will, may/might, be going to, Present continuous, Present simple Future forms (2): Future continuous, Future perfect

Talking about hopes & goals VIDEO

Video Functions C Making predictions (p. 150)

4 Food

Pages 44–53

Consolidation & Certification B1 Preliminary & INVALSI pp. 54–56 Describing work

Verb + -ing / verb + to

Ways of seeing

Present & past modal verbs

Talking about skills & personality

Modal verbs for deduction

5 Work

Pages 60–69

The human body

Zero & First conditional

Permission & possibility

Second conditional If only & wish

6 Superhuman Pages 70–79

Consolidation & Certification B1 Preliminary & INVALSI pp. 80–82 2

Describing photos VIDEO

Video Functions D Advice at the doctor’s (p. 151)

PRONUNCIATION VIDEO MAPS Pronunciation The sounds /ɒ/,/ʌ/, /əʊ/ VIDEO MAPS

Present simple Present continuous Present perfect

Pronunciation The sound /ɔː/ VIDEO MAPS

Past simple Past continuous Present perfect

Pronunciation The sounds /aʊ/, /əʊ/ VIDEO MAPS

Past simple & Present perfect

LANGUAGE SKILLS

STRATEGIES

PRESENTATION SKILLS TED TALKS

Reading

Listening Multiple matching Critical Thinking Rhetorical questions Reading & Writing Error correction Writing Emphasis

Presentation skills

Listening Completing tables

VIDEO

Why do people smile?

Listening Two explorers talking about their lives Two friends discussing a film Speaking Talking about films Writing

A book or film review

Reading

Urbexers: life on the edge of a city

VIDEO MAPS

be going to will

Pronunciation The sounds /n/, /ƞ/

TED Talks

Speaking Explaining how to get somewhere

Writing Telling a story

pp. 32–33

Reading Topic sentences

Presentation skills

Reading & Writing Mediating (processing a text)

Supporting your argument

Writing Giving an opinion

Using statistics in a talk

Writing

A story

Reading

Can athletics protect Africa’s lions?

Listening A podcast about a young climber Friends discussing a controversial sport issue Writing

An opinion essay

Reading

World food

Listening A podcast about food People saying what they’d like to change Writing

A travel blog

Reading

A real-life crime-fighting superpower!

Listening Two different employers A job interview Writing

A letter of application

Reading

A world of cyborgs

Zero & First conditional Second conditional

Speaking Guessing a picture from a description Writing

An article describing a person

Happy maps

p. 57

Writing Descriptive language

VIDEO

TED Talks Why I’m a weekday vegetarian

Speaking Discussing future plans and hopes

Listening A radio programme about the human body A description of a photo

VIDEO MAPS

p. 31

Critical Thinking Selecting information

Speaking Summer job interviews

Pronunciation Stressed syllables

Using slides to illustrate a talk

Listening Three journeys to school People giving directions

Speaking Discussing sports for your school

Pronunciation will, won’t

Visual aids

pp. 58–59

Reading Guessing meaning from context

Presentation skills

Writing Appropriate tone

Using repetition

Listening Completing information Citizenship Participation in local communities Writing Planning an article

Organising a talk p. 83

VIDEO

TED Talks Deep sea diving … in a wheelchair pp. 84–85

CONTENTS

UNIT

VOCABULARY WORD BUILDING

GRAMMAR

FUNCTIONS

Money & shopping

The passive (all tenses)

Talking to a sales assistant

Adverbs

have / get something done

VIDEO

Reflexive & reciprocal pronouns

Video Functions E Describing objects (p. 152)

Reported statements & questions

Showing understanding

7 Shopping around Pages 86–95

Ways of communicating Compounds of some, any, no, every

Verb patterns with reporting verbs

VIDEO

Video Functions F Showing sympathy (p. 153)

8 Effective communication Pages 96–105

Consolidation & Certification B1 Preliminary & INVALSI pp. 106–108 Creative arts

Questions tags

Expressions with make

Defining & non-defining relative clauses

Phrasal verbs about time

Third conditional

Asking for recommendations

9 Unexpected entertainment Pages 112–121

If only & wish Expressions with time Modal verbs: past speculation, deduction & regret

Expressing reasons VIDEO

Video Functions G Apologising (p. 154)

10 Time

Pages 122–131

Consolidation & Certification B1 Preliminary & INVALSI pp. 132–134 Literature Bank A B C D E

Are you a tourist or a traveller? (The Beach) Is it about sport or about life itself? (Fever Pitch) Who are the real monsters? (Frankenstein) Say it loud and clear! (Wuthering Heights) ‘Tomorrow, and tomorrow, and tomorrow’ (Macbeth)

pp. 138–147

Video Functions A B C D E F G

VIDEO VIDEO VIDEO VIDEO VIDEO VIDEO VIDEO

Asking for travel information Narrating an event Making predictions Advice at the doctor’s Describing objects Showing sympathy Apologising

pp. 148–154

Towards INVALSI Listening

pp. 155–161

Writing Bank Units 1–10

pp. 162–171

Speaking Bank Units 1–10

pp. 172–181

World Map

p. 182

Workbook Units 1–10

pp. 183–253

Grammar reference & practice Units 1–10

pp. 254–273

Irregular verb list / Phonetics

pp. 274–275

TED Talk videoscripts

pp. 276–279

Key Vocabulary / Wordlist / Talk the talk

pp. 280–286

PRONUNCIATION VIDEO MAPS Pronunciation The schwa sound /ə/ VIDEO MAPS

The passive

LANGUAGE SKILLS

STRATEGIES

PRESENTATION SKILLS TED TALKS

Reading

Critical Thinking Reading between the lines

Presentation skills

Listening Alternative ways to shop Three conversations in shops

Writing Adverts

Speaking Shopping role plays Writing

Pronunciation -ed endings on reporting verbs

Nothing for a year

Signposting & sequencing p. 109

An advert

Reading

The structure of a talk

VIDEO

An experiment in intercultural communication Listening Friends talking about an astronaut People complaining about something Speaking Complaining when something’s wrong Writing A formal email of complaint

Reading Paragraph headings Critical Thinking Using direct speech Speaking Sympathetic intonation Writing Using formal linkers

Reading Making a splash Listening Friends discussing entertainment A famous museum Speaking Discussing recommendations for places to visit Writing Describing and recommending a place

Social development Coping with fears and emotions Writing Paragraphing

Presentation skills

Pronunciation The sounds /i/, /iː/

Reading

Critical Thinking Reaching conclusions

VIDEO

TED Talks

VIDEO MAPS

Listening Older people giving advice Opinions about ‘the right age’

Writing Using discourse markers

Inside the mind of a master procrastinator

Pronunciation Silent letters

Third conditional

The clockmaker who changed the world

Speaking Discussing pros and cons of issues Writing

TED Talks Ten ways to have a better conversation pp. 110–111

Giving your talk Using humour p. 135

pp. 136–137

A ‘for and against’ essay

base cm 21,5 altezza cm 8

WELCOME TO PERSPECTIVES What’s Your Perspective? Perspectives gives you the opportunity to think critically and to develop the language skills you need to find your own voice in English. The carefully guided language lessons, real-world stories and TED Talks will motivate you to think creatively and communicate effectively. In Perspectives, you will develop: • A GLOBAL, OPEN MIND Every unit explores one idea from different perspectives. You will practise new language while looking at the world in new ways

“

Enjoy the ride

VOCABULARY Travel

Travel is the only thing you buy that makes you richer.

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(Anonymous)

Look at the photo and read the caption, then discuss the questions in pairs. 1 Would you like to go to school like this? Why do you think the children don’t have a safer way of travelling? 2 How do you get to school? 3 How many ways of getting around can you think of? Make a list. go on your skateboard, take the bus, … 4 Look at your list. Which form of transport: • is the cheapest? • is the fastest? • is the most relaxing? • is the most stressful? • lets you see the most?

Complete the sentences with these pairs of words. cruise + excursion commute + lift expedition + voyage flight + destination ride + route trip + backpacking 1 My mum and dad to work by car, so they normally give me a to school. number. It’s flying to the same 2 RY5608 – that isn’t our but it’s a different airline. stayed on the ship, but we went on 3 Some passengers on the that they organized around the old port. the ! I’m glad we were and 4 We had an amazing didn’t stay in a hotel. We saw more of the country that way. yesterday, I took a different 5 When I went for a bike – I get bored going the same way all the time. to the Antarctic lasted a year. After a difficult month-long 6 The , the scientists started their research. sea

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A discussion point introduces you to the topic of the unit in a motivating way

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Consolidate, expand and practise your knowledge of vocabulary through a variety of activities

Delete the item in each list that does not collocate with the verb(s). 1 2 3 4 5 6 7 8

catch/miss get get on/off get to know get to go for go on take

my bus, my train, my car home, lost, school, from A to B the bus, the car, the train, the plane the city, your way around, a trip work, home, school a trip, a bike ride, a drive a flight, a journey, a travel, a trip, an expedition, a cruise a taxi, an hour, two kilometres, public transport

Go online and find out the difference in meaning between travel, trip and journey. Then discuss with the class. • • • • •

CLASS DISCUSSION • What does the quote mean to you? • What are the benefits of travel?

Students in Colombia crossing the Rio Negro canyon using cables to get to school.

• Would you like to travel more in your life? Why and where? • Are there other things we buy that can make us richer?

IN THIS UNIT YOU WILL

Ø talk about getting around Ø read about an unusual hobby

What search terms or key words did you use? Which website did you find most useful? Was the explanation in English or in your own language? Did you find examples of the words in a context? Did your classmates use the same site? Complete the sentences so they are true for you. 1 2 3 4 5

> World Map, p. 182

My journey to school takes … The best way for visitors to get to know my city is by … If I take public transport, I prefer to travel by … because … The last long journey I went on was to … If I could take a flight anywhere, I’d choose … as my destination.

Ø learn about how to live and travel cheaply Ø write a story about a journey you have made

Unit 2 Enjoy the ride

Why I’m a weekday vegetarian

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TALKS After every two units, watch an authentic TED Talk and expand your perspective on global life issues Activities guide you through the TED Talk leading you to the satisfaction of having understood real English in an up-to-date context

all of us ate half as much it would be like half “Ifmeat, of us were vegetarians. ” GRAHAM HILL

ABOUT THE SPEAKER 1

Read about the TED Talk speaker, Graham Hill. In his talk, what do you think he asks people to do? Graham Hill is an American designer who tries to convince people to care about the environment and live green lives. The name of his first website, treehugger.com, reflects his love of nature, and he calls himself ‘one of the green guys’. But what does it mean to live a greener life in the city? Graham looks for ways that we can all care about the environment and commit to helping reduce our emissions and our carbon footprint. He recently asked himself the question ‘Knowing what I know, why am I not a vegetarian?’ and this caused him to reflect on his lifestyle and the way he ate. Graham’s idea worth spreading is that cutting meat from our diet – even just a part of the time – can have a powerful impact on the planet.

KEY WORDS 2

AUTHENTIC LISTENING SKILLS Pausing

• where there is a comma or other punctuation

1.24 Listen to the beginning of the TED Talk. Mark (|) the pauses.

About a year ago, | I asked myself a question: ‘Knowing what I know, why am I not a vegetarian?‘ 4

Mark where you think Graham pauses in the next two sentences. Then listen to check. 1.25

After all, I’m one of the green guys: I grew up with hippie parents in a log cabin. I started a site called TreeHugger – I care about this stuff. 5

Graham talks about vegetarianism in his talk. Work in pairs and make a list of reasons why somebody might be a vegetarian. It’s good for your health.

It is bad for the planet. The animals suffer in poor conditions. It is unhealthy. People are eating more and more meat.

Complete the facts about eating meat. Then watch Part 1 again and check your answers.

CRITICAL THINKING Persuading To persuade their listeners to do things, speakers can: a describe personal experiences that others can relate to. b make it sound achievable. c offer choice and flexibility. d point out the personal benefits of doing it. e ask themselves and the audience questions. f ask listeners to imagine a situation. 9

1 If you eat one every day, it can increase the possibility of dying by a third. animals for meat each year in 2 We keep factory-farm conditions. 3 Beef production uses 100 times more than most vegetables do. meat as in the 1950s. 4 We are eating

• between the subject of a sentence and its verb when the subject is long.

Match the words in bold in the text to the meanings.

e ___________ = gas and pollution that we create

• before an important word or phrase

Watch Part 1 of the talk. Put the phrases about eating meat in the order that Graham mentions them. a b c d

• to separate adverbial phrases, e.g. expressions about time or place

b ___________ = good for the planet

d ___________ = promise to do something

• at the end of sentences

a ___________ = important or strong effect c ___________ = the amount of carbon dioxide (CO2) that we produce

WATCH THE TALK

When people are speaking to an audience, they often pause to break their sentences up into short sections, or chunks. This makes it easier for the listeners to follow. Speakers often pause:

1 Knowing what I know, why am I not a vegetarian? ____ 2 Imagine your last hamburger. ____ 3 I’d commit to doing it later, and not surprisingly, later never came. Sound familiar? ____ 4 I’ve been doing it for the last year, and it’s great. It’s called Weekday Veg. ____ 5 On the weekend, your choice. Simple. If you want to take it to the next level … ____ 6 Best of all, I’m healthier, I know that I’m going to live longer, and I’ve even lost a little weight. ____

Watch Part 2. Choose the correct option. 1 When Graham says to the audience ‘Imagine your last hamburger’, he wants them to A see what a difficult decision he made. B prepare to become vegetarians. C feel sorry for him. 2 Which of these rules is part of Graham’s solution? A Only eat fish at the weekend. B Don’t eat meat on Saturdays and Sundays. C Be a vegetarian five days a week. 3 Which part of Graham’s solution is he happiest about? A He isn’t creating so much pollution. B He’s got more money. C He’s healthier.

How does Graham try to persuade his audience? Match the extracts below to techniques (a–f) in the Critical Thinking box. Each extract may use more than one technique.

Work in pairs. Discuss the questions. 1 Which of Graham’s reasons for becoming a weekday vegetarian are the most convincing? 2 Would you consider becoming a weekday vegetarian? How easy or difficult do you think it would be? Why? CHALLENGE

Do a survey. Find out what other people in the class think about becoming a weekday vegetarian.

58 Units 3&4 TED Talk

All TED Talks, videos, Grammar Video Maps and audio files are available on the FLIP BOOK and downloadable with the ELI LINK App on your phone. 6

Units 3&4 TED Talk

• A CRITICAL EYE You will learn the critical thinking skills and strategies you need to evaluate new information and develop your opinions.

LIFE ON THE EDGE OF THE CITY

URBEXERS

2B Urban explorers

How do you get to know a city you’ve never been to before? For most people, the typical tourist options are enough. Take a bus tour to see the sights or, if you’re feeling energetic, consider a walking tour. To get a taste of city life, use public transport.

But there are people who want more than the standard tourist options. They are urbexers – urban explorers. They’re interested in discovering parts of the city we normally see as less beautiful, the places tourists are not supposed to see: ghost underground stations that have been closed for years, shopping centres and amusement parks at night, abandoned factories, building sites, tunnels and railway tracks. It’s not for everybody. You can’t be scared of heights or small spaces and you have to be willing to take risks.

Bradley Garrett is one of them. Urbexers don’t follow the same routes as everyone else: ‘I’ve been to Paris six times and I’ve seen more of the city underground than I have above ground,’ he says. ‘If somebody asked me for a good restaurant, I’d have no idea.’

Standing on the Forth Bridge, Scotland. > World Map, p. 182

It wasn’t until Bradley and his urbexer friends had climbed to the top of London’s tallest skyscraper, The Shard, and had managed to visit all of the city’s fourteen abandoned underground stations that the police stopped them exploring as a group. Bradley was studying urbexers for a book he was writing when they had to stop.

Bradley’s best experience as an urbexer was in Chicago with friends when they climbed the Legacy Tower, a 72-storey skyscraper. ‘We were sitting on a rooftop looking up at this building when someone suggested we try to get up it. So we walked in and just got in the lift after some residents had opened the door. When we made it up to the roof, it was the most incredible view I’ve ever seen.’

Why do urbexers do it? Many enjoy the excitement of putting themselves in danger. Some enjoy the feeling they get from being alone in abandoned places. ‘I feel I’m the only person in the world,’ says Zhao Yang, a Chinese 29-year-old who explores places where people used to work, like old industrial sites and abandoned hospitals. Like many urbexers, Zhao is a keen photographer who takes his smartphone to record what he sees and, like many, he also writes a blog about his experiences, but he prefers to explore alone.

Compound nouns consist of more than one word. They can be formed by using noun + noun, adjective + noun, or verb + noun. They can be written as one word or two words with a space or a hyphen. You should use a dictionary to check the correct spelling. 1

Match words in column A to words in column B and make compound nouns related to cities. 1 2 3 4 5 6

A sight a walking an underground a shopping a building public

a b c d e f

7 8 9 10 11 12

urban railway a sky a roof an amusement a view

g h i j k l

site station transport seeing centre tour tracks top park exploration scraper point

Which of the compound nouns in Ex. 1 are:

READING

CRITICAL THINKING Selecting information If they are writing about something that is unfamiliar to a lot of people, writers have to think about the kind of information that will interest their readers.

3 Bradley Garrett A knows Paris very well. B doesn’t like high places. C doesn’t like French food. D wouldn’t be a very good guide for traditional tourists.

1 things visitors might do, use or visit? 2 buildings? 3 places the public don’t normally go?

2 The places that urban explorers visit are A always underground. B not used any more. C not usually attractive to many people. D always in industrial areas.

1.06 Listen and check your answers to Ex. 1. Which word is usually stressed in compound nouns: the first or the second?

1.06 P Read and listen to the article again. Choose the correct option.

5 What does Zhao Yang do? A He investigates abandoned factories. B He explores with friends. C He keeps his experiences a secret. D He never takes any photographs.

1 Why does the article begin by talking about options for tourists? A They are good examples of urban exploration. B They are very different from the activities that urban explorers do. C The writer wants to recommend some ways of exploring cities. D The writer wants to criticise how tourists visit a city.

Competences Read the Critical Thinking box. Which questions does the article answer about urbexers and urban exploration? 1 2 3 4 5 6 7 8 9

4 What was Bradley Garrett’s trip to the top of the Legacy Tower like? A easy B lonely C well-planned D frightening

You are going to read an article about urban explorers (urbexers). Write three questions about urbexers you would like to know the answers to. Then read the article to check if your questions are answered.

Focus on Word Building items like collocations, prefixes and suffixes, compound nouns to help you improve your Use of English

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Authentic texts about issues that are relevant to teenagers

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Regular strategies boxes help you to become a better learner

This can be dangerous, of course, and urbexers run many risks and often break the law. So if you’re interested in exploring city spaces, choose a safe way of doing it. For example, it’s easy to look at a map, identify an area that is new to you and go there. Another way is to try to get lost in your own town. Or you could just set off for a walk without planning your route. Who knows what you might find!

> World Map, p. 182

WORD BUILDING Compound nouns

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Does urban exploration happen all over the world? How long have people been exploring in this way? How many people do it? If I want to explore my local urban area, what can I do? Is the word ‘urbexer’ in the dictionary? What are some of the stories that urbexers have? Why is urban exploration attractive to some people? What kind of places do urbexers visit? What personal qualities do urbexers need?

SPEAKING

6 How does the article end? A By describing more activities that urban explorers do. B By recommending other ways of exploring cities. C By explaining the health benefits of urban exploration. D By telling urbexers how to avoid breaking the law.

Work in groups. Discuss the questions. 1 What other information would you like to see in the article? 2 Where could you find out the answers to the questions that weren’t answered?

22 Unit 2 Enjoy the ride

Unit 2 Enjoy the ride

• A CLEAR VOICE You will respond to the unit theme and express your own ideas confidently in English 6D Physical challenges

WRITING An article describing a person 7

You’re going to read an article about a man who achieved incredible things during his lifetime. Which of the topics below do you think will be included?

Read the article and check your answers to Ex. 7.

SPEAKING & LISTENING Picture description

•

Step-by-step activities with clear models lead you towards greater competence in spoken and written English

Work in pairs. Look at the photos at the bottom of this and the next page and answer the questions. 1 Where were the photos taken? 2 What are the people doing in each photo? 3 How do you think they are feeling?

Functions

Making guesses They look / seem … (+ adjective) He looks like … (+ noun) It looks as if … (+ phrase) It must / might be …

3&4 Presentation Skills

Being imprecise It’s some sort / kind of … I’m not sure, but it’s a bit like …

Using statistics in a talk

activity. Complete the text with these n about young people and physical 1.23 Read part of Emma’s presentatio 1 words. Then listen and check. recommends school outdoors negative future academic ball games cycling

Listen to a student describing one of the photos. Which photo is he talking about: A, B, C or D?

Use an expression from the Functions box to complete the sentences. Then listen again and check.

his achievements his favourite hobbies

2.05

1 2 3 4 5 6 4

Describing photos This photo shows … The photo was taken … On the right / left, there’s a … In the background / foreground / corner / middle, we can see … At the bottom / top, there are …

SUPPORTING YOUR ARGUMENT

difficulties in his life his appearance

his childhood his education

A MAN WITH NO LIMITS Born on the 300th anniversary of the death of another remarkable man, Galileo, who made invaluable contributions to the world of science and astronomy, Stephen Hawking was an incredible physicist and person.

he’s sitting in the air. a statue. on a busy street. there are lots of people and buses. London, actually. I can see a child.

He was diagnosed with ALS, a motor neuron disease, when he was studying for his PhD at Cambridge University. This diagnosis actually made him more determined and focused on his studies and research.

The sentences below describe photo A. Copy the table and write them in the correct place. Then add more examples of your own. Maybe she’s taking part in a competition or a show. She’s wearing a colourful costume and no shoes. She doesn’t look nervous but she’s concentrating hard on what she’s doing. She seems to be doing some kind of difficult-looking acrobatics. She’s got dark hair and looks like she might be Asian.

Easily-recognisable in his wheelchair with the speech generator technology, he carried out groundbreaking work on the origins of the cosmos and space-time theories. But he was also able to make topics such as black holes interesting and accessible to the general public. He even appeared on TV in Futurama, The Simpsons and, appropriately, The Big Bang Theory.

Competences Read the Writing Strategies box, then follow the instructions for the task below and write your article. Use your notes, and the article about Stephen Hawking to help you.

9 P

Physical appearance Actions Location/event Clothes Feelings & emotions Work in pairs. Take turns to describe photo B or D. Make sure you include each category from Ex. 4. Try to talk for about one minute.

5 P

Choose another photo from anywhere in this book. Tell your partner which unit it is in. Describe it and see if he/she can find it.

6 P

WRITING STRATEGIES Planning an article

We’re looking for articles about extraordinary people, present or past. Who do you particularly admire, and why? It can be a famous person or someone from your community. Write and tell us about what makes him or her so remarkable.

When you are asked to write an article: • underline key words in the task you are given. • note an idea for each point or question. • expand your ideas with an example, detail or fact. • put your points in a logical order. • think of a good title. You should do this after writing the article.

Read some of your classmates’ articles. Who would you like to know more about?

If the topic is a real person or event, check your facts using more than one source or website!

“

are not active enough and this is Four out of five children in Europe on their health at the moment, but having significant (1) ________ effects n wellbeing. The World Health Organizatio will also affect their (2) ________ activity every day of the week minutes 60 of minimum a ________ (3) and 16. This doesn’t necessarily mean 5 of ages the between children for to but it could include (4) ________ participating in an organised sport, ing or with friends in the park, skateboard school, having a game of football are many ways we can be active, especially trampolining, for example. There air also brings many other benefits. (5) ________, and of course the open to play, too: 80% of children only do (6) ________ has an important role as is much importance is given to sport sport at school so it is vital that as Schools should also vary the activities given to more (7) ________ subjects. , like the choice is limited to (8) ________ that they offer as most of the time football or volleyball, or maybe athletics.

”

discuss the questions with the class. Read the Competences box. Then or uses. Which do you find interesting 1 Underline the statistics that Emma surprising? statistics in her talk? Why? / Why not? 2 Do you think she uses too many visually, and in what format (a graph, 3 Which statistics could she present table, etc.)? the expressions you can use to refer 3 Use the words in the box to complete to statistics in a talk.

over per twice average doubled less out of junk food. 1 Six ______ ten people eat too much did 50 years ago. we as 2 We waste ______ as much of the cost. 3 Like this, we can save ______ 75% since last year. 4 The number of members has ______ school. only 2 hours of sport ______ week at 5 On ______, British teenagers do than before. 6 It uses 10 times ______ energy

COMPETENCES

78 Unit 6 Superhuman

Quoting statistics in a talk supports your argument and makes it more authoritative. • Check that the source of your statistics is reliable. • An interesting / surprising statistic will get your audience’s attention. • Prepare slides to show key statistics in a graph, pie chart or table, but don’t make them too complicated. • Don’t use too many numbers or the audience might lose interest.

PRONUNCIATION Stressed syllables

Unit 6 Superhuman

• Regular Presentation Skills pages guide you through the

process of preparing an oral presentation in English, helping to build your self-confidence in public speaking

YOUR TALK 4

out figures and statistics. topics and do some research to find Work in pairs. Choose one of the following to the class. Prepare a short presentation to give • how much sportspeople are paid • vegan diets • the successes of a sports team • genetically modified crops On pages 58–59 you will watch a TED statistics to support what he is saying.

Talk. When you watch the talk, pay

attention to how the speaker uses

Units 3&4 Presentation Skills

LOOK FOR ONLINE RESOURCES AT WWW.ELILASPIGAEDIZIONI.IT 7

In touch with your feelings

“

”

Wear your heart on your sleeve

(English idiom, probably of medieval origin)

CLASS DISCUSSION • What do you think the idiom at the top of the page means? • Do you have a similar saying in your language? • Do you tend to hide your feelings and emotions or do you find it easy to show them? • What are the pros and cons of these two different approaches?

IN THIS UNIT YOU WILL

Ø talk about emotions Ø read about smiles

Ø discover the benefits of outdoor life Ø write a book or film review

VOCABULARY Describing emotions 1

Look at the photo and read the caption. In pairs, discuss the questions. 1 What emotions can you see on the people’s faces in the collage? 2 What message do you think the artist was trying to communicate with this project?

Match the sentences (1–9) to the follow-up comments (a–i). 1 2 3 4 5 6 7 8 9 a b c d e f g h i

I sometimes get scared when I’m at home on my own. You must be delighted – that’s great news! I’m feeling more relaxed now that it’s Saturday. I got a bit confused at the start of the film. My brother isn’t normally this nervous. Travelling to school on your own can be quite lonely. My parents started to dance. I was so embarrassed! At the moment I’m feeling quite stressed. Please don’t be angry with me. But it was great to see them having fun. It’s been a very busy week, so it’s nice to have some time off. I’ve got so much work to do. I was only trying to help. If it’s the evening I put all the lights on and stay downstairs. He’s doing a presentation in class this afternoon. I understood most of it, though. But I usually use that time on the bus to finish my homework. When did they tell you you’re in the team?

Complete the questions with an adjective in bold from Ex. 2. 1 2 3 4 5 6 7 8 9

Have you ever been really with your exam results? of anything, like spiders, for example? Are you if you cry in public? Do you get when you are with lots of people? Is it possible to feel before going to the dentist or speaking in class? Do you get , what do you do to relax? When you’re feeling about the meaning of any new words today? Are you ? If someone is late, do you feel ? Does reading make you feel

Remember!

Many adjectives are followed by specific (‘dependent’) prepositions. When you learn a new adjective you should also try to remember the preposition(s) that can follow it. In a monolingual dictionary you can find examples of sentences using the adjective and its prepostion(s).

MY PERSPECTIVE In 2014, hundreds of anonymous black and white photos made up a giant collage on the floor of the Panthéon, a mausoleum in Paris. The installation was created by the French artist, JR.

Work in pairs. Ask and answer some of the questions in Ex. 3. Expand on your answers and exchange more information. A Are you scared of anything, like spiders, for example? B Yes, I am. Actually, I don’t mind spiders, but I really hate snakes. A Why don’t you like them?

> World Map, p. 182

Unit 1 In touch with your feelings 9

1A What happened? BEFORE YOU LISTEN 1

Work in pairs. Look at the photo and discuss. 1 What do you know about tigers? 2 How would you feel if you saw a tiger in the wild?

LISTENING 2

1.01 Listen to two National Geographic explorers, Matthew Luskin (1) and William Allard (2), describing their work. Which explorer, 1 or 2, … 1 started this job fifty years ago? __ 2 spent a year in a rainforest? __ 3 felt scared while he was working? __ 4 took a photo that helped someone? __ 5 had to make some maps? __

LISTENING STRATEGIES Multiple matching When you listen and match (like in Ex. 2): • read the sentences or questions first. • listen carefully for things that express the same idea in a different way (for example, I started … 50 years ago = I’ve been a … for 50 years) • don’t choose your answers too quickly: wait until each speaker has finished before deciding.

Listen again and complete the notes about the explorers. 1.01 P

Matthew Luskin • worries that (1) will become extinct. • spent time photographing places where the animals . (2) • says that some men hid in a tree for (3) days. that he couldn’t sleep. • felt so (4) • helped National Park rangers to know which forests to . (5) William Albert Allard • was in Peru in (6) . . • says a driver hit and killed a boy’s (7) • says the boy was worried about what his would say. (8) of the boy. • took a (9) • says that readers of National Geographic donated to help the boy’s family. (10) $

Tigers live in Bangladesh, Bhutan, India, Indonesia, Malaysia, Nepal, Russia and Thailand. > World Map, p. 182 10 Unit 1 In touch with your feelings

Read the questions in Ex. 2 again. They are in the Past simple, but they don’t use the auxiliary (did). Why not? Study the grammar box and underline three subject questions.

‘How many readers donated money?’ ‘A lot.’ ‘What did the readers donate?’ ‘Money.’ ‘Who worries about tigers?’ ‘Matthew Luskin.’ ‘What does Matthew Luskin worry about?’ ‘Tigers.’ ‘What killed the boy’s sheep in Peru?’ ‘A car.’ ‘What did the driver do?’ ‘He killed the boy’s sheep.’ > Grammar reference & practice p. 254 Write a subject question (A) and an object question (B) for each answer. Use the Present or Past simple. 1 A Who studied tigers in Indonesia? B What did Matthew Luskin study in Indonesia? → Matthew Luskin studied tigers in Indonesia. 2 A Who ____________________________? B Why ____________________________? → A man died because of a tiger attack. 3 A Who ____________________________? B What ____________________________? → The National Park rangers try to protect tigers. 4 A Who _____________________ the boy? B Who did ____________________________? → William Allard saw the boy on a road in Peru. 5 A What ____________________________? B How ____________________________? → Some sheep died in a car accident.

1.02 Read the dialogue and guess some of Alice’s questions. Then listen and check. Which are subject questions?

Alice I’m feeling a bit bored. (1) _______________ to do an online quiz with me? I’ve found loads here. General knowledge? History? Science? Music? Brad I’m not fussed. Alice OK. Let’s do Science. (2) _______________ the Nobel Prize for Medicine in 1962? Brad Who knows? Can’t we do something easier? Alice Well, what about animals? (3) _______________ tigers live? Brad That’s easy. India. Alice Hmmm, OK, that’s one of the countries. (4) _______________ the fastest on land? Brad Oh. The tiger again? No, er, I give up. Isn’t there something a bit more light-hearted? Alice There’s ‘How well (5) _______________ your best friend?’ We both have to answer and then it compares the results at the end. Brad Yeah, that sounds more fun! Alice What type of (6) _______________ the most on my playlists? What animal (7) _______________ me the most? (8) _______________ me a smart speaker for my birthday last year? Brad Hold on! You’re making me Talk the talk nervous. Give me a chance I’m not fussed. to answer!

Subject & object questions

WRITING & SPEAKING 7

Who knows? I give up. Hold on!

Work in pairs. Write six questions on a topic of your choice (music, animals, famous people, sport, ...). Use a mix of subject and object questions. Then do your quiz with the class. A Our quiz is on music. Who wrote the song ‘Shallow’? B I have no idea. A What album did Fedez and J-Ax release in 2017? B That one’s easy!

PRONUNCIATION /ɒ/,/ʌ/,/əʊ/

Unit 1 In touch with your feelings 11

1B Fake it until you feel it

Why do people smile? ‘Say cheese!’

In English-speaking countries, this is what you say to people to make them smile before you take their photo. ‘Service with a smile’ is a common message for shop assistants and receptionists. Workers in call centres are even told to smile so they sound friendly when they speak to customers on the phone! The idea is that callers will notice if the phone operators aren’t smiling. But why should we want people to smile?

We’ve always known that smiling can express enjoyment, affection or friendliness, but we’re learning more and more about facial expressions, and realising that their effect on our relationships is more powerful than that. We know that smiling helps us

WORD BUILDING Suffixes: -ment, -ness, -ion We can make nouns from adjectives by adding suffixes. adjective suffix noun embarrassed + ment embarrassment friendly + ness friendliness depressed + ion depression 1

Read the Word Building box and make nouns from these adjectives. Use a dictionary if necessary. 1 nervous 2 sad 3 excited

4 disappointed 5 happy 6 exhausted

connect with other people in social situations and get out of arguments and embarrassing situations. We know from studies that smiling regularly may even increase the chances of living longer. In fact, it’s such an important part of being human that we start it very young. You probably started smiling to show your happiness when you were just a few weeks old, but you’ve known how to smile for even longer. Unborn babies get used to moving their facial muscles by smiling, in the same way they practise kicking using their leg muscles. And we aren’t the only animals that smile to communicate happiness – chimpanzees do it, too, suggesting that smiling existed before we did!

READING 3

Work in groups. Discuss the questions. 1 Do you think smiling really is a good way to feel better? 2 Who do you think smiles more, younger or older people, women or men? Why? 3 What kind of things make you smile?

Read the article quickly. Choose the best subtitle. 1 How our bodies affect our emotions 2 The secret power of smiling 3 Smiling expresses many emotions

7 confused 8 lonely

Complete the sentences with a noun or an adjective from Ex. 1. 1 Many people say that money can’t buy , but I think it helps. at summer camp. It was my 2 I felt quite first time away from home and I didn’t know anyone. 3 I had to sing on my own in the show. I felt so that I couldn’t sleep. 4 Simon worked hard at his exams. He didn’t want to be to his parents. a in the class. The 5 There was a lot of teacher said the school trip was on Wednesday but the email said Thursday.

12 Unit 1 In touch with your feelings

1.03 Now read and listen to the article more carefully. Are the sentences true (T) or false (F)?

1 Some workers are taught to smile when they speak to people who can’t see them. 2 People who smile a lot might live longer than others. 3 Other animals smile for the same reasons as humans. 4 You could stop a disagreement by smiling. 5 Eating chocolate has a more powerful effect on our emotions than smiling. 6 The writer of the article thinks that it’s wrong to smile if we do not feel happy.

Have you ever been in this situation: you are angry with a friend but you can’t stay angry because they’re smiling at you? This is because smiles pass from person to person, and it’s hard not to smile back. We actually lose some control of our own facial muscles when we look at someone smiling at us. When this happens, we automatically copy their expression, and smiling like them may actually help us understand their emotions better.

Being happy makes us smile, of course. But smiling also makes us happy. Scientists can take pictures of the brain to see what happens when a person is happy. They see the same effect when the person

Work in pairs. Discuss the questions. 1 L ook at the pairs of photos (a–c). Which smiles do you think are genuine? Which smiles do you think are fake? 2 In what type of situation do people pretend to smile? 3 Are you good at recognizing genuine and fake smiles?

CRITICAL THINKING Rhetorical questions Rhetorical questions are used to make a point, but a reply is not expected. They are often used to: • • • • •

tell readers what information they can expect to read. emphasize a point. make a suggestion. persuade. help readers relate the text to their own experience.

Competences Work in pairs. Read the Critical Thinking box and discuss the questions. 1 Look at the title of the article and list all the reasons the writer gives for why people smile. 2 Why is it a good idea to have a question as a title? 3 There are three more questions in the article. Underline them. Match the questions to three of the functions in the Critical Thinking box. 4 Write a question to include in the article for one of the other two functions.

smiles, whether they’re really happy or not. So a smile isn’t just a sign to others; it is also a message to our brain telling it to feel happy. One study showed that a smile can have the same positive effect on the brain as eating 2,000 bars of chocolate! So, even if you’re feeling depressed, a fake smile can make all the difference. If you know someone who’s always smiling, perhaps they’re using it to control their emotions. Why not control your emotions the same way? If you sometimes feel sad, worried or angry, try smiling. You might feel better.

Read about the ‘Pan Am smile’. Then look at the photos again. Can you find the fake smiles more easily? What is the Pan Am smile? The ‘Pan Am smile’ is named after the flight attendants with Pan Am, an old American airline. They were famous for their friendly customer service and for always smiling at the passengers. Everyone knew that these smiles weren’t genuine, but they were an expression of friendliness and had a positive effect on the passengers. We all use Pan Am smiles because there are many situations where showing unhappiness would be rude. Smiling has the important social function of keeping people happy. But how can you tell the difference between a genuine smile and a fake smile? In the nineteenth century, French scientist Guillaume Duchenne noticed that we use two sets of facial muscles to smile: the muscles around the mouth and those around the eyes. Pan Am smiles only use the mouth, so the secret to spot the fake ones is to look at the eyes.

Unit 1 In touch with your feelings 13

1C A breath of fresh air GRAMMAR Talking about the present 1

Study the grammar box and match each example (a–g) to a rule below.

Talking about the present

VIDEO MAP

a We’ve always known that smiling is good for you. b People are expressing their emotions more freely than in the past. c Most people believe that emotions are important. d Research shows that animals express emotions too. e Are you smiling at the moment? f Jim’s always laughing at people, but not in a nice way. g My friend Carl often tells us jokes during the break. 1 We use the Present simple: • to describe habits and routines, often with adverbs of frequency like sometimes, usually. Example __ • to express things that are always or generally true, like scientific facts. Example __ • with stative verbs like enjoy, believe, know, agree. Example __ 2 We use the Present continuous: • to talk about actions happening in this period or at the time of speaking. Example __ • to talk about situation that are changing. Example __ • with always, to express a frequent activity that other people may find irritating. Example __ 3 We use the Present perfect: • to describe actions that started in the past and continue to the present. Example __ > Grammar reference & practice p. 254 2

Choose the correct option to complete the text. Beating the stress (1) Are you feeling / Have you felt stressed at the moment? Perhaps it’s because you (2) are always sitting / have always sat in front of a computer screen these days. So what should you do? You could be the sort of person who (3) is usually reading / usually reads a book, for instance, or (4) plays / has played video games for relaxation. Or perhaps you (5) are believing / believe that the answer to everyday stress is more time outside, surrounded by nature. (6) Are you enjoying / Do you enjoy getting away from cities, cars and computers and heading into the mountains? Well, it’s true that we (7) need / are needing time off work to relax, though it (8) becomes / is becoming more and more difficult to get away. But people (9) enjoy / have enjoyed forests, parks, lakes and rivers for thousands of years, so if life (10) becomes / has become too much to cope with recently, think about taking a break in the countryside or a walk in the park, even if it’s just for an hour or two.

14 Unit 1 In touch with your feelings

Read about the effect nature can have on our brains. Complete the text with the best form of the verbs: Present simple, Present continuous or Present perfect. (take) a break A group of 22 students (1) from their everyday lives at the University of Utah at the (sit) in front moment. Normally, they (2) of their computer screens studying psychology, but this (camp) with Professor David week they (3) Streyer in the mountains of Utah. Streyer (4) (spend) many years studying the effect of nature on our brains. (know) about the benefits of nature We (5) on the body for many years, but now we can see what (do) to the brain. Our stress levels nature (6) (drop) just by looking at photos of (7) (think) scenes from nature. Many people (8) (destroy) that little by little, technology (9) (believe) that after our lives, but Streyer (10) just two or three days away from modern life, we can start to think differently and more healthily.

Read about healing forests in South Korea. A verb form is wrong in each sentence. Identify and correct it. 1 Nature is being very important in Korean culture for hundreds of years. 2 But Koreans work very long hours, and stress levels among workers and students go up in recent years. 3 The government has believed that the answer can be found in ‘healing forests’: places of natural beauty where people go to relax, to reconnect with nature and to rest. 4 Currently there have been 37 healing forests in Korea, and they are becoming very popular. 5 People are often going there to walk, learn about plants, do yoga or just relax under the trees.

SPEAKING 5

Work in groups. Discuss the questions. 1 What are the advantages of doing outdoor activities? 2 What outdoor activities are popular with young people at the moment? Which do you do? 3 What other activities can you think of to beat stress?

COLLABORATION 6

Work in small groups. You are going to design a leaflet for an outdoor activity centre in your area / country. First, discuss ideas using these questions to help you. • • • • • • • •

What type of activity centre is it? Where is it located? Who is it aimed at? What kind of activities are there? What can people do / learn / see there? What facilities are there? How long has it been open? Is there an entrance fee or is it free of charge?

Now you are ready to design your leaflet. You should include: • some photos or pictures • some text to describe the centre and activities • some useful information such as the address, website, cost, opening times etc.

READING & WRITING STRATEGIES Error correction Error correction (see Ex. 4) helps you be more autonomous and have better awareness of the language. The type of error is usually indicated so it is easier to focus on what the mistake might be. For example, with tenses you can look for key words or time expressions that give you clues to the correct verb form. You can also learn from your own mistakes. When your teacher corrects your work, note the mistakes you make most often, then pay particular attention to those areas next time you write.

Unit 1 In touch with your feelings 15

1D Would you recommend it? SPEAKING & LISTENING Talking about films 1

Work in pairs. Discuss the questions.

Work out the meaning of the words in bold by looking at the context in these sentences. Then match each sentence to a film genre from Ex. 1. 1 I don’t think anyone could survive in space for that long, but the special effects were amazing! ______ 2 The first film was so frightening, there’s no way I’m going to watch the sequel. ______ 3 It has a great soundtrack but some of the actors can’t sing very well. ______ 4 It’s an emotional story about a group of soldiers during the Second World War. The cast is amazing – Tom Hanks and Matt Damon are in it. ______ 5 It’s got a really exciting plot. The ending was a complete surprise! ______ 6 There were one or two scenes that were so funny that I cried with laughter. ______

• Which of these film types do you like best? Which don’t you like? Why? a comedy a musical a drama a sci-fi film a horror film a thriller • Can you think of a recent example of a film for each type?

Functions

Who’s in it?

What else has he/she been in?

What’s the acting like?

When did it come out?

So what’s it about?

What sort of film is it?

Who directed it?

Where is it set?

Would you recommend it?

Match the questions you heard in Ex. 4 to these answers about a different film. Do you know the film?

> World Map, p. 182 16 18 Unit 1 In touch with your feelings

1.04 Listen again. Tick (✓) the follow-up questions in the Functions box that you hear.

1 It’s a sci-fi film. It’s the first in a series of four. ___ 2 It was released in 2012. ___ 3 She played one of the main characters in X-Men: Apocalypse. ___ 4 It tells the story of a young woman who fights for her life in a competition. ___ 5 In a country of the future called Panem. ___ 6 It stars Jennifer Lawrence. ___ 6

Open-air cinema in the castle courtyard, Esslingen am Neckar, Germany.

Listen to two friends talking about a film. Choose the correct options.

Name of film: The Way We Were / The Way Way Back Starring: Steve Carell / Steve Collette Release date: 2003 / 2013 Type of film: animation / comedy Set in: a hotel / a water park Plot: An unhappy teenager / father goes on holiday with his family and makes new friends. Recommended? Yes / No

Asking follow-up questions a

1.04

Work in pairs. Student A: Tell Student B about a film you’ve seen. Student B: Ask follow-up questions to find out more.

WRITING A book or film review 7

Look at the expressions in the Useful Language box. Are they used to talk about books (B), films (F) or both (B/F)?

Read the book review and find: • introductory sentences that give basic information about the book. • a short description of the plot. • the writer’s opinion and emotional response to it. • a sentence that tells the reader to watch or read it (or not).

Breathe is Sarah Crossan’s second novel, written in 2012. The main characters are three teenagers with different abilities. It is set in a terrible future, a world with very little oxygen, so most of the animals and humans are dead. The three friends have to leave the safety of their city to find a mysterious place called The Grove. What I really loved was the plot, which is full of action and mystery. It is an exciting book, and I couldn’t put it down. I also really liked the way the story is told by the three main characters, Alina, Bea and Quinn, who all have different qualities. This means you get to see the same events in different ways. One thing that lets the book down is the sudden change in Alina’s personality. Halfway through the novel she becomes kinder and more loving, but I didn’t understand why. I would certainly recommend Breathe. What makes it really worth reading is its vision of the future.

Read the review again. List the book’s good points and the reviewer’s criticisms.

10 Competences Do the Writing Strategies task on the right. Then complete

these sentences so that they are true for the film you talked about in Ex. 6. 1 One thing that I loved about the film was … 2 What I found disappointing was … 3 What made me really think was …

Now choose a book or film that you know. Write a review. Include all the points from Ex. 8 and some expressions from the Useful Language box. Read other students’ reviews. Which books or films would you like to read/see?

Useful Language Talking about films and books It stars … F It’s set in … B/F It tells the story of … / It’s about … It was directed by … It was released in … It came out in … It was published in … The main character is … The soundtrack was amazing. The special effects were a bit disappointing. The sequel is even better / not as good. It’s a moving / inspiring / great / exciting / funny story. I’d definitely recommend it. I couldn’t put it down. It made me feel … Unfortunately, I thought it was …

WRITING STRATEGIES Emphasis a Read the sentences. Which sentence emphasises the way the person feels about the plot more? 1 I really loved the plot. 2 What I really loved was the plot. b Find three more sentences in the review that add emphasis.

Unit 1 In touch with your feelings 17

Enjoy the ride

“

Travel is the only thing you buy that makes you richer.

(Anonymous)

”

CLASS DISCUSSION • What does the quote mean to you? • What are the benefits of travel? • Would you like to travel more in your life? Why and where? • Are there other things we buy that can make us richer?

IN THIS UNIT YOU WILL

Ø talk about getting around Ø read about an unusual hobby

Ø learn about how to live and travel cheaply Ø write a story about a journey you have made

VOCABULARY Travel 1

Delete the item in each list that does not collocate with the verb(s). 1 2 3 4 5 6 7 8

catch/miss get get on/off get to know get to go for go on take

Go online and find out the difference in meaning between travel, trip and journey. Then discuss with the class.

Students in Colombia crossing the Rio Negro canyon using cables to get to school. > World Map, p. 182

• • • • • 4

Unit 2 Enjoy the ride 19

2A Getting from A to B BEFORE YOU LISTEN 1

Answer the questions in pairs. 1 What’s the most common way for students to travel to your school? 2 How long is the average journey? 3 Do you think it’s the same for students in the rest of the country?

Listen to descriptions of three journeys to school. Complete the table. 1.05

Name

1.05

Listen again. Who (Santiago, Chosing or Daisy):

1 travels the furthest? 2 doesn’t take long to get to school? 3 stays at school for a long time? 4 gets up early to get to school on time? 5 has a dangerous journey? 6 will have an easier journey to school soon?

GRAMMAR Adjectives ending in -ed and -ing

LISTENING 2

Where they live

How they travel

Time / distance they travel

What they do on the way

Adjectives ending in -ed / -ing a You might think your journey to school takes ages, but Santiago Muñoz has one of the most tiring school commutes in the world … He’s excited about having more time to spend with friends and getting more sleep!

1 Santiago Muñoz 2 Chosing Leh, in the Himalayas

b They don’t talk much, but it is never boring. It takes them six days and at the end they are exhausted.

3 Daisy Mora

c For some students living along the Rio Negro, their journey to school is absolutely terrifying ... If Daisy is frightened, she doesn’t show it!

LISTENING STRATEGIES Completing tables When you have to listen and fill in a table: • study the table first. This way you can often guess the kind of information that is needed, for example, a date, a price, or a method of transport. • don’t write full sentences: one or two words are usually enough.

Study the grammar box and underline the six adjectives. Which three adjectives describe the journeys? Which three describe how the people feel?

Choose the correct option to complete the rules. Some adjectives are made from verbs. 1 A djectives that describe how a person feels end in -ing / -ed. 2 Adjectives that describe the thing that makes you feel an emotion end in -ing / -ed.

> Grammar reference & practice p. 256 Santiago (Ex. 2) has to cross most of his city to get to school every day. > World Map, p. 182

20 Unit 2 Enjoy the ride

Match the -ed adjectives (1–10) to their meanings (a–j). Then complete the -ing adjectives. -ed adjective 1 amazed 2 exhausted 3 annoyed 4 disappointed 5 excited 6 shocked 7 worried 8 confused 9 amused 10 relaxed

meaning e

SPEAKING 7

-ing adjective amazing

a surprised if something bad that happens suddenly b irritated and a little angry about something c unhappy because something was not as good as you hoped or because something did not happen d thinking about bad things that might happen e very surprised f feeling happy and comfortable, without worries g unable to think clearly about or understand something h very tired i feeling very happy and enthusiastic j when something is funny or entertaining

Go on the website of your local transport system and find an alternative route from your house to your school. How many times do you have to change transport?

Choose the correct option. Then work in pairs and tell your partner about experiences you have had using some of the situations 1–8. 1 a destination you were looking forward to seeing but you found a bit disappointed / disappointing when you got there I was excited about a school trip to the History Museum, but it was really boring. Everyone was really disappointed. 2 a time when you were surprised / surprising by a destination or trip 3 a day when you did so much walking that you were absolutely exhausted / exhausting at the end 4 the longest and most bored / boring journey you’ve ever been on 5 a journey when you were very worried / worrying that you wouldn’t get to the destination 6 an annoyed / annoying delay on public transport that you really didn’t need 7 the most relaxed / relaxing form of transport or journey you’ve experienced 8 an expedition that you’d be very excited / exciting to go on

Work in groups. Share your stories from Ex. 7. Whose experiences have been the most: • exciting? • boring? • annoying? • surprising? • disappointing?

Unit 2 Enjoy the ride 21

LIFE ON THE EDGE OF THE CITY

URBEXERS

2B Urban explorers

Standing on the Forth Bridge, Scotland. > World Map, p. 182

WORD BUILDING Compound nouns Compound nouns consist of more than one word. They can be formed by using noun + noun, adjective + noun, or verb + noun. They can be written as one word or two words with a space or a hyphen. You should use a dictionary to check the correct spelling. 1

Match words in column A to words in column B and make compound nouns related to cities. A 1 sight 2 a walking 3 an underground 4 a shopping 5 a building 6 public

a b c d e f

7 8 9 10 11 12

g h i j k l

urban railway a sky a roof an amusement a view

22 Unit 2 Enjoy the ride

site station transport seeing centre tour

tracks top park exploration scraper point

Listen and check your answers to Ex. 1. Which word is usually stressed in compound nouns: the first or the second?

Which of the compound nouns in Ex. 1 are:

1.06

1 things visitors might do, use or visit? 2 buildings? 3 places the public don’t normally go?

READING 4

Read and listen to the article again. Choose the correct option. 1.06 P

> World Map, p. 182

The places that urban explorers visit are A always underground. B not used any more. C not usually attractive to many people. D always in industrial areas.

Bradley Garrett A knows Paris very well. B doesn’t like high places. C doesn’t like French food. D wouldn’t be a very good guide for traditional tourists.

1 2 3 4 5 6 7 8 9

4 What was Bradley Garrett’s trip to the top of the Legacy Tower like? A easy B lonely C well-planned D frightening 5

What does Zhao Yang do? A He investigates abandoned factories. B He explores with friends. C He keeps his experiences a secret. D He never takes any photographs.

How does the article end? A By describing more activities that urban explorers do. B By recommending other ways of exploring cities. C By explaining the health benefits of urban exploration. D By telling urbexers how to avoid breaking the law.

Competences Read the Critical Thinking box. Which questions does the article answer about urbexers and urban exploration? Does urban exploration happen all over the world? How long have people been exploring in this way? How many people do it? If I want to explore my local urban area, what can I do? Is the word ‘urbexer’ in the dictionary? What are some of the stories that urbexers have? Why is urban exploration attractive to some people? What kind of places do urbexers visit? What personal qualities do urbexers need?

SPEAKING 7

Work in groups. Discuss the questions.

1 W hat other information would you like to see in the article? 2 Where could you find out the answers to the questions that weren’t answered? Unit 2 Enjoy the ride 23

2C Sydney on $20 The city of Sydney, Australia, and its famous Opera House. > World Map, p. 182

GRAMMAR Narrative forms 1

Choose the correct option to complete the sentences in the grammar box. Then check your answers in the text on the previous page.

Narrative forms

VIDEO MAP

a It wasn’t until Bradley and his friends had climbed / were climbing to the top of The Shard and used to manage / had managed to visit all of the city’s abandoned underground stations that the police stopped / were stopping them exploring as a group. b Bradley studied / was studying urbexers for a book he wrote / was writing when they had to stop. c ‘We had sat / were sitting on a rooftop when someone suggested / used to suggest we try to get up the Legacy Tower. So we walked / were walking in and just had got / got in the lift after some residents had opened / were opening the door. d Zhao Yang explores places where people were working / used to work, like old industrial sites and abandoned hospitals. 2

Read the sentences in the grammar box and complete these rules with Past simple, Past continuous, Past perfect or used to. When we tell stories or talk about actions or events in the past: 1 w e use the to describe an action or event that was in progress when another action happened. The two actions are often linked with when, while or as. We also use it to give background information. It is not used with stative verbs (know, love, etc.). to describe completed actions in the 2 we usually use the past. If actions happen one after another, we use this tense. to show that one action finished before 3 we use the another action happened. The actions are often connected with after, before and already. to talk about situations, habits and 4 we usually use routines that were true in the past but are not true any more.

> Grammar reference & practice p. 256 3

Becky Khalil was a freegan in Sydney, Australia. Read the text quickly and find out what a freegan is. Then read again and choose the correct option. I (1) used to think / was thinking that Australia was a really expensive place, and the first time I (2) went / had gone there, I worked to pay for my living expenses. But while I (3) had stayed / was staying in Australia last time, I (4) found / used to find another way to live. I (5) used to use / had already used my working visa on my first trip, so I couldn’t get a job this time. To make things worse, someone (6) was stealing / had stolen all my money during a train journey. So I (7) became / had become a freegan. That’s a person who tries to travel without paying for food, transport or accommodation. Before, I (8) used to buy / was buying too much food and threw a lot of it away, but this time I (9) had eaten / ate leftover food from friends and shops, like day-old bread. I (10) didn’t spend / hadn’t spent anything on accommodation, less than $100 on travel and less than $20 on food for six weeks!

24 Unit 2 Enjoy the ride

PRONUNCIATION /ɔː/

Complete the rest of Becky’s story with the correct form of the verbs in brackets.

(let) Most of the time, friends of mine (1) me sleep on their sofas, but before my trip I (contact) a company that organizes (2) ‘house-sitting’ jobs, so I sometimes looked after houses when the owners were on holiday. (get) lifts To save money on bus fares, I (3) (travel) with people I knew, and while I (4) around the country, I usually decided to camp. Once I went to sleep under the stars because I (5) (be) too tired to put my tent up. Finding cheap or free food was much easier than I (expect) it to be. Even in winter, (6) (live) with other I enjoyed it because I (7) (become) friends and freegans and we (8) helped each other. At the end of each day, shops gave (not sell). Believe it us anything they (9) (eat) extremely well! or not, we (10) 5

Liam Have you changed the screensaver on your mobile, Marta? I haven’t seen that photo before. Marta Yes, I changed it yesterday. It’s me and my brother in Edinburgh last year while we were waiting for Dad outside the castle. Liam I didn’t know that you’d been to Scotland. When did you go? Marta Last September. School hadn’t started yet so I was free, and my brother was moving to Edinburgh to study at the university. Liam Did you have a good time? Marta Well I didn’t really want to go at first to be honest, but actually it was a great trip. The university was really interesting, and we went on a fantastic walking tour to find out all about the film Trainspotting. Liam Sounds amazing! I love that film. 1 What photo does Marta have as her phone screensaver? 2 Why did she go to Scotland and who did she go with? 3 What did she like best about her trip?

Complete the sentences in your own words. Then work in pairs and compare your sentences. 1 2 3 4

Before this lesson I didn’t know … When I was younger, I used to … The last time I … was when … I didn’t spend any money when …

WRITING & SPEAKING 8

CRITICAL THINKING 6

exploit the kindness of others and take, take, take!

“

”

Freegans have a way of life that helps the environment and reduces waste. I think that’s great!

Write notes about a trip or journey you have taken that was memorable in some way. Use these questions to help you plan what you are going to say. • Where did you go and how did you travel? • When did you make the trip and who did you go with? • What memorable things happened? What were you doing when they happened? • How did you feel about the journey in general?

Competences Read the quotes about freegans then discuss the pros and cons of this lifestyle.

“I think freegans are just people who want to

Read the dialogue and underline two examples each of the Past continuous, Past simple and Past perfect. Then answer the questions below.

Work in pairs. Tell each other about your trip. Ask questions to find out more about your partner’s trip.

”

Unit 2 Enjoy the ride 25

2D You can’t miss it SPEAKING & LISTENING Do you know the way? 1

Work in pairs. Discuss the questions.

1.07

Listen to two conversations. Complete the table. Conversation 1

1 How do you find your way when you are lost? 2 Have you ever used a map, satnav or app to help you, or do you prefer to ask someone?

Conversation 2

1 Do the speakers know each other? 2 Where do they want to get to? 3 How are they travelling? 4 How far is it? 5 What will they do if they get lost? 3

Look at the map and listen again. Match a letter from the map with each of these places. 1.07

1 where the first conversation takes place ___ 2 the Science Museum ___ 4

1.07

3 the cinema ___ 4 Melanie’s house ___

Use one word to complete the expressions. Listen again to check.

1 Can you me? I’m trying to to the museum. from here. About fifteen minutes’ . 2 It’s quite a long you get to the 3 Go up Northway Street for about five minutes on the right. supermarket on your left. Then take the second it. 4 You can’t to your house? 5 Can you give me you, you’ll need to turn right. 6 So if the station’s of the street you’ll see a cinema in front of you. 7 At the on up Northway Street until you get to a supermarket on your 8 , there’s a street on the left. right. Just after

Functions Asking for directions Excuse me. Do you know the way to …? Giving directions Go all the way up there until you get to … At the traffic lights, go straight on / turn right. After 200 metres, take the first turning on the left. Go past a … on your left / right. The train station is on your left. Talking about time and distance It’s not very far from here. It’s no more than a kilometre from there.

26 Unit 2 Enjoy the ride

Work in pairs. Ask for and give directions between places on the map. Use the expressions in the Functions box to help you.

Now work in groups. Give directions to each other from school to destinations around town. Listen and say what you think the destinations are.

WRITING A story 7

Work in pairs. Read the writing task below. Then tell your partner about a time when you got lost. Write a story that ends with the sentence: After so many hours feeling completely lost, I had ended up just where I needed to be!

Read the story and put the paragraphs (A-D) in the correct order. Use the Writing Strategies box to help you.

A ___ Unfortunately, no one spoke English at the bus station and the destinations were written in Thai, so I didn’t understand anything. Eventually, an old man pointed to a bus that was just about to leave. I got on the bus. B ___ He drove fast. When he stopped, I saw a boat. A sign said ‘Koh Tao ferry’. After so many hours feeling completely lost, I had ended up just where I needed to be! Three years ago I went to Thailand. I wanted to visit a beautiful island. My C ___ cousin had just returned from an island called Koh Tao, and told me I could catch a bus and a boat there. D ___ During the long journey, I looked out of the window. I was just falling asleep when the driver shouted ‘Koh Tao!’ I got out and looked around. I couldn’t see the sea, just a quiet road. A man on a motorbike came over. ‘Koh Tao?’ I asked. He just pointed to his bike. I didn’t have any choice. I got on the bike. 9

Read the story again and find examples of the narrative tenses that you revised in this unit (Past simple, Past continuous and Past perfect).

You are going to write a story about a journey or trip that ends with one of these three sentences. Choose your ending. • That was one of the worst trips of my life. • I hadn’t expected to have such an exciting journey. • Getting to school had never been so complicated.

Competences Read the Writing Strategies box and prepare to write your story. 1 Use the questions in the Writing Strategies box to help you make notes about the details of your story. 2 Think about the verb forms you will need to tell the story.

WRITING STRATEGIES Telling a story When you write a story, plan your paragraphs in this way: Paragraph 1: Set the scene Where does the story start? Who is the story about? When does the story take place? Paragraphs 2 and 3: Main events What happened? How did you feel? What happened next? Paragraph 4: The end What happened in the end? How did you or other people feel? What do you remember most about the events?

Write your story. When you have finished, share it with other people in the class. Whose stories sound like the best/worst experiences?

Koh Tao is a beautiful island in Thailand. Its name means ‘Turtle Island.’ > World Map, p. 182 Unit 2 Enjoy the ride 27

1&2 Consolidation & Certification Grammar revision present & past tenses; subject & object questions; adjectives (-ed / -ing) Vocabulary revision describing emotions; travel; suffixes (-ment, -ness and -ion); compound nouns

VOCABULARY & WORD BUILDING 1

Complete the sentences with the correct form of the word in capitals. 1 Julian was very ______________ when his pet hamster died. SADNESS 2 Often as people get older they suffer from ______________. LONELY 3 Smiling is an expression of ______________. FRIEND 4 The athlete did his best but ______________ set in after 20km of the race and he had to give up. EXHAUSTED 5 The students were really ______________ when they found out the destination for their school trip. EXCITEMENT 6 There was a lot of ______________ about who was going to give the opening speech at the awards ceremony. CONFUSED

2 P

Choose the correct option.

DiscoverEU Are you looking for an (1) _____ opportunity to discover Europe and your EU identity? DiscoverEU is an initiative from the European Union which gives around 30,000 travel passes to young Europeans each year. Over two thousand passes were available for Italian students in 2019, allowing them free (2) _____, from a minimum of one day to a maximum of 30 days, mainly by train. The (3) _____ you can choose are limitless as you have freedom of movement within the EU member states and can get on and (4) _____ trains whenever and wherever you want. It is the ideal chance to (5) _____ to know different cultures and lifestyle, as well as to make new friend. Go (6) _____ in a capital city, go on a guided (7) _____ of a museum, admire the scenery from a panoramic (8) _____ on the top of a mountain. And after your (9) _____, you should recount your (10) _____ experiences and adventures on social media using #DiscoverEU. 1 2 3 4 5 6 7 8 9 10

A excitement B excited C excite D exciting A trip B travel C voyage D journey A transport B destinations C flights D commute A off B out C up D through A have B be C go D get A exploration B visit C sightseeing D tour A trip B tour C journey D ride A sight B viewpoint C perspective D prospect A travel B cruise C trip D voyage A amazing B amazement C amazed D amaze

28 Units 1&2 Consolidation & Certification

GRAMMAR 3

Complete the second sentence so that it has the same meaning as the first. 1 I found the talk on urban explorers very interesting. I was _______________ in the talk on urban explorers. 2 It was the group’s first time in the city so they got lost. The group got lost because they _______________ visited the city before. 3 Flying was once only for the rich. Flying used _______________ only for the rich. 4 It’s ages since we had a holiday abroad. We _______________ a holiday abroad for ages. 5 When I read a map I feel confused because I always rely on a satnav for directions. Reading a map is _______________ for me because I always rely on a satnav for directions.

Choose the correct alternative. 1 This is the first time I have flown / fly so I’m feeling a little nervous. 2 ‘Who watched / did watch the Avengers movie last night?’ ‘I did!’ 3 Mark missed the bus so when he arrived at school, lessons had / have already started. 4 There is a lot of traffic in the mornings because so many people are commuting / commute to work by car. 5 ‘Which platform does our train leave / our train leaves from?’ ‘Platform 9, over there.’ 6 We never went / had never been to the villa before and the views were amazed / amazing. 7 I am believing / believe that electric cars are not cheap enough so people don’t want to buy them. 8 It didn’t rain / wasn’t raining when I left for school this morning, but now it is pouring / pours.

LISTENING 5

REAL ENGLISH

1.08 P Listen to the presentation of a tourist destination in Derbyshire, England. Complete the notes with words or a number.

The Heights of Abraham Location

Matlock Bath, Derbyshire

Travelling by car Car parks located near the station and in the (1) ________ of the village Travelling by train Distance from train station only (2) ________ metres Price

Family ticket (3) £________

Ticket includes

• (4) ________ ride to reach the

hilltop park

• Access to all the whole park

• (5) ________ of two caverns

• Multimedia exhibition

Opening times

Daily from 10 a.m. to (6) ________

Facilities

• Restaurant and café, serving

• Two children’s adventure

meals, (7) ________ and drinks playgrounds

• (8) ________ shop

Complete each text with the correct option.

SCARED OF FLYING?

A The advert promises help with strong emotions.

FRIGHTENED OF SPIDERS? Trained expert uses the latest techniques to remove all your

B The expert will call you if you feel scared.

fears and phobias. Money back

C You have to pay in advance.

Call 1-800-1111

guarantee if unsuccessful. for information.

2 A Mark is lost and wants Kim to send directions.

Kim, see you at six as planned, but can you send me the directions again? I lost them and can’t use the map app on my phone. Thanks, Mark

B Mark is texting Kim to fix a time and place to meet. C Kim has already sent the directions to Mark once. 3 A The website gives information on different forms of transport in Europe. B The website can help people organise a holiday in different European countries.

X Going backpacking around Europe by train? Here you can find everything you need to know about planning your trip and what to take with you.

C On the website you can read about backpackers’ world travel experiences. 7

1.09 P You will hear some sentences. Choose the best reply to each one. 1 A I’m sorry, I’m not from here. B Go past the church and turn left. C It’s next to the bank.

2 A I like cycling. B I’m not fussed. C It’s too far. 3 A It was about two hours long. B I didn’t like it. C I don’t want to spoil it for you. 4 A He’s been to the USA too. B I can’t remember. C He’s been there for five days. 5 A It was quite shocking. B It was about a long train journey. C I hadn’t seen it before.

Units 1&2 Consolidation & Certification 29

CROSSING THE ATLANTIC IN A BARREL 5

An intrepid Frenchman, JeanJacques Savin, has completed an epic solo journey across the Atlantic Ocean. Of course, many adventurers have crossed the Atlantic alone by sailing boat, rowing boat or other forms of transport in the past: so what makes Savin’s trip so amazing? Well, he was in a barrel-shaped* capsule with no engine or other form of power, relying entirely on the ocean currents and winds to take him safely across. (1) ___ For example, one day a cargo ship didn’t respond to his radio signals and it almost collided with him. He used a flare* to warn the ship and luckily it changed direction just in time. (2) ___ The bright orange barrel, about 3 metres by 2 metres, was very simple inside, with a bed, a kitchen area for preparing food and lots of space for keeping food and necessary equipment. There was a window in the floor so Savin could watch the fish which were

> World Map, p. 182

READING

swimming below him. He had a satellite connection, powered by solar panels, so he could use a GPS device to check his position, the weather forecast and wind speeds. (3)___ This is how his team on land could keep him informed about what people were saying about him in the hundreds of messages on social media. Savin spent most of his time reading, writing about his experiences and playing his mandolin. But what about food? (4)___ He also often got new food supplies from passing ships.

Savin, aged 72, has always been an adventurer. He had already crossed the Atlantic alone four times before this 122-day voyage of 4,500 km from the Canary Islands to the Caribbean island of St. Eustatius. (5)___ The view of the ocean, the emotions and feelings were unique. So what about the feeling of solitude? Did he ever feel lonely? He insists that the time actually passed very quickly and that he never felt lonely. In fact, he says that moments of solitude are necessary because they help him to stay young and fit. barrel-shaped the shape of a large wooden container for beer or wine flare an instrument producing a flash of light

Read the text and choose the correct sentence (A–G) to complete each space. There are two extra sentences.

8 P INVALSI

A And he was also able to make calls and send emails. B He plans to publish a book about his experience. C Another time the waves were so fierce and big that the barrel nearly turned over in the water. D Well, he sometimes swam and caught fish so he had something fresh to eat. E When he woke up, he made a big breakfast. F During his adventure, there were several frightening moments. G However, he says that this experience was completely different from the previous ones. 30 Units 1&2 Consolidation & Certification

1&2 Presentation Skills VISUAL AIDS Using slides to illustrate a talk 1

Discuss the questions in pairs. 1 What types of visual aids can you use during a presentation or talk? 2 Why are visual aids useful? 3 Is it important to think carefully about how many visual aids you use? What about when and how you use them?

1.10

is true?

Read and listen to part of a talk by Stephen about a personal achievement. Which statement (A, B, C or D)

“

It’s hard to find the words to explain how I felt when I got the email telling me I had passed my Mandarin exam. I had finally reached the goal I had set myself three years before. I remember the day before the exam well. My dad took me for a long walk in the mountains. He said that the fresh air and fantastic scenery would help clear my mind. He didn’t want me to study on the last day, or spend that day feeling worried and anxious. We had a great time and I woke up full of energy and confidence on the morning of the exam. My hard work and determination certainly contributed to my success, but I have to thank my dad too, for his advice on the top of the mountain that day. I think he was even more pleased with the result than I was! A B C D 3

Stephen doesn’t get on well with his dad. Stephen and his dad are both experienced mountain climbers. Stephen managed to reach a personal objective after three years’ hard work. Stephen’s dad wanted him to do the Mandarin exam.

Read the Competences box. Then look at the slides below and discuss the questions with the class: 1 Do you think any of these slides would be appropriate in Stephen’s talk? 2 Which one(s)? Give reasons for your answers.

When you use slides, you can introduce them with certain expressions. Complete expressions 1–4 below with the words in the box. can have illustrates show 1 2 3 4

Here we _____ an example of… The next slide _____ … As you _____ see here, … These graphs _____ …

YOUR TALK 5

Work in pairs. Prepare two or three slides for a presentation on one of the following topics. Compare your ideas with the rest of the class. • books and films teenagers would find enjoyable • the pros and cons of social media for young people • public transport in your town • unusual places to visit in your area

”

COMPETENCES Slides can be a valid addition to a presentation, but remember that they are an ‘extra’: what you say is the most important thing. Slides with text: • limit the amount of text and don’t read directly from the slide. • present the information step-by-step. You don’t want the audience to read the slide instead of listening to you. • use a simple design, and limit special effects which may interfere with your message. Slides with images: • Depending on the topic, you could use your own photographs. • If you use images from the Internet, look for something original, not clichés.

On pages 32–33 you will watch a TED Talk. When you watch the talk, pay attention to how the speaker uses slides and how much information is presented on them Units 1&2 Presentation Skills 31

Happy maps

“

If you think that adventure is dangerous, try routine. It’s deadly.

DANIELE QUERCIA

”

ABOUT THE SPEAKER 1

AUTHENTIC LISTENING SKILLS

Read about the TED Talk speaker, Daniele Quercia. Does he think the fastest route from A to B is always the best? Daniele Quercia is a scientist at Yahoo! Labs in Barcelona. He works on new ways to use online maps to improve our ‘offline’ lives. His work used to be all about efficiency, and getting to where you want to go as quickly as possible. But a personal experience changed all that. Now he is interested in enjoying the journey, not just the quickest route between two places. He and his team crowdsource their research: they get members of the public to play an online game. Players choose between pairs of photos of urban scenes. Daniele has used the information from the game to design a mapping app that shows the happy path to your destination. Daniele’s idea worth spreading is that the fastest route may be efficient, but there are times when taking a different route can be more interesting and memorable.

Understanding accents When you travel abroad or listen to people on TV and the internet, you will hear foreign and regional accents in English. It’s helpful to practise listening to different accents so you can enjoy listening to people from all over the world. 3

1.11 Listen to the beginning of the TED Talk, first said by a native English speaker and then by Daniele Quercia, a native Italian speaker. Compare the pronunciation of the underlined sounds. I have a confession to make. As a scientist and engineer, I’ve focused on efficiency for many years.

How do you say these sentences? Listen to Daniele and a native speaker to compare. 1 I lived in Boston and worked in Cambridge. 2 I teamed up with Luca and Rossano. 3 They also recalled how some paths smelled and sounded.

> World Map, p. 182

KEY WORDS 2

1.12

Match the words in bold in the text to the meanings.

MY PERSPECTIVE

a ___________ = places in cities and towns

b ___________ = the ability to use time and energy

well to get a job done c ___________ = the way from one place to another d ___________ = get information from many people, usually using the Internet e ___________ = software that shows maps 32 Units 1&2 TED Talk

Which of these statements do you agree with? Why? 1 Learners should always try to sound like native speakers of English. 2 Sometimes it’s easier to understand other non-native speakers of English than native speakers. 3 Your foreign accent in English is an important part of your identity, so be proud of it.

WATCH THE TALK 6

What do you usually see on your journey to school? What can you hear? What can you smell?

Watch Part 1 of the talk. Answer the questions. 1 What journey helped Daniele see that travel isn’t just about efficiency? A Moving from Boston to Barcelona. B A bicycle race he took part in. C His commute to work.

How was the new route different from the old one? A It went along Massachusetts Avenue. B It had less traffic. C It was shorter and quicker.

What does Daniele say about mapping apps? A They encourage people to explore more. B They give too many choices about the route. C They are very similar to computer games. Watch Part 2. Choose the correct option.

1 Daniele studied how people experience / get around the city. 2 The red path on the map is the shortest / most enjoyable one. 3 They collected data by asking people to play a game / take a test. 4 The first map that they designed was of Boston / London. 5 Now, their research is in developing maps based on smell, sound and memories / sights. 6 Their goal is to encourage people to take the best path / many paths through the city.

Work in groups. Discuss the questions. 1 Daniele’s London map shows routes that are short, happy, beautiful and quiet. Which kind of route would you prefer to use to get around your city? Why? 2 Why might these people be interested in using this kind of mapping app? Give reasons for each one. • a tourist spending a week in a new city • a courier who delivers letters and parcels quickly for companies by bicycle • a student • a taxi driver 3 Would you like to have this mapping app on your smartphone? Why? / Why not? CHALLENGE

Work in pairs. Look at a map of your town, or a city that you know well. Plan two one-hour walking routes for the city. • Route 1. This must include as many beautiful sights and interesting places as possible. • Route 2. This must include the places most likely to interest teenagers who are visiting the city. Work in groups. Compare your routes and discuss the questions. • Which of the tours would you enjoy most if you were a tourist? Why? • What other types of (guided) tours could you offer in the town or city? Units 1&2 TED Talk 33

PERSPECTIVES INTERMEDIATE

Kerry MAXWELL Catrin Elen MORRIS

Workbook Contents .......................................................................................................................................................................................................................... p. 183 Unit 1 In touch with your feelings ................................................................................................................................................................. p. 184 Unit 2 Enjoy the ride ............................................................................................................................................................................................. p. 190 Summative Revision 1-2 ......................................................................................................................................................................................... p. 196 Unit 3 Active lives ................................................................................................................................................................................................... p. 198 Unit 4 Food ................................................................................................................................................................................................................ p. 204 Summative Revision 3-4 ......................................................................................................................................................................................... p. 210 Unit 5 Work ................................................................................................................................................................................................................ p. 212 Unit 6 Superhuman ............................................................................................................................................................................................... p. 218 Summative Revision 5-6 ......................................................................................................................................................................................... p. 224 Unit 7 Shopping around ..................................................................................................................................................................................... p. 226 Unit 8 Effective communication ..................................................................................................................................................................... p. 232 Summative Revision 7-8 ......................................................................................................................................................................................... p. 238 Unit 9 Unexpected entertainment ............................................................................................................................................................... p. 240 Unit 10 Time ................................................................................................................................................................................................................. p. 246 Summative Revision 9-10 ...................................................................................................................................................................................... p. 252 Grammar reference & practice ............................................................................................................................................................................ Irregular verb list / Phonetics .............................................................................................................................................................................. TED Talk videoscripts ................................................................................................................................................................................................ Key Vocabulary ............................................................................................................................................................................................................ Wordlist ............................................................................................................................................................................................................................

p. 254 p. 274 p. 276 p. 280 p. 282

In touch with your feelings a b c d e f g h

WHAT YOU KNOW Basic emotions

Choose the correct option. 1 I’m worried about / for / with failing the exam. 2 She was embarrassed of / by / to Richard’s stupid comments. 3 Alfie seems very nervous about / at / on the interview. 4 There’s no need to get annoyed of / to / with Jasmine – she was only trying to help. 5 Are you feeling anxious over / of / about your driving test? 6 You shouldn’t have behaved so badly, I’m ashamed by / for / of you! 7 Don’t be scared with / to / of Andy – he’s quite nice when you get to know him. 8 I’m confused of / by / from your text. Can you call me?

Put the words in the correct order to make sentences. 1 makes / feel / me / my / stressed / job _______________________________________ 2 scared / you / are / heights / of / very / ? _______________________________________ 3 lonely / be / your / on / own / living / can _______________________________________ 4 was / she / her / results / with / delighted / exam _______________________________________ 5 about / I’m / the meaning / this / of / confused / word _______________________________________ 6 came / very / we’re / that / here / pleased / today / you _______________________________________ 7 have / nothing / of / ashamed / to be / they _______________________________________ 8 worried / moving / are / a / about / to / city / new / you / ? _______________________________________

Complete the sentences about yourself. 1 I get really angry when ______________________. 2 I sometimes get confused about _______________. 3 __________________________ always makes me feel stressed. 4 One thing I’m pleased about is ________________. 5 I feel so embarrassed when ___________________. 6 The time I feel most relaxed is _________________.

Complete the sentences with the adjectives from the box. angry afraid bored excited pleased unhappy upset worried 1 Annie was really _________ when her dog died. 2 Have you always been _________ of spiders? 3 Max told me he’s _________ that he might fail the exam. 4 He hated the school and had a very _________ childhood. 5 We’re so _________ that you can come to the wedding. 6 The trip sounds amazing – are you getting _________ about it? 7 He was quite _________ with her for breaking his mobile. 8 Were you as _________ as me during that film? I fell asleep!

VOCABULARY Describing emotions 2

> SB p. 9

Read the sentences (1–8) and match the words in bold with their definitions (a–h). 1 When it’s very dark he sometimes gets scared. 2 I was very confused when he started speaking in German. 3 You must be delighted that you won! 4 I was so embarrassed when Jack started to sing. 5 Living here can be quite lonely at times. 6 I often feel stressed when I’ve got too many things to do. 7 I always feel nervous before job interviews. 8 She was relaxed and enjoying the sunshine.

184 Unit 1 In touch with your feelings

not able to understand frightened feeling happy and calm unhappy because you are not with other people feel emotionally and mentally tired worried or anxious ashamed or shy extremely pleased

Vocabulary & Word Building 6

Write all the adjectives from this lesson in the correct category. 1 Positive: _______________________________ 2 Negative: _______________________________ 3 Either: _______________________________

Expand your vocabulary

Now complete the sentences with the words from Ex. 7. 1 I got really _________ about some old family photos the other day. 2 We were _________ when the plane landed because there had been a lot of turbulence. 3 I felt really _________ about meeting my boyfriend’s family for the first time. 4 The teacher wasn’t _________ with our test results. 5 They were _________ by the terrible conditions of the puppies at the farm. 6 The audience was quite _________ by the comedian’s jokes, but they weren’t really laughing hard.

WORD BUILDING Suffixes: -ment, -ness, -ion 9

The range of human emotions Researchers from the University of California, Berkley, have decided that there are 27 main human emotions. This is as a result of analysing 27,660 responses to short video clips. Participants in the study felt amused by the funny videos, such as a dog going for a ride on the back of a tortoise; awkward about some of the more embarrassing ones, like two people trying to high-five each other and missing; and disgusted by a dish of moving insects. In addition to these emotions, participants were nostalgic about videos of TV programmes from their childhood; satisfied with the police stopping a taxi that drove straight across a queue of traffic, and relieved by a wildlife photographer escaping from a gorilla. How about you? How would you react to these scenes? 7

Read the definitions and match the correct words in bold from the text. 1 Feel uncomfortable with something. _________ 2 When something makes you laugh. _________ 3 Feel happy or content about something. _________ 4 Stop feeling anxious or stressed about a situation. _________ 5 A sentimental feeling about the past. _________ 6 Feel physically or emotionally bad about something. _________

> SB p. 12

Complete the table with the correct noun form of each adjective in the box. Be careful with your spelling. confused depressed disappointed embarrassed excited exhausted friendly happy lonely nervous sad + -ment

+ -ness

+ -ion

10 Complete the sentences with a suitable noun from the

table in Ex. 9. 1 Your _________ is what’s most important. I want to see you smiling again. 2 Not being picked for the team was a big _________ for Joe. 3 There seems to be some _________ about the results of the match. 4 Seeing the presents round the tree only added to the children’s _________. They couldn’t wait to open them. 5 It’s with great _________ that we announce the death of Anna Jackson. 6 John’s always suffered from _________, and he sees a psychologist every week. 7 She’s quite an _________ to her parents, with all those tattoos and piercings. 8 They waited anxiously to go on stage. They were in a state of great _________.

Unit 1 In touch with your feelings 185

1 Grammar Subject & object questions 1

> SB p. 11

Match the questions to the answers. 1 Who bought the chocolate cake? 2 How much does Gary earn? 3 Why was Jenny so angry? 4 Who earns the most? 5 Who was angry? 6 What did Anna buy? a b c d e f

I think Gary does. Because Alex was late. About £30,000, I think. She bought a cake. Jenny was. Anna bought it.

Complete the questions for the given answers. 1 A How much money ______________________? B They collected more than £500. 2 A Who ________________________________? B Kim gave us the flowers. 3 A How often ____________________________? B She cries every time she thinks of him. 4 A What _______________________________? B Work makes me feel stressed. 5 A Why ________________________________? B I listen to music to help me relax. 6 A How many ____________________________? B He invited twenty people.

Write a suitable question for each answer using the question words in the box. How many How much How often What Whose Why 1 ______________________________________? Jim looked angry because someone stole his computer. 2 ______________________________________? They ate about 10 kilos of pizza! 3 ______________________________________? Zoe’s bike was stolen. 4 ______________________________________? Pete said they had to leave. 5 ______________________________________? I go swimming three times a week. 6 ______________________________________? 300 people came to the party.

186 Unit 1 In touch with your feelings

Write answers that are true for you. 1 What is your favourite film? _______________________________________ 2 Who plays the main character? _______________________________________ 3 When and where did you see it? _______________________________________ 4 How many times have you seen it? _______________________________________ 5 Who usually goes with you to the cinema? _______________________________________ 6 How often do you usually go to the cinema? _______________________________________

Talking about the present

> SB pp. 14–15

Which verb tense is used in each sentence? Write PS (Present simple) PC (Present continuous) or PP (Present perfect). a People aren’t writing letters much these days, just texts and emails. __ b Karl is speaking to another customer at the moment. __ c Louise and I have known each other for over 30 years. __ d I agree with your decision. __ e Naomi is always making nasty comments about people. __ f She goes to a karate class on Tuesdays. __ g Planets closer to the Sun have shorter years than the Earth. __

Read the sentences in Ex. 5 again and match each one to a rule. 1 Use the Present simple to talk about facts and things that are generally true. 2 Use the Present perfect to describe actions that started in the past and continue to the present. 3 Use the Present simple to describe habits and routines. 4 Use the Present continuous with always to describe actions that happen often and annoy the speaker. 5 Use the Present continuous to talk about actions happening at or around the present time. 6 Use the Present simple with stative verbs, like enjoy, agree, think. 7 Use the Present continuous to talk about situations that are changing.

Grammar 7

Choose the correct option. 1 Chris usually reads / is reading before going to sleep. 2 I often am enjoying / enjoy a cup of hot chocolate at bedtime. 3 We ‘re shopping / ‘ve shopped online for two years now. 4 Beth is so angry all the time. She’s always shouting / always shouted. 5 The sun doesn’t set / isn’t setting in Iceland in June. 6 Some people think / are thinking this is a good idea. 7 They never go / are never going to bed before midnight. 8 I laugh / ‘m laughing because you look so funny! The verbs in bold are incorrect. Rewrite each sentence using the correct form. 1 Water is freezing at 0 degrees Celsius. _______________________________________ 2 The phone rings. Can you answer it? _______________________________________ 3 If it isn’t raining she is usually walking to work. _______________________________________ 4 I’m bored. I’m wanting to watch TV. _______________________________________ 5 A It’s 6 o’clock already, we need to go. B Sorry, Fred, I come. _______________________________________ 6 Koala bears have slept for more than twenty hours a day. _______________________________________ 7 I live here all my life. _______________________________________ 8 I feed the cat while John and Angie are on holiday this month. _______________________________________ Complete the mini-dialogues about annoying habits. Use the Present continuous form of the verbs in brackets with always. 1 A There’s a problem with my car again. B No way! ____________________. (break down) 2 A Amy was really angry with her parents. B I don’t blame her. ____________________. (interfere) 3 A Katy wants to borrow £20. B Typical. ____________________ for money. (ask) 4 A I can’t read the menu without my glasses. B Where are they? ____________________ to bring them. (forget) 5 A Sarah never does her homework on time. B I’m not surprised. She ____________________ distracted. (get)

10 Complete the text with the Present simple, Present

continuous or Present perfect form of the verb in brackets.

Andy and I (1) _________ (share) a flat since last summer. Andy (2) _________ (enjoy) exercise and every morning he (3) _________ (run) around the park. It annoys me that he (4) _________ (always ask) me to go with him, but I really (5) _________ (not like) getting up early. In the evenings, I usually just (6) _________ (watch) TV but Andy is the sort of person who (7) _________ (read) a book. He (8) _________ (also learn) German at the moment. Right now, he (9) _________ (cook) a meal for us and (10) _________ (listen) to the radio. He often (11) _________ (clean) the kitchen after dinner too. That’s great for me though: I (12) _________ (be) very lazy all my life! 11

Choose the correct answer for each question. 1 Do you know Jason? A Yes, we’re knowing him for a couple of years. B Yes, we’ve known him for a couple of years. 2 Are you ready yet? A Almost, I just come. B Almost, I’m just coming. 3 Is Mark with you? A No, he’s playing tennis with a friend. B No, he plays tennis with a friend. 4 Is your family still living in Spain? A No, we live in Portugal now. B No, we’ve lived in Portugal now.

12 Write answers that are true for you.

1 What are you studying in History this week? _______________________________________ 2 Where do you usually go on Sundays? Who with? _______________________________________ 3 How many different schools have you attended? _______________________________________ 4 What annoying thing are your parents always doing? _______________________________________ Unit 1 In touch with your feelings 187

1 Competences READING 1

Think first Choose the correct answer to the question before you read the text. Then read the first paragraph and check your answer. 1 Read the title. What is the World Happiness Report? A A description of how to make the world happier. B A comparison of levels of happiness in different countries. C A list of 156 happy places on Earth.

The World Happiness Report

The World Happiness Report is a survey of happiness in different countries published by the United Nations. First produced in 2012, it ranks 156 countries by their happiness levels. The report is attracting increasing interest because many governments are now using happiness data to develop policies*.

4 25

6 7

So, how do researchers decide on these rankings*? They are in fact based on answers to a life evaluation question called ‘the Cantril ladder’. People are asked to think of a ladder, in which the best possible life for them is ranked 10, and the worst 0, and decide where their current life is on this 0 to 10 scale. Their answers are then adjusted based on six other factors: levels of GDP* (Gross Domestic Product, the value of goods and services that a country produces in a year), life expectancy, generosity, social support, freedom, corruption. The results are compared to Dystopia, an imaginary country that has the world’s least happy people. Dystopia has the lowest possible level of happiness, so that all other countries will be higher in relation to the six factors above. One criticism of the report is that it only examines two to three thousand people per country, but researchers believe this is a large enough sample. They also think the report is helpful because, unlike many other world surveys, it doesn’t only look at economic factors.

2,0

In the survey, which is available to the public on the World Happiness Report website, leading experts in fields such as economics, psychology, health and statistics describe how measurements of happiness can be used to monitor the progress of a country. The report reviews the state of happiness in the world today and explains national variations. For example in 2019, Finland was the world’s happiest country for the second time consecutively. But its neighbours Denmark, Norway and Iceland weren’t far behind. The USA was 19th and the United Kingdom 15th. At the bottom of the scale were Syria, Botswana and Haiti.

Why then is Finland the world’s happiest country? The generosity of its people, little corruption and a high GDP, together with the extraordinary freedom offered by its natural resources and social structure make it a great place to live. Denmark ranks second because of its excellent life expectancy and one of the smallest differences in wealth* between rich and poor in the world. Third is Norway, consistently described as Europe’s most beautiful country, which also has very little corruption, good social support and freedom. In fourth place is the tiny island nation of Iceland, which in 2018 became the first country in the world to enforce* equal pay for women and men. It also has low taxes, free health care and very accessible education (one in ten Icelanders have published a book). Outside Europe, in eighth place is New Zealand, thanks to its beautiful nature and relaxed and welcoming approach to visitors and migrants. At number nine is Canada, which ranks highly across most categories, with good life expectancy and a small population living in the world’s second biggest country.

By contrast, African countries are among the least happy nations in the world, many affected by civil war, climate disasters and extreme poverty. The Central African Republic, ranked in 148th place, has a life expectancy of just 53. But the island nation of Haiti, the unhappiest country in the world is also the poorest in the Western Hemisphere. Somewhat surprisingly it is closely followed by Botswana, often considered one of Africa’s most stable countries and relatively free of corruption. And less surprisingly by Syria, where there has been a civil war since 2011.

188 Unit 1 In touch with your feelings

policies politiche GDP PIL wealth ricchezza enforce applicare rankings classifiche

Competences 2

Are the sentences true (T), false (F) or is the information not given (NG)? Correct the false ones. 1 The World Happiness Report is only read by governments. _______________________________________ 2 In the survey, people are asked to decide how happy their life is. _______________________________________ 3 Dystopia is an imaginary country where people are extremely happy. _______________________________________ 4 Children are not included in the survey. _______________________________________ 5 Some people think that the number of people surveyed is too small. _______________________________________ 6 The World Happiness Report doesn’t consider economic factors. _______________________________________ 7 There are no countries outside Europe ranked in the top ten. _______________________________________ 8 The world’s unhappiest countries are all poor. _______________________________________

Match the words in bold in the text to the definitions. 1 in a way that does not change _________ 2 invented, not real _________ 3 how many years a person is likely to live _________ 4 lists something according to importance, success, size, etc. _________ 5 dishonest or illegal behaviour _________ 6 extremely small _________

Read the sentences and match them to the countries.

LISTENING Listening Tip Read the sentences carefully and check you understand everything before you start listening.

Botswana Canada Central African Republic Denmark Finland Haiti Iceland New Zealand 1 It has one of the world’s most gender-equal societies. _________ 2 Its people are very honest and generous. _________ 3 It’s difficult to understand why this African country is so unhappy. _________ 4 It’s an island, and the world’s unhappiest country _________ 5 There is not a lot of difference between its richest and poorest citizens. _________ 6 It is beautiful, relaxed and welcoming. _________ 7 It has a lower than average life expectancy. _________ 8 It’s the world’s second biggest country. _________

Listen to a radio interview and choose the correct option. 1 In the show Tell Me Straight the presenter, Charlie, A talks to celebrities. B talks to people who know celebrities well. C talks only to members of celebrities’ families. 2 Why does the actor, Sandra Rind, always eat a carrot before she goes on stage? A Because it makes her feel relaxed. B Because she’s always hungry. C Because it’s good for her voice. 3 The drummer, Bruce Collins finds it difficult to A count from 1 to 100. B fall asleep. C know the difference between left and right. 4 Who told a secret about the actor, Gerri Pennington? A her driving instructor B her best friend C her boyfriend 5 Charlie thinks that A everyone has a few secrets. B the celebrities feel very embarrassed. C Fred is going to tell her a secret. 01

Listen again. Complete each sentence with a suitable adjective describing feelings. 1 Fred is _________ to hear that a footballer is _________ of spiders. 2 Ralph Powell was _________ that he passed his test. 3 Sandra Rind feels very _________ before a show. 4 Eating a carrot helps her to be more _________. 5 Gerri Pennington writes ‘left’ and ‘right’ on her hands so that she isn’t _________. 6 Charlie hopes the celebrities aren’t too _________. 01

Unit 1 In touch with your feelings 189

Enjoy the ride

WHAT YOU KNOW

Choose the correct option. 1 The ship made the voyage / trip from London to New York in six days. 2 The camel journey / ride through the desert was long and uncomfortable. 3 My friends are going backpacking / sightseeing on Everest this summer. 4 We really enjoyed the flight / ride. There was no turbulence at all. 5 I took a different route / destination home from the restaurant and got lost. 6 I’d like to go on a flight / cruise, but I often get seasick. 7 My Dad usually commutes / travels to work. The journey takes over an hour. 8 She went on an expedition / excursion to central Africa to study lions.

Complete the sentences with the correct form of get, get off, get to or get to know. 1 I _________ the bus just in time – I almost missed my stop! 2 I love _________ new cities and new people. 3 What time should we _________ the airport before our flight? 4 I _________ school late because my train was delayed. 5 I’m always worried about _________ lost, so I carry my phone everywhere. 6 _________ the road! There’s a car coming! 7 She _________ her way around by talking to the locals. 8 How do I _________ from the port to the station?

Complete the sentences with the words in the box. There are two extra words.

Travel

Choose the correct option. 1 The airport / fly was crowded, and the queue for security was enormous. 2 Some visits / tourists respect the places they visit, and some do not. 3 The train / bus station is in the city centre – 500 metres from the railway station. 4 I prefer to go on holiday / hotels to new countries I haven’t visited before. 5 She drives / runs too fast, so she sometimes gets speeding tickets. 6 He’s an experienced travel / traveller – he’s seen over twenty countries.

Complete the words about travel. 1 I’m afraid of flying, so I prefer to travel on this. t____ 2 You need this to travel abroad. p _ _ _ _ _ _ _ 3 Buses arrive and depart from this place. s _ _ _ _ _ _ 4 This is a piece of paper that you pay for and use to travel. t _ _ _ _ _ 5 A mode of transport that has no adverse effect on the environment. b _ _ _ _ _ _

VOCABULARY Travel 3

> SB p. 19

Match the verbs to the nouns and phrases they collocate with. 1 get to a an hour to travel to school 2 go for b a new city from my house to school by car 3 miss c 4 get d a ride in the car 5 get to know e the restaurant at 8 p.m. the train by a minute 6 take f

190 Unit 2 Enjoy the ride

cruise destination excursion expedition flight lift ride route 1 I’m planning to take a _________ to the Caribbean this summer if I can save enough money. 2 On Saturday, we’re going on an _________ to a chocolate factory. 3 We need to take another _________ to Mexico City: ours has been cancelled. 4 Would you like to go for a bike _________ this weekend? We could go to Dalby Forest. 5 Paul says that they should reach their _________ by about 5 p.m. tomorrow. 6 We’re going on an _________ into the Amazon for six weeks – we can’t wait!

Vocabulary & Word Building 7

Write answers that are true for you. 1 What type of public transport do you use most often and where do you go? _______________________________________ 2 Which city would you like to visit and how would you get there? _______________________________________ 3 Have you ever taken a flight or a cruise? Where did you go? _______________________________________ 4 Where was the last excursion you went on with your class? _______________________________________ 5 Does anyone in your family commute to work? How long does it take? _______________________________________

Read the text and match the definitions to the words in bold. 1 Where you can buy things without tax at an international airport. _____________ 2 When the plane leaves the ground. _____________ 3 Where you check what time your flight leaves. _____________ 4 The small bag you take onto the plane with you. _____________ 5 Where you go when you first arrive at the airport. _____________ 6 Where you sit and wait for your plane to be announced. _____________ 7 Your luggage goes through this to check you are not carrying anything illegal or dangerous. _____________ 8 Where you go to board your plane. _____________

Expand your vocabulary WORD BUILDING Compound nouns 9

How to board a flight • Before you get to the airport print or download your boarding pass and make sure you have your passport. • Arrive at the airport in plenty of time and go to the check-in desk with your passport and boarding pass. • Take your hand luggage with you through security, removing any liquid, metal or electronic devices. • Pass through the X-ray machine and collect your things before heading to the departure lounge. • You can now browse the duty-free shops or have something to eat or drink in the many food outlets. • Remember to check the departure screens to see when your flight is ready to board. • Make your way to your departure gate as soon as it is announced as you may have to walk far. • Show your boarding pass to staff as you board the plane for take-off.

> SB p. 22

Match the two parts of each compound noun. 1 view a transport 2 walking b park seeing 3 sky c 4 sight d point 5 zip e line tour 6 horse f 7 public g riding 8 amusement h scraper

10 Complete the sentences with the compound nouns

from Ex. 9. 1 Do you fancy coming to the _______________ with me this summer? 2 Using _______________ is much better for the environment than driving a car. 3 The Burj Khalifa, in Dubai, is the tallest _______________ in the world. 4 We did a _______________ of Bath – it was fascinating learning about the history of the city. 5 Wouldn’t it be amazing to go _______________ on the beach? 6 Guests can relax by the pool after a full day of _______________. 7 There was a _______________ from the top of the castle – the scenery was breathtaking. 8 Anna went on this incredible _______________ above a forest in Costa Rica.

Unit 2 Enjoy the ride 191

2 Grammar Adjectives ending in -ed & -ing 1

> SB pp. 20–21

Complete the sentences with the correct adjective form of the verbs in brackets. 1 Which is the most _________ (excite) book you’ve ever read? 2 When do you feel most _________ (exhaust): in the morning, afternoon or evening? Why? 3 When did you last feel _________ (bore)? Why? 4 What can be _________ (confuse) for tourists who don’t speak the language in your country? 5 When have you felt really _________ (frighten)? 6 What do you find _________ (annoy) in other travellers on public transport? 7 What is the most _________ (amaze) place you’ve ever visited? 8 Were you _________ (disappoint) by anything on your last holiday? If so, why?

Now answer the questions in Ex. 3 about yourself. 1 _______________________________________ _______________________________________ 2 _______________________________________ _______________________________________ 3 _______________________________________ _______________________________________ 4 _______________________________________ _______________________________________ 5 _______________________________________ _______________________________________ 6 _______________________________________ _______________________________________ 7 _______________________________________ _______________________________________ 8 _______________________________________ _______________________________________

Complete the definitions with the words in the box. annoyed bored confusing depressing embarrassed interesting relaxed surprising 1 keeping your attention because it is unusual or exciting _________ 2 feeling unhappy because you aren’t interested in what is happening _________ 3 feeling shy or ashamed _________ 4 unexpected or unusual _________ 5 difficult to understand _________ 6 a little angry about something _________ 7 making you feel unhappy and disappointed _________ 8 not stressed or anxious _________

Choose the correct option to complete the text.

Surprised students, surprising day One day last week, teachers at Funston School told their (1) worried / worrying students to go to the school gym for a meeting. At first, they thought that it was nothing (2) excited / exciting when their head teacher started talking to them in his usual (3) bored / boring way. But this time they were wrong. Instead, one hundred (4) confused /confusing students received a gift – new bikes! The teachers and students were (5) shocked / shocking to learn the (6) surprised / surprising news that more than 2,000 generous football players from 80 high schools in Chicago had each donated $1 to buy the bikes for the pupils at Funston School. It was all part of National Random Acts of Kindness Day. The students thought it was (7) amazed / amazing that the players had given them such a great gift that they really weren’t (8) expected / expecting. Small acts of kindness – giving $1 – can add up to a big surprise! 192 Unit 2 Enjoy the ride

Narrative forms 5

> SB pp. 24–25

Complete the table with the correct form of the verbs.

Infinitive Past simple Past continuous Past perfect go was/were running talk had sat was/were taking fly was/were catching

Grammar 6

Choose the correct option to complete the minidialogues. 1 A What did you read when you were at the beach last summer? B I read / had read a book by Barbara Kingsolver. 2 A When did you listen to the latest podcast? B I listened to it while I was walking / had walked to school. 3 A How much money did he have when he went into town? B He was having / had £100. 4 A Did you use / used to see your grandparents a lot? B Yes, we saw / used to saw them every summer. 5 A Does Pete have a boat? B He used / use to have one, but after a year he had sold / sold it. 6 A Were you trying / Had you tried pineapple pizza before we went to Pizza Palace last night? B No, I hadn’t tried / wasn’t trying it before. 7 A How many times did you take / taken the exam? B I took / was taking it twice before I finally passed. 8 A Did you like living in Los Angeles? B It was great! I used / use to walk along the beach every day. Rewrite each sentence using the negative form. 1 When we went to Milan, we ate breakfast at the hotel every day. When we went to Milan, _____________________ every day. 2 My classmates were taking the exam when I got to class. My classmates ____________________________ when I got to class. 3 She made a lot of new friends when she studied in China. _______________________________________ when she studied in China. 4 I was looking for a book by Neil Gaiman. ___________________________ by Neil Gaiman. 5 I’d eaten my lunch by the time Jack arrived. _______________________________________ by the time Jack arrived. 6 They were working in the garden when their neighbour came to say hello. _______________________________________ when their neighbour came to say hello. 7 I used to work at a bank. _______________________________________ 8 Renting an apartment in the city used to be so expensive. _______________________________________

Complete the text with the most appropriate form of the verbs in brackets.

In his last year at school, Mike (1) _________ (get) an opportunity to do a course at a local university. He felt like he (2) _________ (study) all the time, taking exams at school and university! Mike (3) _________ always _________ (enjoy) biology and chemistry in school and (4) _________ (want) to learn more about biochemistry. He’ (5) _________ (talk) to some of his friends who (6) _________ (do) courses at the university while they (7) _________ (be) still at school, and they all (8) _________ (say) that they (9) _________ (learn) a lot. Mike (10) _________ (be) a bit worried that his schedule might be too full, but he (11) _________ (not mind) because he (12) _________ (love) the university classes, and especially being able to use the university library. By the end of his course, he (13) _________ (tell) so many of his friends about his great experience that they all (14) _________ (decide) to take classes at the university, too. 9

Now complete the sentences about yourself using suitable past forms. 1 My favourite subject in primary school __________ ______________________________________. 2 I had never tried __________________________ ______________________________________. 3 Before I _________________________________ ______________________________________. 4 I was watching TV the other day when __________ ______________________________________. 5 The first thing I did when I woke up today ________ ______________________________________. 6 I didn’t use to _____________________________, but now I do. Unit 2 Enjoy the ride 193

Competences

READING 1

Think first Think about possible answers to the questions below before you read the text. Then read and see if the text includes some of your ideas. 1 In what ways can tourism help local communities? 2 How can it damage local communities?

2 3

4 5

Would you like to go backpacking in Nepal? How about a cruise to Antarctica? Almost everyone loves to travel. In fact, the business of travel and tourism is 5 considered the biggest industry in the world today. In terms of employment, the tourist industry currently provides work for almost 300 million people around the world – that’s one in eleven jobs on the 10 planet! In 2015, global tourism accounted for 1.2 billion international arrivals and billions of additional domestic visits. In fact, global tourism generates about $7 trillion of global revenue* annually.

Tourism that helps

Over time, traditional tourism has had a significant impact on the planet. Successful tourism often requires the development of infrastructure (like usable roads, visitor centres and hotels). 20 Of course, this affects the natural and cultural resources of the destination visited. Fortunately, sustainable tourism, or ecotourism, is an alternative form of tourism that emphasises the protection of a place and its inhabitants. Also known as geotourism, this positive form of travel appeals to people who prefer to see the places they visit in their natural state, and aren’t really interested in changing them. 15

An organisation called ‘The Midlands Meander’ in South Africa is a good example of sustainable tourism. The organisation began as part of a tourism route that attracted people interested in the arts and crafts of the region. Its mission has expanded to include educational programmes and farm conservation. Visitors can ride zip-lines through the Karkloof Forest, or go horse-riding in areas where there are zebras and buffalos, and know that they’re supporting programmes which help maintain the local farming culture and make the lives of the area’s schoolchildren better. Sustainable tourism has become so important that you can now study for a university degree in it! The University of Missouri, in the United States, offers an undergraduate degree in geotourism that includes courses in community planning, earth science, environmental education, geography and global studies. Students in the programme study the weather and climate, the economic aspects of tourism, or conservation issues and problems that occur in response to human use of the natural environment.

The United Nations General Assembly declared 2017 as the International Year of Sustainable Tourism for Development. Why is sustainable tourism so important? The UN says that tourism breaks down barriers between visitors and hosts*. Sustainable tourism promotes cultural diversity and awareness*, in some cases actually helping to revive traditional activities and local customs. When done responsibly, ecotourism helps local residents by using the local workforce, services and products of the places being visited. Most importantly, because an estimated 1.8 billion international 40 tourists will be visiting places across the globe in 2030, responsible, sustainable tourism is critically important for the health of the planet and of the many wonderful and fascinating places people will travel to. 35

revenue fatturato, entrate hosts chi ospita awareness consapevolezza

194 Unit 2 Enjoy the ride

Competences 2

Read the article again. Match a main idea (A–E) to each paragraph (1–5). A why sustainable tourism matters B global tourism facts and statistics C a positive, alternative form of tourism D a model of sustainable tourism E higher education and geotourism Are the sentences true (T) or false (F)? 1 Global tourism generates $7 billion of global revenue annually. 2 Ecotourists are interested in changing the places they visit. 3 ‘The Midlands Meander’ is a good example of traditional tourism. 4 A degree in sustainable tourism includes classes on earth science and global studies. 5 The United Nations believes that tourism helps break down barriers between people. 6 More than 1.8 billion people will travel to new places in 2030. Choose the correct option. 1 How many people around the world does the tourist industry provide work for? A 1.2 billion B 300 million C 1.5 trillion D 1 in 11 2 How much money does global tourism generate every year? A $7 trillion B $1.2 billion C $1.8 billion D $300 million 3 What is the focus of sustainable tourism? A developing roads, visitor centres and hotels B using natural and cultural resources C changing a place so that tourists are more likely to visit D protecting a place and its inhabitants 4 Why is ‘The Midlands Meander’ a good example of ecotourism? A It appeals to people who aren’t really interested in change. B It includes preservation and educational programmes. C Visitors can go horse-riding among cattle or ride ziplines through the forest. D It attracts people who are interested in the arts and crafts of the region.

LISTENING Listening Tip When you listen to a dialogue, try to understand what the relationship between the speakers is, where they are and what they are doing. 5

Listen and choose the correct option. 1 Do the man and the woman know each other? A yes B no C we don’t know 2 Where are the man and woman? A at home B in an office C in the street 3 What does the woman ask the man? A for directions B for a lift C for his phone.

02 Listen again and decide if the sentences are true (T) or false (F). 1 The woman doesn’t have her phone with her. 2 The man offers to take the woman to the Stratton Building. 3 The man checks his phone for directions. 4 It’s easier to walk there than take the metro. 5 You have to walk straight on until Central Boulevard, then turn left. 6 You can’t walk through the park because it’s closed.

Listen to six short announcements or dialogues. Choose the correct location or situation in the box for each recording.

airport boarding gate bus ticket office hotel reception on a train underground station walking tour 1 _____________ 2 _____________ 3 _____________ 8

4 _____________ 5 _____________ 6 _____________

03 Listen again and decide in which situation customers (1-6): A are standing in a square. __ B are travelling west. __ C are going to Amsterdam. __ D book a taxi. __ E buy return tickets. __ F must stand clear of the doors. __

Unit 2 Enjoy the ride 195

Summative Revision 1-2 VOCABULARY

Are the sentences true (T) or false (F)? Correct the false ones. 1 A destination is the place where you begin your journey. 2 An expedition is usually a short trip. 3 If you commute, your journey to work may take a long time. 4 An excursion is usually a short trip for sightseeing or relaxing. 5 If you give someone a lift, you take them somewhere. 6 A cruise is a journey on a train.

Complete the sentences. Use the correct noun form or adjective form (-ing or -ed) of the words in brackets. 1 A traditional black wedding dress in Spain symbolises devotion until death and not _____________ (sad). 2 It’s _____________ (interest) that in Norway, you always eat with a knife and fork, even if you’re eating a sandwich! 3 In Egypt, don’t add salt to your food. It’s _____________ (annoy) for the host because it means you don’t like their food. 4 In Korea, it could be _____________ (terrify) for someone if you write a person’s name in red ink. It means that the person is dead. 5 In the Netherlands, your friend might be _____________ (worry) if you give scissors or knives as gifts. It’s unlucky. 6 In Venezuela, it’s _____________ (surprise) to arrive on time for a party. Guests who arrive early seem too eager. 7 In New Zealand there is no _____________ (embarrass) about greeting a person with your nose and forehead. It’s a traditional Maori greeting. 8 In Russia, _____________ (confuse) occurs if you give someone yellow flowers. It means that you want to break up with them!

Revision of describing emotions; travel; suffixes (-ment, -ness and -ion); compound nouns; adjectives (-ed / -ing). 1

Read the definitions and complete the adjectives. 1 not able to understand: c _ _ _ _ _ _ d 2 feeling frightened: s _ _ _ _ d 3 feeling happy and calm: r _ _ _ _ _ d 4 unhappy because you are not with other people: l _ _ _ _ y 5 angry or impatient: a _ _ _ _ _ d 6 worried and unable to relax: s _ _ _ _ _ _ d 7 ashamed or shy: e _ _ _ _ _ _ _ _ _ d 8 very pleased: d _ _ _ _ _ _ _ d Complete the email with the adjectives in the box. bored confused delighted embarrassed excited interested lonely nervous relaxed worried

Hi Fran, Just thought I’d send you a quick message to tell you that I got the job at the tourist office! I’m absolutely (1) _____________ – I’ve been quite (2) _____________ where I’m working at the moment because there’s not enough to do, and it also gets very (3) _____________ with no-one else to talk to all day. I did feel very (4) _____________ when I went into the interview, and I was (5) _____________ that I wouldn’t do my best, but the manager was very kind and after a few minutes I began to feel more (6) _____________. He seemed really (7) _____________ in my past experience and though I got a bit (8) _____________ about one of the questions, I generally gave good answers. The only bad thing was that I completely forgot his name when we were saying goodbye, I felt so (9) _____________! Anyway, never mind, it’s all good and I start next month, so I’m feeling quite (10) _____________ about it! Hope to see you soon, Kay 3

Match the things (1–6) to the places (a–f) where you would find them. 1 public transport a a shopping centre 2 a lot of offices b an amusement park 3 a clothing store c a rooftop 4 a roller coaster d a skyscraper 5 an urban garden e an underground station a viewpoint 6 beautiful scenery f

196 Summative Revision

Summative Revision GRAMMAR

There is a mistake in each sentence. Rewrite each one using the correct form of the words in bold. 1 I was fell asleep in class yesterday. It was so boring. _______________________________________ 2 Last week he have studied at the library for eight hours every day. He was really exhausted. _______________________________________ 3 Has you ever being on such an exciting trip? _______________________________________ 4 Leopold had came home at midnight yesterday. His mother was very worried. _______________________________________ 5 They was shocked when they had heard the news. _______________________________________ 6 Mr Pendleton just tells Karina that she didn’t win the award. It’s such disappointing news. _______________________________________ 7 He hadn’t telling me his secret until today. It’s amazing that he’s going to Morocco for the summer! _______________________________________ 8 Did you ever play in a band in your life? _______________________________________

Choose the correct option. 1 _____________ it a disappointing film? A Was C Did B Was being D Had been 2 I _____________ my neighbour to look after my house while I _____________ away on holiday. A asking, am C asked, was B was asked, was D ask, had been 3 Were they _____________ to the party when they _____________ Meg? A drive, were calling B drove, called C been driving, had called D driving, called 4 It _____________ a difficult exam but Simon _____________ most of the answers. A had been, was knowing B was, knew C was, had know D had been, known 5 Renting an apartment in the city didn’t _____________ to cost so much. A used C had been B use D being 6 I had _____________ seen Buckingham Palace _____________, so my friends and I decided to go. A never, before C for, ever B before, yet D ever, before

Revision of present & past tenses; subject & object questions. 6

Choose the correct option to complete the text.

Where (1) do you eat / are you eating lunch? I usually (2) have gone / go to the café on Oxford Road. I (3) try / ‘ve tried the university canteen, but the food (4) doesn’t taste / isn’t tasting as good. I (5) have preferred / prefer to eat sandwiches at lunchtime, and the café (6) is having / has much more choice. It also (7) sells / has sold really delicious salads. However, it’s much more expensive than making them yourself, so this term I (8) ‘ve started / start to bring my own food sometimes. I (9) ‘m saving / have saved for a trip to Australia next summer, so I (10) decide / ‘ve decided to economise.

Use the prompts to write questions in the Past simple. 1 What / they / decide / do / ? _______________________________________ 2 What time / you / go / gym / yesterday / ? _______________________________________ 3 Whose / daughter / play / the piano / ? _______________________________________ 4 How many / friends / she / invite / party / ? _______________________________________ 5 What / he / ask / Jenna / ? _______________________________________ 6 What / make / you / feel / embarrassed / when / you child / ? _______________________________________ 7 How many / students / pass / exam / ? _______________________________________ 8 What time / get up / this morning / ? _______________________________________

Summative Revision 197