Unlock Listening & Speaking 4 (B2) by 華泰文化 Hwa Tai Publishing

LEVEL 4 LISTENING AND SPEAKING UNIT

1 GLOBALIZATION Listening 1: A radio programme about the global food industry (Environment)

VIDEO NBA making a play for China

MAP OF THE BOOK

LISTENING Key listening skill: Activating prior knowledge

VOCABULARY Globalization vocabulary

Additional skills: Understanding key vocabulary Using your knowledge Listening for main ideas Listening for detail Listening for opinion Understanding cause and effect Taking notes Synthesizing

Listening 2: A presentation on the global film industry (Business)

Pronunciation for listening: Consonant clusters

2 EDUCATION Listening 1: A meeting between a student and a careers adviser (Education)

Langton School science programme

Key listening skills: Listening for advice and suggestions Making inferences Additional skills: Using your knowledge Understanding key vocabulary Listening for main ideas Listening for opinion Taking notes on main ideas and detail Synthesizing

Listening 2: A conversation between students about paths towards a medical profession (Education)

Academic adjectives to describe professions (e.g. manual, medical, technical)

Pronunciation for listening: Certain and uncertain intonation

3 MEDICINE Listening 1: A college seminar about pandemics (Medicine)

New ‘health tablet’ gives instant test results

Listening 2: A debate about flu vaccinations (Medicine)

Key listening skills: Identifying contrasting opinions Strengthening points in an argument

Health science vocabulary

Additional skills: Understanding key vocabulary Using your knowledge Listening for attitude Listening for detail Taking notes on main ideas Synthesizing Pronunciation for listening: Intonation in tag questions

4 THE ENVIRONMENT Listening 1: A lecture about habitat destruction (Environment) Listening 2: A talk about the decline of desert habitats (Environment)

Cloning endangered species

Key listening skills: Distinguishing main ideas from details Taking notes on main ideas and details Additional skills: Understanding key vocabulary Using your knowledge Listening for main ideas Listening for detail Summarizing Listening for opinion Listening for text organization Synthesizing Pronunciation for listening: Pauses in prepared speech

Level 4 Listening and Speaking

Verbs to describe environmental change

GRAMMAR Modals of present and past probability

CRITICAL THINKING Analyzing and using data in pie charts Using data to support an argument

SPEAKING Preparation for speaking: Presenting data Describing a pie chart Drawing conclusions from data Speaking task: Give a presentation using data from a pie chart.

The future continuous Stating preferences with would

Prioritizing criteria Using priorities to evaluate options

Preparation for speaking: Giving an opinion and making suggestions Agreeing and disagreeing respectfully Compromising and finalizing a decision Pronunciation for speaking: Certain and uncertain intonation Speaking task: Decide as a group which candidate should receive a scholarship.

Conditionals: • The third conditional • Review of the second conditional – unreal situations

Analyzing background and motivation

Multi-word prepositions The past perfect

Organizing information in a presentation

Preparation for speaking: Creating persuasive arguments Speaking task: Role-play a debate

Preparation for speaking: Giving background information and explaining a problem Using signposting language in a presentation Speaking task: Give a problem and solution presentation.

Level 4 Listening and Speaking

UNIT

5 ARCHITECTURE

VIDEO The skyscraper

Listening 1: A conversation between two property developers (Urban planning)

LISTENING Key listening skills: Understanding figurative language Understanding strong and tentative suggestions

VOCABULARY Academic vocabulary for architecture and transformation

Additional skills: Understanding key vocabulary Using your knowledge Listening for main ideas Listening for detail Listening for attitude Taking notes Synthesizing

Listening 2: A housing development meeting (Urban planning)

Pronunciation for listening: Emphasis in contrasting opinions

6 ENERGY Listening 1: A radio programme about the island of El Hierro, Spain (Culture; Environment)

Jeju Island goes carbon-free

Key listening skills: Understanding digressions Understanding persuasive techniques

Academic vocabulary for networks and systems

Additional skills: Understanding key vocabulary Using your knowledge Listening for main ideas Listening for detail Listening for text organization Taking notes Synthesizing

Listening 2: A chaired meeting about saving energy in an office (Environment)

Pronunciation for listening: Intonation related to emotion

7 ART AND DESIGN Listening 1: A radio report about graffiti (Art and design; Culture)

Contemporary African art sale

Key listening skills: Inferring opinions Distinguishing fact from opinion Additional skills: Understanding key vocabulary Predicting content using visuals Using your knowledge Listening for main ideas Listening for detail Listening for opinion Making inferences Taking notes Synthesizing

Listening 2: An informal debate about public art (Art and design)

Academic vocabulary related to art (e.g. appreciate, interpret, analyze)

Pronunciation for listening: Stress in word families

8 AGEING Listening 1: A finance podcast (Economics) Listening 2: Two student presentations on ageing in different countries (Social anthropology)

Never too old to code

Key listening skill: Understanding specific observations and generalizations Additional skills: Using your knowledge Understanding key vocabulary Listening for main ideas Listening for detail Taking notes Synthesizing Pronunciation for listening: Elision and intrusion

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ďťżLevel 4 Listening and Speaking

Academic verbs for support and assistance

GRAMMAR Future forms: • Will and be going to for predictions and expectations

CRITICAL THINKING Comparing and evaluating solutions

SPEAKING Preparation for speaking: Identifying problems and suggesting solutions: • Presenting a problem • Making polite suggestions • Responding to suggested solutions Pronunciation for speaking: Emphasizing a word or idea to signal a problem Speaking task: Discuss a housing problem and possible solutions.

Connecting ideas The passive voice

Analyzing and evaluating problems and solutions

Preparation for speaking: Keeping a discussion moving: • Asking for input in a discussion, summarizing and keeping a discussion moving • Dealing with interruptions and digressions Pronunciation for speaking: Using a neutral tone of voice Speaking task: Participate in a discussion about an energy problem and possible solutions.

Relative clauses

Using debate statements and responses Preparing for a debate: • Evaluating reasons • Analyzing evidence

Preparation for speaking: Language for debates: • Expressing contrasting opinions • Restating somebody’s point • Using language for hedging Pronunciation for speaking: Stress in hedging language Speaking task: Participate in an informal debate about whether public money should be spent on public art.

Verbs with infinitives or gerunds

Analyzing and using data from a line graph

Preparation for speaking: Referencing data in a presentation: • Explaining details and trends in a graph • Explaining causes and effects Pronunciation for speaking: Contrastive stress in numbers and comparisons Speaking task: Give a presentation using graphical data

Level 4 Listening and Speaking

Video Cambridge University Press Lewis Lansford , Robyn BrinksLevel Lockwood , WithSpeaking Chris Sowton 978-1-108-67272-6 — Unlock 4 Listening, & Critical Student’s Book, Mob App and Online Workbook w/ Downloadable Audio and Table of Contents More Information

CONTENTS Map of the book

Your guide to Unlock

UNIT 1

Globalization

UNIT 2

Education

UNIT 3

Medicine

UNIT 4

The environment

UNIT 5

Architecture

102

UNIT 6

Energy

124

UNIT 7

Art and design

146

UNIT 8

Ageing

168

Glossary

190

Video and audio scripts

200

Acknowledgements

223

Unlock Second Edition Advisory Panel

224

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LEARNING OBJECTIVES

IN THIS UNIT YOU WILL …

Watch and listen

watch and understand a video about US basketball stars bringing the American league to China.

Listening skill

activate prior knowledge.

Critical thinking

analyze and use data in pie charts; use data to support an argument.

Grammar

use modals of present and past probability.

Speaking skills

present data; describe a pie chart; draw conclusions from data.

Speaking task

give a presentation using data from a pie chart.

UNIT 1

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GLOBALIZATION

UNIT 1

YOUR KNOWLEDGE Work with a partner. Discuss the questions below. 1 Do you read any international magazines or watch foreign television programmes or films? Give examples of your favourites. 2 Do you like fashion or music from other countries? Why / Why not? 3 What international restaurants are there in your city or country? What do they serve? 4 Do you buy any foods from other countries at the supermarket? If so, what foods do you buy?

GLOBALIZATION

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WATCH AND LISTEN

PREPARING TO WATCH ACTIVATING YOUR KNOWLEDGE

PREDICTING CONTENT USING VISUALS

1 Work with a partner and answer the questions. 1 Do you enjoy watching international sporting events on television, that is, sports that are popular in many different countries? Which ones? Why do you like these sports? 2 How often do you watch live sporting events? How much does it cost to watch them? 3 Do you support a team? Do you have any clothes or anything else with the name or picture of the team? 2 Look at the pictures from the video. Discuss the questions with a partner. 1 In which country is the game being played? Do you think basketball is popular there? Why / Why not? 2 What are the players doing when they are not playing basketball? 3 Why do you think they are doing these things? GLOSSARY

NBA (abbr) National Basketball Association; the men’s professional basketball league in the United States and Canada charm offensive (n phr) a strong effort to make people like you NBA-sponsored facilities (n phr) buildings and equipment that are paid for by the NBA merchandising and broadcast deals (n phr) agreements to put games on television and sell things associated with the teams, such as T-shirts and hats go from strength to strength (phr) to become more and more successful have their way (phr) to get what they want

UNIT 1

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WHILE WATCHING 3

Watch the video. Write T (true) or F (false) next to the statements below. Correct the false statements.

UNDERSTANDING MAIN IDEAS

1 The NBA players were in China to celebrate the opening of a new sports facility. 2 The NBA players were in China to make basketball more popular. 3 The NBA teams came to China to play a game during the main basketball season. 4 The NBA player, Jeremy Lin, is from China. 5 The Chinese market is of increasing importance to the NBA. 4

Read the main ideas. Watch the video again and add supporting details for each main idea.

UNDERSTANDING DETAIL

1 The NBA players went to China on a charm offensive. 2 The Chinese market is very valuable to the NBA. 3 The players enjoyed themselves in China.

5 Work with a partner. Discuss the questions and give reasons for your answers.

MAKING INFERENCES

1 Do you think the visits to China and other parts of the world by the NBA will continue? Why / Why not? 2 What kind of impact do you think the visit had on the children who met the players, and the fans who watched the games? 3 Do you think the NBA will have teams outside North America in the future? Why / Why not? If so, what countries might come first? 4 What do you think the players learned during their visit to China?

DISCUSSION 6 Work with a partner and answer the questions. 1 Would you like to attend an NBA game? Why / Why not? 2 Do you think the international popularity of American basketball will continue to grow? Why / Why not? 3 What other sports are popular outside the country where they began? Why do you think they became global? 4 Are there any sports that originated in your country or region that have become popular in other places? Which one(s)? Why do you think its popularity has spread?

WATCH WATCHAND ANDLISTEN LISTEN

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LISTENING LISTENING 1 PREPARING TO LISTEN UNDERSTANDING KEY VOCABULARY

1 Read the sentences and write the words in bold next to the definitions. 1 2 3 4

I purchase apples from the local farm shop to help the environment. As an educated consumer I often read the labels on my shopping. Some farmers produce fruit and vegetables to sell locally. The UK imports its bananas from other countries and then sells them in local markets. 5 Scientists investigate the reasons climate change is getting worse. 6 According to the label on the pasta sauce, it is made overseas. 7 In cold climates, many types of fruit can be grown in greenhouses.

a b c d e f g

(v) to buy something (adv) in, from, or to other countries (n) someone who buys or uses goods or services (v) to bring products in from another country to sell or use (n) a building used to grow plants that need constant warmth and protection (v) to create something or bring it into existence (v) to carefully examine something, especially to discover the truth about it

SKILLS

Activating prior knowledge Thinking about what you already know about the topic before you listen can help you connect it to your own personal experiences or past studies. It can also help you predict what information you might hear or think about what you might like to know about the topic. You can activate your prior knowledge by asking questions about the topic, looking at photos related to the topic, thinking about the title of the lecture or talk, or talking with a classmate about the topic. You can ask questions such as: • • • •

What do I already know about this topic? What experiences have I had that relate to this topic? What have I read or heard about this topic before? What do I think about this topic?

Activating prior knowledge will make it easier to understand key information when you listen the first time. It can also help you evaluate the information, based on what you already know.

UNIT 1

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2 You are going to listen to a radio programme called The 48,000-km fruit salad. Before you listen, work with a partner. Think about the programme name and look at the photo below. Choose the topics that you think will be included. Give reasons why. 1 Supermarkets

5 Specialist food shops

2 Environmental pollution

6 UK businesses in other countries

3 Job creation

7 Shipping food by aeroplane

4 International companies

8 Ways to make healthy food

USING YOUR KNOWLEDGE

WHILE LISTENING 3

1.1 Listen to the interview between a customer and a reporter and check your answers to Exercise 2.

LISTENING FOR MAIN IDEAS

LISTENING 1

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TAKING NOTES ON DETAIL

1.1 Listen again and complete the student’s notes. Then compare notes with a partner.

Name of programme: The world close up Main topic: (1) Customer interviewed: (2) and Customer is buying more (3) (5) . Item Country

Tomatoes (6) Morocco Colombia

Kilometres 3,500

(9)

in order to eat more

(4)

Grapes (8)

Blueberries Argentina

(10)

(11)

(7)

New Zealand 18,800

, but the farm it came from could have (13) . The lettuce is (12) Fruit and vegetables from hot countries must be grown in greenhouses, and this (14)

Total kilometres travelled (15) Problems with food travelling: long food

(16)

and a huge carbon

(17)

5 Read the statements. Write T (true) or F (false). Then correct the false statements. 1 Most of the food David is buying is imported. 2 David usually tries to eat foods that are grown locally. 3 The global food industry limits the types of fruit people eat. 4 You can be sure that locally grown food has not travelled. 5 Locally grown food is always environmentally friendly.

POST-LISTENING LISTENING FOR OPINION

1.2 Listen to the extracts from the radio programme. Choose the statement (a–c) which best matches the reporter’s opinion. 1 a Cheap food can have hidden negative effects. b Cheap food costs less for consumers. c Cheap food is better for the environment.

UNIT 1

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2 a b c 3 a b c

Shipping fruit by air is a good thing. Shipping fruit by air is not environmentally friendly. Shipping fruit by air is cheap and easy. Shipping fruit around the world might contribute to global warming. The price of fruit at the supermarket is too high because of air travel. If we don’t eat enough locally grown fruit, we won’t be healthy.

PRONUNCIATION FOR LISTENING

SKILLS

Consonant clusters A consonant cluster is a group of consonants without a vowel between them, for example /gr/ or /spl/. Mixtures of consonant sounds can cause problems with note-taking. If you mishear the speaker, you might write the wrong word. Consonant clusters can be heard at the start of words (grow, fly, cross) or at the end of words (cost, past, find ). 7

1.3 Listen to the consonant clusters in these sentences. Write the word the speaker says. 1 2 3 4 5 6 7 8

These agricultural products are already going . We many kinds of tea on this plantation. The police regularly illegal imports. The company more crops overseas last year. The bananas are so that they ripen together. the crops causes air pollution. The products through customs easily. I want to know why these routes more.

1.4 Listen and complete the student’s notes. Then read the notes and check that the words make sense in the context. There hasn’t been much (1) from the government over the issue issues with this. of imported agricultural crops. There are (2) (3) (4) , nearly a of all imported fruit cannot grow (5) (6) . Secondly, the should help our own in our farmers rather than foreign growers. Finally, we should not fall into the (7) of not (8) enough food. What (9) happen (10) and we were left with a food shortage? if it didn’t

LISTENING 1

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DISCUSSION 9 Work with a partner. Discuss the questions. 1 What kind of fresh foods are available in your country? Are they produced locally or overseas? 2 Are these fresh foods available all year or only at specific times? Why? 3 Do you check the origin of food when you buy it by reading the label? Where does it come from? 4 Do you think most people in your city or country buy food that has travelled long distances? Why / Why not?

LANGUAGE DEVELOPMENT MODALS OF PRESENT AND PAST PROBABILITY You can use modals to show how sure or unsure you are of something in the present or past. In the present, use a modal + infinitive. In the past, use a modal + have + past participle. It might be a British company. (present) It might have been a British company. (past)

GRAMMAR

Use must when you are certain that something is true because there is strong evidence, or when you think there is only one logical conclusion. These avocados must be from Mexico. The label says ‘avocados from Mexico’. (present) These avocados must have come from Mexico. I saw the shipping box come in yesterday from Mexico. (past) Use can’t or couldn’t when you are absolutely certain that something is not true. Abdul can’t be from Oman. He has an Egyptian passport. (present) His flight can’t have arrived in Dubai yet. It’s only nine o’clock. (past) This jumper can’t be from Japan. The tag says ‘made in Scotland’. (present) She couldn’t have bought her car in the UK. She was living in Turkey at the time. (past) When you think something is possible, but you are not sure, use may (not), might (not) or could. The company could be British, but I’m not really sure. (present) The supermarket might have imported the bananas from Colombia. (past) Eun Sook may not have worked in the UK before. (past) Only use contractions (short forms) with could and can.

most certain

must (something is true) couldn’t, can’t (something is not true)

least certain

may (not), might (not), could

UNIT 1

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1 Circle the correct modal and verb form. Use the information in brackets to help you. 1 Alana couldn’t have bought / may have bought tickets to Ecuador last week. She asked me about ticket prices. (guessing) 2 Ahmed must be / could be from Oman. I saw his passport earlier. (the only logical conclusion) 3 I might have lost / must have lost my passport on the way home from work. It was in my pocket when I left work, and then it wasn’t there when I got home. (the only logical conclusion) 4 Jan’s new company might send / must send her to Dubai next week. They do a lot of international business, and she thinks a large meeting is happening in the next ten days. (guessing) 5 My new smartphone can’t be / must be from Tahiti. There isn’t a big smartphone industry there. (impossible) 6 Luis may have lived / must have lived in South Korea for a while. He speaks fluent Korean, and I saw a Korean company on his CV. (the only logical conclusion) 2 Look again at Exercise 1. How would the meaning of each sentence change if the other modal and verb form was used? 3 Complete the statements with modals of present and past probability. Use the given verbs and the clues in brackets to help you. Sometimes more than one answer is possible. 1 These fruit and vegetables (be) grown locally – I bought them at the farm shop. (present – logical conclusion) 2 Your phone (be) made overseas and exported to be sold in other countries. (past – logical conclusion) 3 Your lunch (contain) only food products that were produced in this country. (present – guess) 4 Fifty years ago, goods that were produced locally (be) cheaper than goods that were produced overseas. (past – guess) 5 This film (be) based on an older British film. The writer said it was American! (past – impossible) 4 Discuss these questions with a partner. Use the structures could be / may be / must be or could have / may have / must have in your answers. 1 Where do you think the clothes you are wearing today were made? 2 Think about the kind of car you would like to buy. Where do you think it was made? What other countries buy that car? 3 Do you have friends from other countries? Where are they from? What other countries have they visited or lived in?

LANGUAGE DEVELOPMENT