This means that learners using Empower are presented with target language that includes:Grammar a logically sequenced progression of grammar items and activities that focus clearly on bo
Trang 2University Printing House, Cambridge cb2 8bs, United Kingdom
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Trang 3Empower introduction iv
Trang 46
UNIT
GETTING STARTED
a Look at the picture and answer the questions.
1 What are the people doing? Why do you think they’re doing it?
2 How long do you think it has taken them? How long do you think it will stay there?
3 What impact do you think it will have on passers-by?
b Discuss the questions.
1 Are there any examples of street art in your town
or city?
2 How do you think your community would react
to having a piece of street art like the one in the photo on their street?
PERSPECTIVES
CAN DO OBJECTIVES
■ Describe photos and hobbies
■ Tell a descriptive narrative
course for adult and young adult learners, taking students from
beginner to advanced level (CEFR A1 to C1) Empower combines
course content from Cambridge University Press with validated
assessment from the experts at Cambridge Assessment English.
Empower’s unique mix of engaging classroom materials and
reliable assessment enables learners to make consistent and
measurable progress.
Better Learning is our simple approach where insights we’ve gained
from research have helped shape content that drives results
with Empower
Trang 51 Content that informs and motivates
Learner engagement
There are so many adjectives to describe such
a wonderful series, but in
my opinion it’s very reliable, practical, and modern
Zenaide Brianez, Director
of Studies, Instituto da Língua Inglesa, Brazil
Content
Clear learning goals, provoking images, texts and speaking activities, plus video content to arouse curiosity.
thought-Results
Content that surprises, entertains and provokes an emotional response, helping teachers to deliver motivating and memorable lessons.
Language learners benefit from frequent
opportunities to personalise their responses.
Content
Personalisation tasks in every unit make the target
language more meaningful to the individual learner.
Results
Personal responses make learning more memorable
and inclusive, with all students participating in
e Read the article again Answer the questions.
1 Why shouldn’t street photographers plan much?
2 What should be the aim of a street photograph, according to Elliott Erwitt and the writer?
3 What do you think Elliott Erwitt means by ‘visual garbage’?
4 What attributes does the writer think are most important in
a street photographer?
5 What does the writer mean when he talks about keeping an
alien mindset ?
1 How are Erwitt’s methods and style evident in the photo of the Villa Borghese Gardens? What do you think of the photograph?
2 Answer the question at the end of the article: As an alien – what would you find intriguing, amusing or nonsensical?
3 Look at the titles of the ‘lessons’ (1–4) in the article Are they relevant
to other skills and/or jobs that you know about?
the article mean? Check your ideas in a dictionary.
1 What do you usually use to take photos – your
phone or a camera?
2 Do you take a lot of photos? Why / Why not?
3 What do you usually do with the photos?
4 Do you think you’re good at taking photos?
Why / Why not?
photographer Elliott Erwitt? Read the fact
file on p 69 What kind of photographs
does he take?
skills for photographers? Think about
these things:
• what you choose to photograph
• the way the photos look
• the equipment you use
• your attitude and personality.
d Read the article Are any of your ideas from
1c mentioned?
Villa Borghese Gardens, Rome 1969 by Elliott Erwitt
Learn to describe photos and hobbies
G Simple and continuous verbs
V Adjectives: describing images
on the right was taken by him) He had one of the longest careers of any photographer, spanning over 50 years.
What I most appreciate about Elliott Erwitt is his wry sense of humour when looking at the world – as well as his straightforward philosophies about some of his thoughts and advice.
• invited to join the internationally famous photography agency Magnum in 1953
1 DON’T PLAN TOO MUCH – WANDER AROUND
I think that as a street photographer, sometimes I fall into a trap of planning too much I generally try to focus my attention
on projects (having a preconceived project in mind when shooting in the streets), but I often find it also takes away from the shooting experience One of the best things about street
photography is to be a flaneur — someone who wanders around
without a specific destination in mind.
ERWITT I don’t start out with any specific interests; I just react
to what I see.
Takeaway point: Let your curiosity lead you Just go out and
shoot whatever you find interesting Go down roads that may seem a bit foreign, and you might be lucky enough to stumble upon great street photography shots.
2 FOCUS ON CONTENT OVER FORM
Great photos are a combination of content (what is happening
in the frame) as well as form (composition) But which is more important? Content or form?
ERWITT My wish for the future of photography is that it might continue to have some relevance to the human condition and might represent work that evokes knowledge and emotions That photography has content rather than just form And I hope that there will be enough produce to balance out the visual garbage that one sees in our current life.
Takeaway point: We often find fascinating characters in the street and take photos of them, but the compositions may not
be so good On the other hand, we might take well-composed photos of a street scene, but there is nothing going on in the photo — it is boring and without soul.
I agree with Erwitt that we should, as street photographers, put more emphasis on content over form I feel that photos that evoke emotions and the human condition are far more powerful and meaningful than just photos with good composition.
3 DON’T TAKE THINGS TOO SERIOUSLY
When one thinks about the photography agency Magnum, some
adjectives that come to mind are gritty and raw.
However, Erwitt’s style was vastly different He didn’t go out and take photos in conflicts or war His photos tended to be more playful, humorous and amusing.
ERWITT Well, I’m not a serious photographer like most of my colleagues That is to say, I’m serious about not being serious.
Takeaway point: Don’t take yourself and your street photography too seriously, and remember — at the end of the day you want to enjoy yourself.
4 HONE YOUR SKILLS OF OBSERVATION
Erwitt was inspired to go out and take pictures when he saw a photograph by master photographer Henri Cartier-Bresson
He realised it was an act of observation that made the photo great, and that he could do something similar.
ERWITT The picture seemed evocative and emotional Also, a simple observation was all that it took to produce it I thought, if desirable
Takeaway point: One of the things that is the most beautiful about street photography is that it doesn’t rely on having an expensive camera or exotic lenses Rather, it comes down to having an observant and curious eye for people and the world around you.
Therefore, cultivate your vision and way of seeing the world I recommend that you always carry a camera with you because you never know when the best street photo opportunities will present themselves to you.
A fun exercise: Pretend that you are an alien from another planet, and you have come to the planet Earth for the first time Imagine how strange human beings would seem — and the urban environment they have built for themselves As an alien, what would you find intriguing, amusing or nonsensical?
Always keep that mindset to be amazed by what you see around you.
UNIT 6
69
Trang 61 Assessment you can trust
Measurable progress
Content
End-of-unit tests, mid- and of-course competency tests and personalised CEFR test report forms provide reliable information
end-on progress with language skills
Results
Teachers can see learners’ progress at a glance, and learners can see measurable progress, which leads to greater motivation.
Insights
Tests developed and validated by
Cambridge Assessment English,
the world leaders in language
assessment, to ensure they are
accurate and meaningful.
100 90 80 70 60 50 40 30 20 10 0 Mid-course test A1 A2 B1 B1+ B2 C1 A1 A2 B1 B1+ B2 C1 A1 A2 B1 B1+ B2 C1
End-of-course test
All global Empower users
Average score for listening, reading, and writing in the mid-course test and end-of-course test
Based on global students’ scores from August 2016 to July 2017.
How did students perform in the Competency Tests?
their performance between the mid-course and end-of-course skills-based competency tests.
The average learner tended to improve by ten points, which represents half of a CEFR band
as measured by the Empower assessments.
As this assessment measures improvement between the mid-course and end-of-course points, this improvement is in line with the learning goal of improving by a whole CEFR level across one whole level of the Empower course
10% of learners were on courses without Online Workbooks These learners tended to have lower mean gains, suggesting that the Online Workbooks were contributing to learning gains.
EVIDENCE OF ACHIEVEMENT
COMPETENCY TESTS
We started using the tests provided with Empower and our students started showing better results from this point until now.
Kristina Ivanova, Director of Foreign Language Training Centre, ITMO University, Saint Petersburg, Russia
Content
Empower (British English) impact
studies have been carried out in various countries, including Russia, Brazil, Turkey and the UK, to provide evidence of positive impact and
Results
Colleges and universities have demonstrated a significant improvement in language level between the mid- and end-of-course tests, as well as a high level of
Insights
Schools and
universities need
to show that they
are evaluating the
Trang 7the development of the Empower course
syllabus and the writing of the materials
Results
Learners are presented with the target language they are able to incorporate and use at the right point in their learning journey They are not overwhelmed with unrealistic learning expectations.
Content
Empower provides easy
access to Digital Workbook content that works on any device and includes practice activities with audio.
Results
Digital Workbook content is easy
to access anywhere, and produces meaningful and actionable data so teachers can track their students’ progress and adapt their lesson accordingly.
Insights
Learners expect online
content to be mobile
friendly but also
flexible and easy to
use on any digital
device.
I had been studying English for ten years before university, and I didn’t succeed But now with
Empower I know my level
of English has changed.
Nikita, Empower Student,
ITMO University, Saint Petersburg, Russia
Trang 8Progress with language learning often requires work outside of the classroom, and different teaching models require different approaches.
Content
Empower is available with a print workbook, online practice,
documentary-style videos that expose learners to real-world English, plus
additional resources with extra ideas and fun activities.
Throughout the Empower Student’s
Book, learners are offered a wide variety
of practice activities, plenty of controlled practice and frequent opportunities for communicative spoken practice
Results
Meaningful practice makes new language more memorable and leads
to more efficient progress in language acquisition.
Insights
It is essential that learners
are offered frequent and
manageable opportunities
to practise the language
they have been
• what the volunteers do
• the aim(s) of the project, and how it might help people.
c Read the online advert about the projects and check your answers.
1 SPEAKING AND READING
in your local area? Which of these activities do you
know about? Give yourself a score between 0 and 5
for each one (0 = I know nothing about it; 5 = I know
a lot about it).
helping old people working with children helping homeless people improving the environment providing food for people helping disabled people
YOU CAN HELP!
Ever wanted to help out in the
community but weren’t sure how?
Check out these exciting projects in your
local community If you think you can
help and you have the right skills, contact
Sandy Marks at sandy@localprojects.net.
TREES FOR CITIES
Everyone would like their city to have more trees,
but who is going to plant them? In this project, we
work with children of all ages and show them how to
environment, the work helps them learn more about
nature So far, we’ve planted more than 500 trees
around the city – and we aim to plant many more!
SENIOR CITIZENS’ MUSIC CAFÉ
We organise afternoons of music and dancing for
elderly people who are suffering from diseases such
as Alzheimer’s Music and dance can help them get
more enjoyment out of life, and experience greater
social contact Music has also been shown to improve
memory and slow down memory loss If you like music
and dancing, come along and help us put on these
sessions!
FOOD FOR LIFE
Thousands of people in the city can’t afford enough
food Meanwhile, supermarkets are throwing perfectly
good food away We collect food from shops and
restaurants, and distribute it to the people who need
it most – entirely for free If you’ve got a car or a bike,
come along and get involved.
LANGUAGE EXCHANGE
We arrange for people to meet up for free language lessons – they can choose to practise English or another language, either with a regular partner or in an informal group It gives people new skills whilst also helping to bring the community closer together We’re always looking for good English speakers to help.
EDIBLE PLAYGROUNDS
One in three children leaves school overweight from eating unhealthy food We are working with inner- city schools to show children how they can use their school playground to grow fruit and vegetables
Growing their own food helps children to connect with their environment and gives them valuable life skills and self-confidence.
76
Learn to write an application email
W Application emails; Giving a positive
impression
SKILLS FOR WRITING
I enjoy helping people
6 D
76
3 READING
a Read the application email and discuss the questions.
1 In what ways do you think Helen is suitable as a volunteer?
2 Which projects is she most suitable for, and why?
3 Is she unsuitable in any way?
4 WRITING SKILLS Application emails; Giving a positive impression
a Read the application email again and match the paragraphs (1–5) with their purposes.
to give examples of relevant practical experience
to state her qualifications and relevant study experience
to demonstrate enthusiasm for their organisation
to summarise additional strengths
to state the reason for writing
b Look at the underlined phrases in these sentences Find equivalent phrases in the email and note them down.
1 This is a reply to your advert.
2 I want to work for you.
3 I’m going to study social sciences at university next year, if they accept me.
4 I know a bit about working with children.
5 Here’s a recent photo.
6 Here’s a copy of my school project.
7 Hoping you reply soon.
How are the underlined phrases different from those in the email? Which are more effective? Why?
c Do you think the style Helen is using is ?
1 very formal 2 fairly informal 3 very informal
What features of the email helped you decide?
d One of Helen’s aims is to give a positive impression of herself Underline the phrases she uses about herself which give a good impression.
e Now go to Writing Focus 6D on p 172
5 WRITING
a Look at the projects described in 1c
Choose one or two that you think you could help with and write an application email Make sure you:
• organise what you write into logical paragraphs
• use appropriate phrases for writing an application email
• give a positive impression so they will want
to employ you as a volunteer.
b Swap your email with another student
Read their email Would you be interested in offering them a job as a volunteer? Why / Why not?
Dear Sandy,
1 I’m writing to reply to your advert for volunteers for local community projects I’d be really
interested in working with you, either part-time or full-time.
2 As I live locally, I often read and hear about the work you do in the community I really like
the way you work at a local level and contribute so directly to the needs of ordinary people
I also think it’s great that you focus on small-scale, low-cost projects, so that as much money as possible reaches the people who need it.
3 I finished school in July with four ‘A’ levels and I have applied to study social sciences at
university next year During my last school year, I took part in a research project on the topic of local housing As part of my research, I interviewed local people of different ages and this taught me a lot about issues that affect our community.
4 I also have some experience of working with children During my last summer holidays,
I volunteered abroad, helping to run a summer camp for children from poor families
I helped to organise sports events and competitions, and I went with the children
on excursions.
5 I think I’d fit in well as a volunteer on your projects I’m sociable and outgoing, and I’m
good at getting on with people of all ages I’m also good at solving problems, and I enjoy helping people.
I’m attaching a recent photo and my CV
I’m also sending you a copy of my school project on local housing, which I hope you find interesting.
Looking forward to hearing from you.
Yours sincerely, Helen Biggs
2 LISTENING
a 06.18 Listen to three interviews with volunteers and answer the questions.
1 Which project is each speaker talking about?
2 What further information do you find out about the three projects?
b Imagine you could be involved in two of the projects in 1b
Which would you choose and why? Think about:
• your interests • your experience in the field.
• your skills
Compare your answers with a partner.
77 UNIT 6
Trang 9• Mid- and end-of-course
• Digital Workbook (online)
• Photocopiable Grammar, Vocabulary and Pronunciation worksheets
Digital Workbook (online, mobile):
Reading and Writing
Unit Opener
Getting started page – Clear learning objectives to give
an immediate sense of purpose.
Digital Workbook (online, mobile):
Listening and Speaking
Lesson C
in common, everyday situations.
Review
Extra practice of grammar, vocabulary and pronunciation Also a
‘Review your progress’ section for students to reflect on the unit.
Mid- / End-of-course test
Unit Progress Test
Lessons A and B
of core grammar and vocabulary, plus a mix of skills.
Lesson D
Integrated Skills – Practice of all four skills, with a special emphasis on writing.
Digital Workbook (online, mobile):
Grammar and Vocabulary
Trang 106
UNIT
GETTING STARTED
1 What are the people doing? Why do you think they’re doing it?
2 How long do you think it has taken them? How long do you think it will stay there?
3 What impact do you think it will have on passers-by?
1 Are there any examples of street art in your town
or city?
2 How do you think your community would react
to having a piece of street art like the one in the photo on their street?
PERSPECTIVES
CAN DO OBJECTIVES
■ Describe photos and hobbies
■ Tell a descriptive narrative
■ Organise a presentation
■ Write an application email
67
Getting Started
Clear learning objectives
give an immediate sense
of purpose.
Striking and unusual
images arouse curiosity.
Activities promote emotional
engagement and a personal response.
Trang 11Lessons A and B
Grammar and Vocabulary and a mix of skills
e Read the article again Answer the questions.
1 Why shouldn’t street photographers plan much?
2 What should be the aim of a street photograph, according to Elliott Erwitt and the writer?
3 What do you think Elliott Erwitt means by ‘visual garbage’?
4 What attributes does the writer think are most important in
a street photographer?
5 What does the writer mean when he talks about keeping an
alien mindset ?
1 How are Erwitt’s methods and style evident in the photo of the Villa Borghese Gardens? What do you think of the photograph?
2 Answer the question at the end of the article: As an alien – what would you find intriguing, amusing or nonsensical?
3 Look at the titles of the ‘lessons’ (1–4) in the article Are they relevant
to other skills and/or jobs that you know about?
2 VOCABULARY Adjectives: describing images
the article mean? Check your ideas in a dictionary.
1 SPEAKING AND READING
1 What do you usually use to take photos – your phone or a camera?
2 Do you take a lot of photos? Why / Why not?
3 What do you usually do with the photos?
4 Do you think you’re good at taking photos?
Why / Why not?
photographer Elliott Erwitt? Read the fact file on p 69 What kind of photographs does he take?
skills for photographers? Think about these things:
• what you choose to photograph
• the way the photos look
• the equipment you use
• your attitude and personality.
d Read the article Are any of your ideas from 1c mentioned?
Villa Borghese Gardens, Rome 1969 by Elliott Erwitt
Learn to describe photos and hobbies
G Simple and continuous verbs
V Adjectives: describing images
‘Teach off the page’
A straightforward approach and clear lesson
flow help to minimise preparation time.
Trang 12c Look at the verb forms 1 and 5 in 4a again In each case, is the alternative verb form possible? If so, would the meaning be different?
e In each sentence below, find a verb that would be better in the continuous and change it.
1 My little brother always asks me to play computer games with him, but I find them really boring.
2 By this time next month, I’ll have played volleyball for three years.
3 These days everyone appears to use a tablet in class rather than writing in a notebook.
4 I often make mistakes when I’m not careful.
5 I’ve looked for a good grammar app, but I can’t find one that’s free.
you Compare your ideas with a partner.
5 SPEAKING
1 What is your favourite photo of yourself? Describe it to your partner Say why you like it.
2 What’s the best / funniest / most beautiful photo you’ve ever taken? What’s the story behind the picture?
b What kind of visual art interests you most?
1 how you became interested
2 what specifically you like
3 where and how often you look at it
4 any ways you can learn more about this.
d Do you and your partner share any interests in this area?
3 LISTENING
hobby? What does the person’s hobby involve?
c 06.03 Listen again and answer the questions.
1 What motivated Monika to learn more about photography?
Why did she decide to take a course?
2 How has she improved since she started the course?
3 Why does Monika like the photo she took, on the right?
4 How does she describe her other favourite photograph?
Erwitt’s lessons? Why / Why not?
4 GRAMMAR
Simple and continuous verbs
a 06.04 Which verb form in italics did you hear in
the interview with Monika? Listen and check.
One of them is part of a course project that I 7work / ’m
working on at the moment.
So I chose this building that is meant to be demolished
Actually, it 8
is demolished / is being demolished now.
b Look at the verb forms in the sentences in 4a
Match each example 1–8 with one or more
descriptions below.
The verb is …
• simple for a verb not usually used in
the continuous
• simple for a completed action
• simple for general truth or attitude
• continuous for a temporary action
• continuous for a bad or annoying habit
• simple or continuous depending on the
meaning of the verb
A recent photo taken by Monika
Monika, amateur photographer UNIT 6
70
Manageable learning
The syllabus is informed by English Profile and the
Cambridge English Corpus Students will learn
the most relevant and useful language at the most
appropriate point in their learning journey The
target language is benchmarked to the CEFR.
Rich in practice
Clear signposts to
Grammar Focus
and Vocabulary
Focus sections offer
extra support and practice.
Regular speaking activities
Frequent speaking stages get students talking throughout the lesson.
Trang 131 VOCABULARY Emotions
box are positive? Which are negative?
Check new words in a dictionary.
helpless disillusioned
overjoyed overexcited
satisfied gleeful
b 06.07 Look at the adjectives in bold
Match the feelings 1–8 with their
continuations a–h Listen and check.
1 I was absolutely devastated.
2 I felt very frustrated.
3 I was terribly restless.
4 I felt extremely jealous.
5 I felt a bit insecure.
6 I was totally speechless.
7 I feel so ashamed.
8 I felt absolutely petrified.
a It was the most beautiful thing I’d
ever seen.
b I needed to get in touch, but I couldn’t
track her down.
c My behaviour at the party was unforgivable.
d It was the biggest game of the year, and
we had played appallingly.
e I was the only person at the party who was
h There was a snake crawling across my foot.
the emotions in 1a Read them to other
students Can they guess the feeling?
d 06.08 Pronunciation Listen to these
pairs of sentences from 1b and mark
the main stress How is the stress
different in the a and the b sentences?
Which show stronger feelings?
1 a I’m absolutely devastated
b I’m absolutely devastated.
2 a I felt extremely jealous
b I felt extremely jealous.
3 a I feel so ashamed
b I feel so ashamed.
sentences from 1c, showing strong
feelings Ask your partner questions to
continue the conversation.
Student A: Read the blog Brad’s view Student B: Read the email
Martha’s view Tick (✓) the things below that are included in your story.
BRAD’S VIEW
I haven’t really enjoyed being here in the capital since I arrived a couple of weeks ago to I’ve ended up spending a lot of time sitting in cafés, so I’ve been feeling disillusioned by my time away Also, in big cities there’s some really weird stuff that goes on.
This morning I was sitting quietly in a café with my coffee, waiting for my training session
to begin I noticed this guy He looked like he might have been in his 50s, but it was hard to tell because he was wearing dark glasses and a baseball cap He was taking photos of the buildings, stopping to look around between shots To me it looked like he was casing the joint or something.
Looking directly at him, I saw him go up to this woman I couldn’t see her well, and all I know is that she had blonde hair and she was tall He was talking to her and kind of leaning into her – his body language was very strange
Then all of a sudden, this group of kids burst out of the metro and swarmed around the man and the woman But I could see that the man and woman were sort of holding on to each other, scheming something together.
Signalling to someone driving past, the woman puts her hand up A car screeches to a halt, and they both seemed to make a dash for the car It’s like they’re making a getaway together And the car takes off at top speed.
The whole thing took less than a minute, and it’s the kind of situation you would just overlook if you weren’t paying attention But who were these people?
And what exactly were they up to? Why all the photography? Disturbed by what I saw,
I couldn’t concentrate on my training all day It all just makes me feel very insecure about life in big cities
I guess I should have reported it, but I don’t like to get involved I only have another five days here, and there’s no point getting pulled into something like this It makes me feel very
on edge and restless Yes, I can’t wait to get away from all this intrigue.
a Compare the underlined participle clauses from the the same meaning? How are the participle clauses
different in form from the clauses in italics?
1 Left to my own devices, I’ve ended up spending a lot of time sitting in cafés.
Because I’ve been left to my own devices …
2 This morning I was sitting quietly in a café with my coffee, waiting for my training session to begin.
… while I was waiting for my training session to begin.
3 Anyway, waiting at the bus stop, I just happened to notice this woman.
Anyway, as I was waiting at the bus stop …
4 Pushed into the car like that, she could be in danger.
Because she was pushed into the car like that …
b In 3a, which are present participle clauses and which are past participle clauses?
c What comes before the participle in the clause below?
Which clause in italics (1 or 2) has the same
meaning? What kind of clause is this?
… her arm went up in the air like a person waving for help
1 … like a person who was waving for help
2 … because she waved to a person for help
d Underline more examples of participle clauses in both texts.
e Complete the extracts from fiction below with the participle clauses in the box What do you think the stories are about?
having finished her breakfast crying her eyes out pulled from behind into a darkened room approaching the house wanting to reassure him
1 At the sound of a car , they grabbed the bags and fled.
2 On my last visit to the camp, I found a small girl
3 , I whispered, ‘You’ll be fine.’ But I knew it wasn’t true.
entered the Grand Hotel ‘Where better to sit and be seen?’
she thought.
caught him.
f Which participle clauses in 3e … ?
b give a reason for an event
g Think of other participle clauses that could complete the extracts in 3e.
At the sound of a car entering the car park, …
b 06.11 Listen again and answer the questions.
1 Who is Sione Leota?
2 How serious was Mr Leota’s medical condition?
3 What do we find out about the woman who helped him?
4 Why doesn’t anyone know who the woman is?
5 What appeal does the newsreader make? Why?
a Think of a situation that happened to you or someone you know where first impressions were mistaken
Make notes
c Write the first part of the story that outlines only the first impressions You can write your story or your partner’s, if you prefer it Remember to use:
• adjectives to describe feelings and reactions
• participle clauses.
d Swap your story with a different student Read aloud each other’s stories and try to guess what the outcome was and which first impressions were mistaken
UNIT 6
73
Spoken outcome
Each A and B lesson ends with
a practical spoken outcome, so learners can use language immediately.
of the language.
Trang 141 Sara: Pretty good, on the whole
Alex asks Sara how her meeting with Max went.
2 Sara: Not to worry.
3 Alex: Great!
4 Sara: Actually, no.
5 Sara: You might be on to something there.
or prequel? How successful are they?
secure it you need to give a presentation to the funding body’s director detailing:
• what kind of grant is required (arts, sports, technology,
environmental)
• how much money is needed
• two or more specific things your school will spend the
grant on
• the impact the grant will have on the school and its students.
In pairs, plan your presentation Here are some ideas:
• an arts grant to fund a film project or trip to an exhibition
• a sports grant to install a gym or to equip a football team
• a technology grant to buy an interactive whiteboard, or
tablets and ebooks
• an environmental grant to create a conservation area or
improve recycling capabilities.
Think about a successful opening and use expressions from 2b.
whether you will award a grant to your partner or not.
Intonation in comment phrases
a Look at the phrase in bold from Part 1 Without it,
would the sentence make sense?
Now as luck would have it, I bumped into Max the other
1 a Pretty good, on the whole.
b On the whole, pretty good.
2 a It’s a bit of a sore point, actually.
b Actually, it’s a bit of a sore point.
3 a More to the point, he’s agreed to do a proper
interview.
b He’s agreed to do a proper interview, more to
the point.
d Complete the rules with fall–rise or rising.
When comment phrases are at the beginning of a sentence, they have a intonation When they are at the end of the sentence, they have a intonation.
UNIT PROGRESS TEST
CHECK YOUR PROGRESS
d Language in context Idioms 2
Match the expressions a–c from Parts 1 and 2 with meanings 1–3.
a labour the point
b more to the point
c a bit of a sore point
1 a subject that someone prefers not to talk about because it makes them angry or embarrassed
2 repeat an idea more than is desirable/necessary
3 more importantly
UNIT 6
75
1 Who are the most famous people in
the world today? What are they
b 06.12 Sara is giving a presentation
about the science fiction author
Max Redwood How do you think
these numbers will be relevant?
half a million 8 300,000
Watch or listen to Part 1 and check.
c 06.12 Answer the questions Watch or listen to
Part 1 again to check.
1 Why does Paul need to decide on whether they should
interview Max again?
a Nadia is convinced they shouldn’t be interviewing
Max again.
b There’s a chance things might go wrong again.
c Paul is coming to their next team meeting.
2 What point is Sara illustrating with the facts and
figures?
a Max is famous for good reasons.
b Max will attract new listeners to City FM.
c Max’s popularity is on the increase.
3 What angle does Sara propose to take in her interview?
a She’s going to ask about the detail of his next book.
b She’s going to discover the source of his inspiration.
c She’s going to look at what real-life events feature in
his writing.
4 How does Sara propose to make the second interview
a success?
a She will use her charm to relax him.
b She will adapt her approach on the day.
c She will prepare carefully with Max before the
interview.
Organising a presentation
a 06.13 Complete Sara’s opening to her presentation
Listen to the extract to check Can you paraphrase the phrases you completed?
as poor Oscar discovered.
Do you think that her opening was successful?
Why / Why not?
b 06.14 Complete these expressions from Part 1
Listen and check.
1 My focus today is this second interview.
2 Let me talk you why our listeners want to hear more …
3 and foremost, he wrote his book from a bench …
4 One is clear – Max Redwood is on the road to
becoming an international best-selling author.
5 Turning now the focus of the interview …
6 specifically, I propose to find out …
7 So to recap what I’ve been saying …
8 If you’d like me to on anything I’ve just said …
c Answer the questions.
1 Which of the words in bold in 2b can be replaced with … ?
• at the end of a presentation
3 Can you think of other expressions you can use in presentations?
d Language in context Idioms 1
1 What do you think these idioms mean?
a I really think this is worth a shot.
b I’ll just have to cross that bridge when I come to it.
life when you might use these idioms?
Paul
74
Learn to write an email with travel advice
W Paragraph writing
Learn to write an email with travel advice
W Learn to organise a presentationParagraph writing
S Present an application for a grant
P Intonation in comment phrases
Thorough coverage of functional language for
common everyday situations helps learners to
communicate effectively in the real world.
Comprehensive approach to speaking skills
A unique combination of language input, pronunciation, and speaking strategies offers a comprehensive approach to speaking skills.
Unit Progress Test
Learners are now ready to do the Unit Progress Test,
developed by Cambridge Assessment English.
Everyday English video
Language is showcased through high-quality video,
which shows language clearly and in context.
Spoken outcome
Each C lesson ends with a practical spoken outcome.
Trang 15Lesson D
Integrated skills with a special focus on writing
b Look at the pictures and the names of various community volunteer projects What do you think each one might involve? Think about:
• what the volunteers do
• the aim(s) of the project, and how it might help people.
c Read the online advert about the projects and check your answers.
1 SPEAKING AND READING
in your local area? Which of these activities do you know about? Give yourself a score between 0 and 5 for each one (0 = I know nothing about it; 5 = I know
a lot about it).
helping homeless people improving the environment providing food for people helping disabled people
YOU CAN HELP!
Ever wanted to help out in the community but weren’t sure how?
Check out these exciting projects in your local community If you think you can help and you have the right skills, contact Sandy Marks at sandy@localprojects.net.
TREES FOR CITIES
Everyone would like their city to have more trees, but who is going to plant them? In this project, we work with children of all ages and show them how to plant their own trees As well as improving their local environment, the work helps them learn more about nature So far, we’ve planted more than 500 trees around the city – and we aim to plant many more!
SENIOR CITIZENS’ MUSIC CAFÉ
We organise afternoons of music and dancing for elderly people who are suffering from diseases such
as Alzheimer’s Music and dance can help them get more enjoyment out of life, and experience greater social contact Music has also been shown to improve memory and slow down memory loss If you like music and dancing, come along and help us put on these sessions!
FOOD FOR LIFE
Thousands of people in the city can’t afford enough food Meanwhile, supermarkets are throwing perfectly good food away We collect food from shops and restaurants, and distribute it to the people who need
it most – entirely for free If you’ve got a car or a bike, come along and get involved.
LANGUAGE EXCHANGE
We arrange for people to meet up for free language lessons – they can choose to practise English or another language, either with a regular partner or in an informal group It gives people new skills whilst also helping to bring the community closer together We’re always looking for good English speakers to help.
EDIBLE PLAYGROUNDS
One in three children leaves school overweight from eating unhealthy food We are working with inner- city schools to show children how they can use their school playground to grow fruit and vegetables
Growing their own food helps children to connect with their environment and gives them valuable life skills and self-confidence.
76
Learn to write an application email
W Application emails; Giving a positive
impression
SKILLS FOR WRITING
I enjoy helping people
6 D
76
Skills for writing
The D lessons are highly communicative and cover all four skills,
with a special focus on writing They also recycle and consolidate
the core language from the A, B and C lessons.
Receptive skills development
Clearly staged tasks practise and develop listening and reading skills while supporting learners’
understanding of texts.
Trang 163 READING
a Read the application email and discuss the questions.
1 In what ways do you think Helen is suitable as a volunteer?
2 Which projects is she most suitable for, and why?
3 Is she unsuitable in any way?
to give examples of relevant practical experience
to state her qualifications and relevant study experience
to demonstrate enthusiasm for their organisation
to summarise additional strengths
to state the reason for writing
b Look at the underlined phrases in these sentences Find equivalent phrases in the email and note them down.
1 This is a reply to your advert.
2 I want to work for you.
3 I’m going to study social sciences at university next year, if they accept me.
4 I know a bit about working with children.
5 Here’s a recent photo.
6 Here’s a copy of my school project.
7 Hoping you reply soon.
How are the underlined phrases different from those in the email? Which are more effective? Why?
c Do you think the style Helen is using is ?
1 very formal 2 fairly informal 3 very informal What features of the email helped you decide?
d One of Helen’s aims is to give a positive impression of herself Underline the phrases she uses about herself which give a good impression.
e Now go to Writing Focus 6D on p 172
a Look at the projects described in 1c
Choose one or two that you think you could help with and write an application email Make sure you:
• organise what you write into logical paragraphs
• use appropriate phrases for writing an application email
• give a positive impression so they will want
to employ you as a volunteer.
b Swap your email with another student
Read their email Would you be interested in offering them a job as a volunteer? Why / Why not?
Dear Sandy,
1 I’m writing to reply to your advert for volunteers for local community projects I’d be really
interested in working with you, either part-time or full-time.
2 As I live locally, I often read and hear about the work you do in the community I really like
the way you work at a local level and contribute so directly to the needs of ordinary people
I also think it’s great that you focus on small-scale, low-cost projects, so that as much money as possible reaches the people who need it.
3 I finished school in July with four ‘A’ levels and I have applied to study social sciences at
university next year During my last school year, I took part in a research project on the topic of local housing As part of my research, I interviewed local people of different ages and this taught me a lot about issues that affect our community.
4 I also have some experience of working with children During my last summer holidays,
I volunteered abroad, helping to run a summer camp for children from poor families
I helped to organise sports events and competitions, and I went with the children
on excursions.
5 I think I’d fit in well as a volunteer on your projects I’m sociable and outgoing, and I’m
good at getting on with people of all ages I’m also good at solving problems, and I enjoy helping people.
I’m attaching a recent photo and my CV
I’m also sending you a copy of my school project on local housing, which I hope you find interesting.
Looking forward to hearing from you.
Yours sincerely, Helen Biggs
a 06.18 Listen to three interviews with volunteers and answer the questions.
1 Which project is each speaker talking about?
2 What further information do you find out about the three projects?
b Imagine you could be involved in two of the projects in 1b
Which would you choose and why? Think about:
• your interests • your experience in the field.
• your skills Compare your answers with a partner.
77
UNIT 6
Staged for success
Careful staging and scaffolding generate successful outcomes.
Comprehensive approach to writing skills
A clear focus on key aspects of writing helps develop effective real-world writing skills.
Written outcome
Each D lesson ends with a practical written outcome, so learners can put new language into practice right away.
Personal response
Frequent opportunities for
personal response make learning
more memorable.
Personal response
Clear model texts on
which students can
base their own writing
are provided.
Trang 17I CAN …
describe photos and hobbies tell a descriptive narrative organise a presentation write an application email
REVIEW YOUR PROGRESS
How well did you do in this unit? Write 3, 2 or 1 for each objective.
3 = very well 2 = well 1 = not so well
3 WORDPOWER Idioms: Feelings
a Match comments a–f with pictures 1–6 Where are the people and why are they saying this?
a Match the sentences that go together.
a Yes, it’ll be a long flight.
b Yes, I’ve always lived there.
4 Emily is always consulting me on everything.
a She is very considerate.
b She can’t think for herself.
5 My sister hasn’t written for ages.
6 My sister hasn’t been writing much.
a She has been very busy recently.
b I haven’t had a single message from her.
8 Joan was just telling me what happened.
a Unfortunately, you interrupted her.
b But it was nothing I didn’t already know.
b Rewrite the underlined phrases as participle clauses.
1 My friend knows the people that were involved that day.
2 I didn’t want to seem rude, so I pretended to agree with her.
3 A friend who I hadn’t seen for ages was on the train that
was approaching platform 5.
4 Since he didn’t understand Spanish, he struggled to
communicate.
5 While we were waiting for the tour to start, we looked at the
pictures that were displayed in the foyer.
6 I used just my hands and felt my way across the dark room.
a Correct the spelling mistakes.
1 The Sydney Opera House is an ikonic building.
2 The play is quite humourous.
3 Her photographs are very playfull.
4 The images he creates are flawles.
5 A black-and-white picture can be really envocative.
6 I found his work very meanful.
7 The jungle scenes are wonderfully ecsotic.
b Complete the sentences with the correct word The first
letter is given.
boy band breaking up.
a ‘They loved it, but I just had to grin and bear it.’
b ‘I’m over the moon to have won.’
c ‘My noisy neighbours really get on my nerves.’
d ‘It had changed so much I couldn’t believe my eyes.’
e ‘Tony thinks he’s great but he really gets my back up.’
f ‘I can’t cope! I’m at the end of my tether.’
b Match the idioms a–f in 3a with definitions 1–5
1 have no strength or patience left
2 tolerate, put up with
or phrases Ask and answer the questions.
?
3 If you don’t like your meal in a restaurant, do you
of the unit.
Review Your Progress
helps students reflect on their success.
Review and Extension
Extra practice of grammar and
vocabulary is provided.
Wordpower
Vocabulary extension recycles the vocabulary.
Trang 18Each unit links to additional sections at the back of the book
for more grammar, vocabulary, and speaking practice.
Grammar Focus
Provides an explanation of the grammar presented in the unit,
along with exercises for students to practise.
1B STUDENT A
a Read about two more language changes How does each heading represent the change?
b Now go back to p 11
b Ask and answer the questions.
1 Are there any other sounds that drive you mad? Which ones?
2 What can you do if you feel apprehensive about going to noisy places?
3 What can you do to improve your tolerance of background noise?
c Now go to p 128 for suggestions on how to manage noise.
• You weren’t given a clear brief about what was required, so you had to use your initiative.
• You were only asked to write a report a week ago,
so you had very little time to do it.
• Your boss is often out of the office, so you couldn’t ask for help.
b Listen to Student B and respond Try to agree on a
2A
a Answer the questions with a partner Do you feel the same about the different types of sound? Who do you think is more sensitive to noise?
1Do you find it difficult to read a book if someone is having
a conversation in the same room?
2When a colleague types loudly on their computer at work,
do you have problems concentrating?
3Does the sound of household appliances like vacuum cleaners irritate you?
4 Does constant traffic noise drive you mad?
5Does the sound of excited children playing together annoy you?
6Do unexpected sounds at night spook you?
7Do you find it impossible to sleep if you can hear your neighbours having a party?
HOW SENSITIVE ARE YOU
without asking (Decide what you borrowed.)
• Unfortunately, you broke the item (Decide what you were doing when this happened.)
• You go to the shops to buy a replacement You can’t find anything exactly the same, but there’s something very similar and you don’t think your flatmate will notice.
b Student B also has a problem Listen carefully and talk about some solutions to the problem Make three suggestions using the language for giving advice
on p. 27
c Now present your problem to Student B and ask for advice.
Verbs that are followed by to + infinitive or verb + -ing
give us a choice of form with no real difference in meaning In the last century, there was a steady shift
towards more frequent use of the verb + -ing after verbs like begin, start, like, love and hate, and these are
still on the increase.
A I like getting up late and eating a big breakfast
B I like to get up late and eat a big breakfast
The more modern of these two speakers is Speaker A, although they’re unlikely to be aware of it.
Are you being serious?
English is getting more and more progressive
Constructions such as I must be going now and I’m
being cleverer about my choices wouldn’t have sounded
correct 150 years ago, but nowadays are fairly high frequency The use of continuous passive verb forms
has also seen a rapid rise And what’s being done about
d Complete the table with the missing noun forms Use
a dictionary to help you if necessary.
Adjective Noun Verb
1 interactive /ɪntəˈraktɪv/ interact
e 01.08 Pronunciation Listen to some of the
adjectives and nouns in the table.
1 Which nouns have more syllables than their adjectives?
saying the words and underline the stressed syllables in the nouns Listen again and check.
3 Notice that the stress sometimes changes in the noun
Choose the correct option to complete the rule.
In nouns with the suffixes -tion and -ity, the stressed syllable
is always the first syllable / the syllable before the suffix.
Learning Tip Organising your records of word families
by suffix can make features such as sound and spelling relationships easier to remember.
f What other nouns do you know with the suffixes -tion and -ity ? Make a list and practise saying the words.
g Now go back to p 10
1A Language learning
Verb phrases
a 01.05Complete the expressions in bold with the
words in the box Listen and check.
ear acquire /əˈkwaɪə/ rusty brushed pick struggle /ˈstrʌgəl/ keep get accustomed /əˈkʌstəmd/ hold practice immersed /ɪˈmɜːst/ attain /əˈteɪn/
1 Some learners appear to be able to language
without much formal study.
2 I really with English idioms I can never
remember them.
3 I’m not sure if I’ll ever a native speaker level of
competence, but I’m not sure I really need to.
4 When he went to live in Korea, he quickly got
to the sound of the language.
5 I’ve up on my Arabic because I’m going to
Riyadh next week.
6 Penny’s lucky – she has an for languages
She learns them much more easily than me.
7 After about a year, he found he could a conversation in Italian without too much effort.
8 Unless I put a new piece of language into
immediately, I find I forget it.
9 People tend to give up on learning a second language too easily You need to at it if you want to succeed.
10 She spent six weeks in Poland and really herself in the language and culture.
11 It’s easy to up phrases like ‘hello’ and ‘excuse
me’ wherever you are in the world.
12 The sounds of Finnish are unique, so I found it difficult to
to grips with the pronunciation.
13 I need to practise my speaking now I’m back I’m sure I’m really
b Match the verbs 1–6 with the phrases a–f.
1 hold a new ideas
2 grasp b a level/degree of competence /ˈkɒmpɪtəns/
3 get c a conversation
4 put d accustomed to
5 acquire e into practice
6 attain f a new/second language
c Now go back to p 9
VOCABULARY FOCUS
1B The perfect aspect
01.12 Simple tenses
Perfect simple tenses describe actions which take place before or up
to a particular time in the past, present or future.
• We use the present perfect to describe actions that are complete
now, or which took place at some (unspecified) time before the present:
Linguists have invented a new language with only 200 words
I’ve done all I can You’ll have to finish the project on your own.
• We use the past perfect to describe actions that were complete
or that took place before a particular time in the past The past perfect can often be used in the same sentence as another past form (e.g., the past simple):
When she’d finished putting the decorations up, the room
looked wonderful.
At long last the war had ended; we couldn’t believe it.
• We use the future perfect to describe actions that will be complete
or will take place before a particular time in the future:
I will have finished the book by tomorrow, so I can give it back to
you I’m on the last chapter.
I can’t meet you at 7:00 I won’t have left the office by then.
01.13 Continuous tenses
Perfect continuous tenses refer to activities continuing up to or just before a certain time in the past, present or future.
• We use the present perfect continuous to describe activities
continuing up to or just before now:
We’ve been waiting to see the doctor all morning.
Your eyes are red Have you been crying?
• We use the past perfect continuous to describe activities continuing
up to or just before a particular time in the past It can often be used
in the same sentence as another past form (e.g., the past simple):
Everything was wet because it had been raining all night.
Something had been worrying her at work, so she spoke to her boss.
• We use the future perfect continuous to describe activities
continuing up to or just before a particular time in the future:
He will have been driving all night, so he’ll need to go to bed.
• Compare the present perfect and the present perfect continuous:
I’ve made dinner! Let’s sit down and eat (focus on the action being
completed)
I’ve been making dinner The kitchen is in a bit of a mess (focus
on doing the activity)
I was beginning to get worried I’d been calling him all morning
(focus on the activity)
I’d called him five times, but I’d failed to get through (focus on
individual actions that can be quantified)
01.14 Unfinished states
Perfect verb forms can also describe states still continuing up to have no continuous form, they use a simple tense instead of a continuous one.
They’ve been sad since their old teacher left.
They had known for several months that the company was in
difficulties, so the news came as no surprise.
• With certain verbs we can use both perfect simple and perfect continuous tenses with little difference in meaning (they can be regarded as a state or an activity):
How long have you worked / been working in the language
department?
This June I will have lived / been living here for five years.
Tip We can use the past perfect with stress on had to
express dissatisfaction:
We had hoped Sheila would be out of hospital by now = Sheila is
still in the hospital, and we are disappointed.
a Choose the best verb form in each sentence.
1 I lived / have lived in the same place my whole life.
2 I can’t join you for dinner – I won’t finish / won’t have finished
the report by then.
3 Have you ever tried / been trying to drive in the snow?
4 This is the third time I have told / been telling you to be quiet!
5 Don’t sit there! I’ve painted / been painting and the paint is wet.
6 As soon as I got home, I went / had gone straight to bed.
7 Eve had read / been reading most of the book before she saw
the film.
8 Luke has / had been thinking about leaving college, but in the
end he decided to stay.
9 The train has / had just left when we got to the station.
10 They might have finished / been finishing the decorating by the
time we get home.
b Complete the sentences with a correct perfect form of the verbs in brackets Sometimes more than one answer
4 I was so good at dancing everyone thought I it
my whole life (do)
5 If every question takes this long to answer, I before midnight, (not finish)
6 This coming January, I here for three years. (live)
7 I’m exhausted because I around all day (run)
8 This is the first time I you so angry (see)
c Complete the text with the correct perfect form of the verbs in brackets.
People 1 have been complaining (complain) about English spelling for centuries because certain sounds can be written
in several different ways For example, you will have noticed
that /ɪ/ is the sound in sit, carpet and women Linguists
2 (suggest) several reasons for our difficult spelling First, English 3 (accept) a lot of foreign
words into its vocabulary, so the ch in chorus /k/, a Greek
Second, early printers often weren’t certain of the spelling of
a word – no official spelling 4 (be established) –
so they generally spelled a word pretty much as they liked The spelling of English 5 (become) a bit of
a joke today, but who knows, by the time our grandchildren
go to school maybe someone 6 (invent) a spelling system that is logical and easy to remember.
Obviously, I usually study after work.
Adverbials include single-word adverbs, e.g., obviously, and adverbial phrases, e.g., after work
01.01 End position
In spoken English, adverbials of manner, place and time usually go at the end of the clause, after the verb and the object:
I write very slowly NOT I very slowly write.
I live nearby, so we’ll be there soon.
Adverbial phrases of frequency usually go in the end position Some
single-word frequency adverbs take this position too: sometimes, occasionally, regularly …
We have a test every couple of weeks
I go there regularly.
Don’t place adverbs between the verb and the direct object:
She did the work too quickly NOT She did too quickly the work.
I’m sure I’ll meet her someday NOT I’m sure I’ll meet someday her.
The usual order for adverbs at the end of a sentence is manner, place, time:
We didn’t sleep well on those airbeds last night.
However, when an adverb of place is necessary to complete the meaning of the verb, this order can change:
I came here on foot NOT I came on foot here.
Where there are two verbs, adverbs of manner go before the first verb
or after the second verb, depending which verb the adverb modifies:
I quickly decided to take the job
She made the effort to drive carefully
Tip For emphasis in written texts such as narratives, adverbs
of manner can go in the front or middle position:
Hesitantly, she carefully unwrapped the package.
01.02 Middle position
Adverbial phrases are very rare in the middle position:
At last I got home I got home at last NOT I at last got home.
In the middle position, the adverb goes before the main verb,
usually after the first auxiliary or modal verb, or after be Adverbs
of probability, certainty, frequency and focus often take the middle position:
Good exam results don’t inevitably mean success in later life
Grammar is usually my weakest point.
Many adverbs of frequency (never, always, ever ) and certain time adverbs (just, still ) can only go in the middle position:
She still practises her Japanese NOT Still she practises … /
… practises her Japanese still.
Adverbs of certainty usually go after auxiliaries, but they go before contracted negative auxiliaries:
I’ll probably see you soon NOT I probably will … She probably/definitely can’t hear you NOT She can’t probably …
Be careful with the word order of contracted negative auxiliaries:
I don’t really care (= not much) I definitely won’t come (= no chance)
I really don’t care (= not at all) I won’t definitely come (= not sure)
In London there are plenty of jobs
Every so often I forget the word for ‘window’ in French.
01.04 Modifying adverbs and adjectives
Adverbials of degree go directly before the word(s) they modify:
Laura speaks German reasonably well, but her French is a bit basic.
Adverbs can be modified by phrases with prepositions:
I drove here slowly by my standards
Luckily for you, I’m in a good mood.
Tip Some adverbs have different meanings in different positions:
amazingly, strangely, naturally, clearly, fairly, reasonably, etc.:
Strangely, Kate speaks Chinese (= surprisingly)
Kate speaks Chinese strangely (= badly)
a Tick ( ✓ ) the correct sentences Correct the incorrect sentences More than one answer may be possible.
1 ✓ I am definitely thinking of going abroad, by the way.
2 The secretary put abruptly the phone down
The secretary (abruptly) put the phone down (abruptly).
3 Presumably, your wife knows you’ve sold the car.
4 At the end of the walk, I was exhausted utterly.
5 The ambulance arrived on the scene within minutes.
6 I beforehand had had a nasty feeling.
7 That was the certainly best game so far.
8 You will find the bathroom downstairs on the left.
9 You have ignored repeatedly all my warnings.
10 She definitely won’t resign
11 He wasn’t behaving reasonably at all.
12 We decided to go by taxi home.
b Add the words and phrases in brackets to each sentence More than one answer may be possible.
1 So where did language come from? (first)
2 Well, funnily enough, we can’t answer this question (still)
3 Some of the theories are ridiculous (simply)
4 It has been said that we copied the animal sounds (even)
5 Language developed for a variety of reasons (no doubt)
6 Our brains increased in size, and we became more intelligent
(dramatically, a great deal)
7 Also, unfortunately, we started working in groups to get more food (for other animals)
8 Group behaviour would have made the need for language essential (undoubtedly, absolutely)
9 We won’t know the exact causes with any certainty
138
GRAMMAR FOCUS
1A Adverbs and adverbial phrases
Trang 19A Learner-Centred Approach
Empower, with its unique mix of learning and assessment,
places students and their needs at the centre of the learning
process This learner-centred approach also applies to
the course methodology – the Student’s Book and the
additional resources provide a range of classroom materials
that motivate learners, address their language needs, and
facilitate the development of their skills This wide range
of materials also means different learning preferences are
catered to in each unit of the course It provides teachers with
flexibility with different learner groups.
Meeting the Needs of Learners at
Different Levels
Supporting the Teacher
Empower also supports the teacher with classroom
methodology that is familiar and easy to use, and at
the same time is flexible and creative A number of key
methodological principles underpin the course, enhancing
the interface between learners and their learning, and
between students and teachers Empower:
1 encourages learner engagement
2 delivers manageable learning
3 is rich in practice
4 provides a comprehensive approach to productive skills.
Measurable Progress
Empower includes a uniquely reliable assessment package
developed by test experts at Cambridge Assessment English
This allows teachers and learners to measure progress
and determine learners’ strengths and needs Not only
do learners feel more motivated when they can see they
are making progress, but they are then able to target and
address specific learning needs.
Key Methodological Principles
Getting Started
Each unit begins with a Getting Started page, designed to
engage students from the very start of the unit – leading to
greater motivation and more successful learning It does this
in the following ways:
Striking images take an unusual perspective on the
theme – this raises curiosity, prompts ideas and questions
in the mind of the learner, and stimulates them to want to
communicate.
Speaking activities prompt a personal response –
exploring beyond the surface of the image – while
providing a cognitive and linguistic challenge for the
student and a diagnostic opportunity for the teacher.
Remarkable texts, audio and video
Throughout the course, learners encounter a range
of reading texts, along with audio and video The
texts have been carefully selected to appeal to learners from a variety of cultural backgrounds The topics will inform, amuse, surprise, entertain, raise questions, arouse curiosity and empathy and provoke
an emotional response The texts, audio and video
in Empower provide learners with new insights and
perspectives on a variety of topics By using a varied range of spoken and written contexts, students are consistently motivated to engage with the target grammar and vocabulary
Frequent opportunities for personal and critical response
There are frequent opportunities to contribute personal views, experiences and knowledge when discussing each lesson’s themes Every lesson includes regular activities that encourage learners to respond personally to the content of the texts and images
These include personalisation tasks which make
the target language in every unit meaningful to the individual learner Many activities also involve some kind of critical response to the content of texts This helps develop students’ critical thinking skills as well
as gives them further speaking practice.
Independent learning
In order to make progress, learners must build their language knowledge and their ability to use this knowledge in an active way Reading and listening widely in English will help students to progress faster, as will the development of good study skills
In Empower, Learning Tips support learners both in
and outside the classroom These features accompany the texts and audio and encourage learners to notice and systematically note useful language The Teacher’s
Notes for each lesson include Homework activities
which encourage students to put the Learning Tips into practice in their independent learning and motivate further reading and listening outside the classroom.
Empower Methodology
Trang 202 Manageable learning
A second core principle that informs Empower is a
recognition of the importance of manageable learning
This offers students (and their teachers) reassurance
that the material is suitable for the level being taught:
the language syllabus avoids overly complex language
at any given level, and the reading, listening and
video materials are carefully chosen to be accessible
while consistently acknowledging learners’ linguistic
competencies and challenging them Empower
classroom materials reflect the concept of manageable
learning in the following ways:
1 Syllabus planning and the selection of language
A key element in making learning material appropriate
is the selection of target language In Empower, two
powerful Cambridge English resources – the Cambridge
Corpus and English Profile – have been used to inform
the development of the course syllabus and the writing of
the material This means that learners using Empower are
presented with target language that includes:
Grammar
a logically sequenced progression of grammar items
and activities that focus clearly on both meaning and
form
systematic recycling of grammar within units and across
each level
a fresh approach to familiar language – accompanied
by Cambridge Corpus–informed Tips, with notes on
usage and typical errors – helps learners improve
usage and tackle habitual mistakes
Vocabulary
lexical sets that make vocabulary memorable and easier
to learn
an appropriate lexical load for each lesson so learners
are not overwhelmed by too many vocabulary items
activities that clarify different meanings of vocabulary
Wordpower activities that aim to develop learners’
vocabulary range.
Each level is carefully designed to offer measurable
progress through the core syllabus while students
develop toward each level’s competency as independent
individual learners.
2 Lesson flow
Teaching and learning are also made manageable
through the careful staging and sequencing of activities,
ensuring that each individual learner will be challenged
and engaged while working together as a class Every
lesson is comprised of several sections, each with a clear
focus on language and/or skills Each section builds
on the next, and activities within sections do likewise
Every section of language input ends in an output task,
offering learners the opportunity to personalise the
target language At the end of each lesson, there is a
substantial, freer speaking and/or writing activity that
motivates learners to use new language in context.
3 Task and activity design
Tasks and activities have been designed to give students
an appropriate balance between freedom and support
As an overall principle, the methodology throughout
Empower anticipates and mitigates potential problems
that learners might encounter with language and tasks While this clearly supports students, it also supports teachers because there are likely to be fewer unexpected challenges during the course of a lesson, which means that necessary preparation time is reduced to a minimum Students at all levels need to increase their language knowledge and their ability to use spoken and written language in a variety of situations However, learners’ needs can vary according to level For example, at lower levels, students often need more encouragement to use language in an active way so they can put their language knowledge into immediate use Conversely, at higher levels, learners need to be more accurate in the way they use language in order to refine their message and convey
their ideas with more complexity and subtlety Empower
responds to these varying needs in the following ways as the course progresses from level A1 to C1:
Topics, tasks, and texts with an appropriate level
of cognitive and linguistic challenge at each level
motivate learners by providing new challenges.
Multiple communicative opportunities in every lesson
either encourage fluency or allow students to refine their message using a wider range of language.
Varied and stimulating texts motivate learners to
develop their reading and listening skills so that a wider range of texts becomes accessible as the course progresses.
Listening and video materials expose students to a
wide variety of voices and natural, colloquial speech, while giving a strong focus on the language that students need to produce themselves.
Learning Tips support learners in developing a broad
vocabulary both in and outside the classroom.
Trang 213 Rich in practice
It is essential that learners be offered frequent
opportunities to practise the language they have been
focusing on – they need to activate the language they
have studied in a meaningful way within an appropriate
context Empower is rich in practice activities and
provides students and teachers with a wide variety of
tasks that help learners to become confident users of
new language
Student’s Book
Throughout each Empower Student’s Book, learners
are presented with a wide variety of practice activities,
appropriate to the stage of the lesson and real-world use
of the language.
There are frequent opportunities for spoken and
written practice Activities are clearly contextualized
and carefully staged and scaffolded Extended spoken
and written practice is provided in the final activity in
each lesson.
Grammar Focus and Vocabulary Focus pages at the
back of the Student’s Book offer more opportunities
for practicing the grammar and vocabulary, helping to
consolidate learning.
Review and Extension activities at the end of each
unit provide more opportunities for both written and
spoken practice of the target language.
Teacher’s Book
Many learners find practice activities that involve an
element of fun to be particularly motivating Such
activities – seven per unit – are provided in the
photocopiable activities in Cambridge One, providing
fun, communicative practice of grammar, vocabulary,
and pronunciation.
The main teacher’s notes also provide ideas for extra
activities at various stages of the lesson.
Other components
The Workbook provides practice of the target input in
each A, B and C lesson.
The Digital Workbook component offers practice
activities that can be completed on a mobile device
or computer
Through Cambridge One, Empower provides an
extensive range of practice activities that learners
can use to review and consolidate their learning
outside the classroom.
productive skills
Most learners study English because they want to use the language in some way This means that speaking and writing – the productive skills – are more often
a priority for learners Empower is systematic and
comprehensive in its approach to developing both speaking and writing skills.
Speaking
The C lesson in each unit – Everyday English – takes
a comprehensive approach to speaking skills, and particularly in helping learners to become effective users
of spoken language for social and professional purposes The target language is clearly contextualised by means
of engaging video and audio that will be relevant and familiar to adult learners
These Everyday English lessons focus on three key elements of spoken language:
Useful language – focusing on functional language that
is most relevant to learners’ needs Pronunciation – focusing on intelligibility and the characteristics of natural speech, from individual sounds
to extended utterances, developing learners’ ability to express meaning by varying intonation and stress
• Conversation skills – speaking strategies and sub-skills that help learners to become more effective communicators
This comprehensive approach ensures that speaking skills are actively and appropriately developed, not just practised.
Writing
In the Empower Student’s Book, learners receive
guidance and practice in writing a wide range of text types Writing lessons are not ‘heads-down.’
Instead, and in keeping with the overall course methodology, they are highly communicative, mixed-
skills lessons with a special focus on writing In Empower,
writing is dealt with in the following ways:
Writing is fully integrated into listening, reading,
and speaking – as it is in real life – and is not practised
in isolation.
There is an explicit focus on key linguistic features
of written language that encourage students to
express themselves with greater clarity and accuracy.
A process writing methodology is embedded in the
instructions for writing activities, and learners are often encouraged to self-correct and seek peer feedback.
Communicative outcomes – writing lessons lead to
a final, communicative task, ensuring that learners are always writing for a purpose.
Trang 22Learning Oriented Assessment
What is Learning Oriented Assessment (LOA)?
Teachers are naturally interested in their students’ progress
Every time they step into the classroom, teachers note if a
learner is struggling with a language concept, is unable to
read at a natural rate, or can understand a new grammar
point but still can’t produce it in a practice activity This is
often an intuitive and spontaneous process By the end of a
course or a cycle of learning, the teacher will know far more
about a learner’s ability than an end-of-course test alone
can show.
An LOA approach to teaching and learning brings together
this ongoing informal evaluation with a more formal or
structured assessment, such as unit or
end-of-course tests LOA is an approach that allows the teacher to
pull together all this information and knowledge in order
to understand learners’ achievements and progress and to
identify and address their needs in a targeted and informed
way A range of insights into students and their progress
feeds into total assessment of the learner It also allows the
teacher to use all of this information not just to produce a
report on a learner’s level of competence, but to plan and
inform future learning.
How does Empower support LOA?
Empower supports LOA both informally and formally, and
both in and outside the classroom:
1 Assessment that informs teaching and learning
Reliable tests for both formative and summative
assessment (Unit Progress Tests and skills-based
Competency Tests)
A clear record of learner performance through
Cambridge One
2 LOA classroom support
Clear learning objectives and activities that build toward
those objectives
Activities that offer opportunities for learner reflection
and peer feedback
A range of tips for teachers on how to incorporate LOA
techniques, including informal assessment, into their
lessons as part of normal classroom practice
and learning
Empower offers two types of tests written and developed
by teams of Cambridge Assessment English exam writers The tests in the course have been piloted, involving thousands of candidates across all tests and levels, to ensure that test items are appropriate to the level.
Cambridge Assessment English tests are underpinned by research and evaluation and by continuous monitoring and statistical analysis of performance of test questions.
Empower tests are designed around the following
essential principles:
Validity – tests of real-world English and the language
covered in the Student’s Book
Reliability – tasks are consistent and fair Impact – tests have a positive effect on teaching and
learning, in and outside the classroom
Practicality – tests are user-friendly and practical for
teachers and students.
Unit Progress Tests
The course provides an online Unit Progress Test at the end of every unit that tests the target grammar, vocabulary, and functional language from the unit The teacher and learner are provided with a score for each language area that has been tested, identifying the areas of mastery and where the learner has encountered difficulties and needs more support Paper-based versions of the tests are also available.
Assessment
Trang 23Competency Tests
Empower offers mid-course and end-of-course
Competency Tests These skills-based tests cover
Reading, Writing, and Listening and Speaking and are
calibrated to the Common European Framework of
Reference (CEFR) They provide teachers and students
with a digital record of achievement which indicates the
students’ performance in all language skills within the
relevant course level.
Cambridge One provides teachers and students with a
clear and comprehensive record of each learner’s progress
during the course, helping teachers and learners to
recognise achievement and identify further learning needs
Cambridge One helps teachers to systematically collect
and record evidence of learning and performance, and in
doing so demonstrates to teachers and students how much
progress has been made over time Paper-based versions
of the tests are also available.
Clear objectives
An LOA approach encourages learners to reflect and
self-assess In order to do this, learning objectives must
be clear In Empower, each unit begins with a set of ‘can
do’ objectives so that learners feel an immediate sense of
purpose Each lesson starts with a clear ‘Learn to …’ goal,
and the activities all contribute toward that, leading to a
significant practical outcome at the close of the lesson At
the end of each unit, there is a Review Your Progress feature
that encourages learners to reflect on their success, relative
to the ‘can do’ objectives at the start of the unit Within
the lessons, there are also opportunities for reflection,
collaborative learning and peer feedback.
LOA classroom tips for teachers
In a typical lesson, teachers are likely to use some or perhaps all of the following teaching techniques:
monitor learners during learner-centred stages of the
lesson
elicit information and language concept check new language drill new vocabulary or grammar encourage learners to review and reflect after they’ve
worked on a task.
The chart below summarizes core and LOA-specific aims for each of the above techniques All of these familiar teaching techniques are a natural fit for the kind of methodology that informally supports LOA An LOA approach will emphasise those parts of a teacher’s thinking that involve forming evaluations or judgments about learners’ performance (and therefore what to do next to better assist the learner) The
‘LOA teacher’ is constantly thinking things like:
Have they understood that word?
How well are they pronouncing that phrase?
Were they able to use that language in a freer activity?
How many answers did they get right?
How well did they understand that listening text?
How many errors did I hear?
What does that mean for the next step in the learning
process?
The Empower Teacher’s Book provides tips on how to use
a number of these techniques within each lesson This will help teachers to consider their learners with more of an evaluative eye Of course, it also helps learners if teachers share their assessment with them and ensure they get plenty of feedback It’s important that teachers make sure feedback is well balanced so that learners know what they are doing well in and what needs a little more work
generated for each learner, showing their performance within
the relevant CEFR level (both overall and for each of the skills)
teachers and learners with a clear and comprehensive record
of each learner’s progress during the course, including all test
results and also their scores relating to the online practice
activities that follow the tests – helping teachers and learners
to recognise achievement and identify further learning needs
Within the CLMS, a number of different web tools, including
message boards, forums and e-portfolios, provide opportunities
for teachers and learners to communicate outside of class,
and for learners to do additional practice These tools can also
be used by teachers to give more specific feedback based on
the teacher’s informal evaluation during lessons The CLMS
helps teachers to systematically collect and record evidence
of learning and performance and in doing so demonstrates to
teachers and learners how much progress has been made over
time
2 LOA classroom support
Clear objectives
An LOA approach encourages learners to reflect and
self-assess In order to do this, learning objectives must be clear
set of ‘can do’ objectives so that learners feel an immediate
sense of purpose Each lesson starts with a clear ‘Learn to …’
goal, and the activities all contribute towards this goal, leading
to a significant practical outcome at the end of the lesson At
the end of each unit, there is a ‘Review your progress’ feature
that encourages learners to reflect on their success, relative
to the ‘can do’ objectives at the start of the unit Within the
lessons, there are also opportunities for reflection, collaborative
learning, and peer feedback
a topic in order to generate interest
• checking that learners understand the use and meaning of new language
• providing highly controlled practice
of new language
• finding out what ideas learners generated when working on a task
• praising learners’
performance of a task
• indicating where improvement can be made
» check if they can
use new language
correctly in context
• finding out if learners already know a vocabulary or grammar item
• adapting the lesson
to take into account students’ individual starting points and interests
• checking what could be a potential problem with the use and meaning
of new language for your learners
• anticipating and preparing for challenges in understanding new language, both for the whole class and for individuals
• checking that learners have consolidated the form of new language
• checking intelligiblepronunciation of new language
• asking learners how well they feel they performed
a task
• giving feedback to learners on specificlanguage strengths and needs
• fostering ‘learning how to learn’ skills
LOA classroom tips for teachers
In a typical lesson you’re likely to use some or perhaps all of the following teaching techniques:
• provide feedback after learners have worked on a task
The table below summarises core and LOA-specific aims for each of the above techniques All these familiar teaching techniques are a natural fit for the kind of methodology that informally supports LOA An LOA approach will emphasise those parts of your thinking that involve forming evaluations
or judgments about learners’ performance (and therefore what
to do next to better assist the learner) The ‘LOA teacher’ is constantly thinking things like:
• Have they understood that word?
• How well are they pronouncing that phrase?
• Were they able to use that language in a freer activity?
• How many answers did they get right?
• How well did they understand that listening text?
• How many errors did I hear?
• And what does that mean for the next step in the learning process?
how to use a number of these techniques within each lesson This will help teachers to consider their learners with more of
an evaluative eye Of course it also helps learners if teachers share their assessment with them and ensure they get plenty of feedback It’s important that teachers make sure feedback is well-balanced, so it helps learners to know what they are doing well in addition to what needs a little more work
Trang 24LOA and learner motivation
The teaching and learning materials in Empower ensure
learners maintain motivation throughout the course In
addition, teachers can further amplify learner motivation
by adopting LOA approaches in their lessons Here are
some core LOA motivation ideas:
Make learning aims explicit to learners – teachers
should point out the ‘can do’ objectives and
tell students how they will help their language
development.
Modify learning objectives on the basis of learner
feedback – after learners complete an activity, teachers
can get feedback on how they thought it went and
respond to their suggestions (for example, learners may
wish to repeat the activity because they feel they could
do it better the second time).
Judge when to give feedback on learner language –
different learner groups and different activities require
different types of feedback Sometimes a teacher can
give language feedback as learners are speaking, and
sometimes it’s better to wait until they have finished the
activity; teachers should consider the most appropriate
approach for each activity.
Balance developmental feedback with praise – it’s
important to acknowledge what learners do well and
praise their efforts, so teachers should give balanced
feedback, but they should also make sure praise is
targeted and not too general, otherwise it may sound
insincere.
LOA and capturing learner language
One of the biggest challenges for teachers during the course of a lesson is being able to tune into learner language This is particularly difficult with larger classes, when students are all speaking at the same time in pair or group work If teachers want to adopt an LOA approach and capture language samples from a range of learners, they can consider some of the following techniques:
Listen only for the target language that has just
been taught and whether students are using it accurately – don’t worry about the other mistakes learners might make.
Target specific learners for each activity –
sometimes it’s not possible to listen to all learners for every activity, so if there are three speaking activities during the course of the lesson, the teacher can aim to tune into a different third of the class for each activity
By the end of the lesson, the teacher will have listened
to all of the learners.
Ask learners to complete the speaking activities
located in each unit of the Digital Workbook – they can record their responses using a smartphone and submit the recordings in Cambridge One The teacher can then give written feedback – it’s not very different from giving feedback on written work that students have submitted.
Trang 25Documentary videos
These high-interest supplementary Empower videos are thematically
linked to the topics and language of each unit
Each video comes with a downloadable and printable video worksheet
Teachers can use the video and worksheet at any point in a unit.
Expose your students to English via authentic,
real-world contexts
Available on
cambridgeone.org
Trang 26eBooks
The Empower eBook includes all of the content from the
print Student’s Book, and can also be used to:
Listen to audio
eBooks
The Empower eBook includes all of the content from the Empower eBook includes all of the content from the Empower
print Student’s Book, and can also be used to:
Listen to audio
The eBook is ideal for iPads and Android tablets
Trang 27The CEFR and English Vocabulary Profile
The Empower course syllabus is informed by English Profile and the Cambridge
English Corpus and is carefully benchmarked to the Common European Framework
of Reference (CEFR) This ensures that students encounter the most relevant and
useful language at the right point in their learning
The Cambridge English Corpus is a multi-billion word collection of texts taken from
a huge variety of sources, including newspapers, the Internet, books, magazines,
radio, schools, universities, the workplace and even everyday conversation – and is
constantly being updated.
Our language research features in most of our materials In particular, we use it to:
ensure that the language taught in our courses is natural, accurate and up-to-date
select the most useful, common words and phrases for a topic or level
focus on certain groups of learners and see what they find easy or hard
analyze spoken language so that we can teach effective speaking and listening
strategies.
English Vocabulary Profile offers reliable information about which words (and which
meanings of those words) and phrases are known and used by learners at each level of
the CEFR.
For more information on English Profile and the Cambridge English Corpus, please
use these links:
http://www.englishprofile.org
https://languageresearch.cambridge.org/cambridge-english-corpus
The CEFR is a standard guideline to recognise a learner’s level of language fluency
Each level of Empower is carefully mapped to the appropriate CEFR level in accordance
with English Vocabulary Profile, guaranteeing that students encounter the right
language at the right level.
Trang 28To access the online resources, go to cambridgeone.org and register.
with eBook
Student’s Book with Digital Pack
Class Audio cambridgeone.org cambridgeone.org cambridgeone.org
Class Video cambridgeone.org cambridgeone.org cambridgeone.org
Video Activity Sheets cambridgeone.org cambridgeone.org cambridgeone.org
cambridgeone.org
A Unit Progress Test for every unit (automatically marked) covers grammar, vocabulary, and functional language
cambridgeone.org
Mid-course and end-of-course competency tests cover all four skills and generate a CEFR report, which reliably benchmarks learners to the target level
cambridgeone.org
Please ask your teacher for further information
Please ask your teacher for further information
Mid- and
end-of-course assessment
(Print version)
Mid-course and end-of-course competency Tests with Teacher’s answer key for every unit which covers grammar, vocabulary, and functional language
cambridgeone.org
Please ask your teacher for further information
Please ask your teacher for further information
Workbook audio cambridgeone.org cambridgeone.org cambridgeone.org
Workbook answers In Workbook with Answers or
cambridgeone.org
Photocopiables cambridgeone.org
Presentation Plus Displays all Student’s Book material, plays all Class
Audio and Video, shows answer keys and more
For access, contact your local Cambridge representative
Teaching with
Empower
An introduction to the Empower online
assessment and practice materials, via a short teacher training course For access, contact your local Cambridge representative
Empower components
The following Empower components are available for 6 levels (A1–C1):
Resources – How to access
Student’s Book with eBook
Student’s Book with Digital Pack
Workbook with Answers
Workbook without Answers
Combo A with Digital Pack
Combo B with Digital Pack
Student’s Book with Digital Pack, Academic Skills and Reading Plus (levels A2, B1, B1+, B2) Teacher’s Book with Digital Pack
Presentation Plus Find out more:
cambridge.org/empower
Trang 29How can teachers prepare their students to succeed in a world that is rapidly changing? They need to help
students develop transferable skills, to work with people from around the world, to think creatively, to analyze
sources critically and communicate their views effectively How can they teach these skills alongside language?
In response to these questions, Cambridge University Press has developed the Cambridge Life
Competencies Framework The Life Competencies are explored throughout the Empower course.
The Cambridge Life Competency Framework
The Framework outlines core areas of competency that are important for development: creative thinking, critical
thinking, learning to learn, communication, collaboration, social responsibilities.
Introduction to the Cambridge
Life Competencies Framework (CLCF)
Using appropriate language and register for context
with appropriate confidence and clarity
Developing skills and strategies for learning
Taking control of own learning
Reflecting on and evaluating own learning
Understanding and analysing ideas and arguments
Evaluating ideas and arguments
Solving problems and making decisions
Preparing for
problems
Understanding personal responsibilities as part of a social group
Showing intercultural awareness
Understanding global issues
Identifying and understanding emotions
Managing own
skills
Taking personal responsibility for own contribution to a group task
Encouraging effective group interaction Managing the sharing of tasks in
a group activity
Working towards task completion
Trang 30Student’s Book Scope and Sequence
Unit 1 Language
Getting started Talk about animals learning language
1A Talk about learning a second language Adverbs and adverbial
phrases Language learning; Noun forms Word stress: noun forms with -tion and -ity Interview: A bilingual upbringing Blog post: Speaking Italian to cats Describing experiences of language learningDiscussing language learning factors Five pieces of advice for language learners
1B Describe languages and how
they change The perfect aspect Describing changes Sentence stress Monologue: The origins of wordsFour monologues about how
Changes in your world
and ie Expressing yourself in an
inexact way
Unit Progress Test
English as a world language Four web forum posts Predicting the main points of a talk and discussing your predictions Web forum postExpressing opinions
Review and extension More practice WORDPOWER Idioms: Body parts
Unit 2 Going to extremes
Getting started Talk about tolerance of extreme conditions
2A Describe extreme sensory experiences Comparison Multi-word verbs:
social interaction Consonant–vowel linking Monologue: My vow of silence Article: I’ve been to the quietest
Discussing different views on communication
2B Talk about plans, intentions and
weightlessness: A short history of zero-gravity flight
Giving opinions on zero-gravity flights and extreme sports
Discussing a blog post
Blog post: A new experience
social programme activities Report: Review and recommendations of a
social programme committee
Discussing the merits of activities for a student social programme ReportsLinking: contrast and
concession
Review and extension More practice WORDPOWER Idioms: Movement
Unit 3 Travel and adventure
Getting started Talk about a mishap on a road trip
3A Emphasise positive and negative
experiences Inversion Wealth and poverty Intonation in inversion structures; Word stress BBC talk: The problem with volunteering, Daniela Papi Two reviews: Thinking of
experience
3B Describe journeys and landscapes Future in the past;
Narrative tenses Landscape features Different pronunciations of t BBC audio blog: Journey of a lifetime,
Will Millard Narrative article: Survival on the
have been to as a touristExpressing an opinion about a place
Travel reviewDescriptive language;Writing briefly
Review and extension More practice WORDPOWER Idioms: Landscapes
Unit 4 Consciousness
Getting started Talk about manipulating the senses
4A Talk about using instinct and reason Noun phrases Instinct and reason Sound and spelling:
Dilemmas: Would you go with your
gut instinct?
4B Talk about memories and
Article: How eyewitness evidence
can be unreliable
Talking about a childhood memoryGiving an eyewitness account of a crimeDiscussing ways to improve memory
connected speech Being tactful in formal discussions Feedback and an unexpected opportunity Giving opinions tactfully Unit Progress Test
interviewed for a profile articleInterviewing a classmate for a profile article
Profile articleOrganising information; Showing time relationships
Review and extension More practice WORDPOWER mind
Unit 5 Fairness
Getting started Talk about activities for prisoners
5A Talk about crime and punishment Relative clauses Crime and justice Sound and spelling: s and ss Radio news: Bizarre crimes Article: Can we have a swimming
5B Talk about job requirements
and fair pay Obligation, necessity and permission Employment Word stress: nouns and verbs Four monologues about employment Two job descriptions: Bomb
Negotiating salaries for a range of jobs
applications and social media Essay: Social media and
and reinforcement
Review and extension More practice WORDPOWER Idioms: Crime
Trang 31Student’s Book Scope and Sequence
Unit 1 Language
Getting started Talk about animals learning language
1A Talk about learning a second language Adverbs and adverbial
phrases Language learning; Noun forms Word stress: noun forms with -tion and -ity Interview: A bilingual upbringing Blog post: Speaking Italian to cats Describing experiences of language learningDiscussing language learning factors Five pieces of advice for language learners
1B Describe languages and how
they change The perfect aspect Describing changes Sentence stress Monologue: The origins of wordsFour monologues about how
Changes in your world
and ie Expressing yourself in an
inexact way
Unit Progress Test
English as a world language Four web forum posts Predicting the main points of a talk and discussing your predictions Web forum postExpressing opinions
Review and extension More practice WORDPOWERIdioms: Body parts
Unit 2 Going to extremes
Getting started Talk about tolerance of extreme conditions
2A Describe extreme sensory experiences Comparison Multi-word verbs:
social interaction Consonant–vowel linking Monologue: My vow of silence Article: I’ve been to the quietest
Discussing different views on communication
2B Talk about plans, intentions and
weightlessness: A short history of zero-gravity fl ight
Giving opinions on zero-gravity fl ights and extreme sports
Discussing a blog post
Blog post: A new experience
social programme activities Report: Review and recommendations of a
social programme committee
Discussing the merits of activities for a student social programme ReportsLinking: contrast and
concession
Review and extension More practice WORDPOWERIdioms: Movement
Unit 3 Travel and adventure
Getting started Talk about a mishap on a road trip
3A Emphasise positive and negative
experiences Inversion Wealth and poverty Intonation in inversion structures; Word stress BBC talk: The problem with volunteering, Daniela Papi Two reviews: Thinking of
experience
3B Describe journeys and landscapes Future in the past;
Narrative tenses Landscape features Different pronunciations of t BBC audio blog: Journey of a lifetime,
Will Millard Narrative article: Survival on the
have been to as a touristExpressing an opinion about a place
Travel reviewDescriptive language;
Writing briefl y
Review and extension More practice WORDPOWERIdioms: Landscapes
Unit 4 Consciousness
Getting started Talk about manipulating the senses
4A Talk about using instinct and reason Noun phrases Instinct and reason Sound and spelling:
Dilemmas: Would you go with your
gut instinct?
4B Talk about memories and
Article: How eyewitness evidence
can be unreliable
Talking about a childhood memoryGiving an eyewitness account of a crimeDiscussing ways to improve memory
connected speech Being tactful in formal discussions Feedback and an unexpected opportunity Giving opinions tactfully Unit Progress Test
interviewed for a profi le articleInterviewing a classmate for a profi le article
Profi le articleOrganising information;
Showing time relationships
Review and extension More practice WORDPOWERmind
Unit 5 Fairness
Getting started Talk about activities for prisoners
5A Talk about crime and punishment Relative clauses Crime and justice Sound and spelling: s and ss Radio news: Bizarre crimes Article: Can we have a swimming
5B Talk about job requirements
and fair pay Obligation, necessity and permission Employment Word stress: nouns and verbs Four monologues about employment Two job descriptions: Bomb
Negotiating salaries for a range of jobs
applications and social media Essay: Social media and
and reinforcement
Review and extension More practice WORDPOWERIdioms: Crime
Trang 32Lesson and objective Grammar Vocabulary Pronunciation Everyday English Listening Reading Speaking Writing
Unit 6 Perspectives
Getting started Talk about the impact of 3D street art
6A Describe photos and hobbies Simple and continuous
verbs Adjectives: describing images Interview with an amateur photographer Article: Lessons Elliott Erwitt has
taught me about street photography
Discussing photography skillsTalking about your favourite photos
6B Tell a descriptive narrative Participle clauses Emotions Main stress and emphatic
stress (adverbs and adjectives) News report: The conclusion of the story of the suspicious encounter Blog post and email: Two views of a suspicious encounter Discussing first impressionsTelling a personal story The first part of a short story
Application email Talking about volunteer work in your local area Application emails; Giving a positive impression
Review and extension More practice WORDPOWER Idioms: Feelings
Unit 7 Connections
Getting started Talk about technology in the classroom
7A Speculate about inventions and
technology Speculation and deduction Compound adjectives Main stress: compound adjectives Three monologues: Inventions that would make the world a better place Article: Human augmentation – a
7B Emphasise opinions about the
digital age Cleft sentences Nouns with suffixes: society and
relationships
Intonation in cleft structures Radio show: From my bookshelf Article: Loneliness and temperature Talking about what you read online
Explaining how you would overcome a hypothetical problem
their opinions of their colleagues Proposal: A team-building programme Ordering the personality attributes of an effective team member ProposalsLinking: highlighting and
giving examples
Review and extension More practice WORDPOWER
self-Unit 8 Body and health
Getting started Talk about physical activity in old age
8A Describe sleeping habits
and routines Gerunds and infinitives Sleep Stress in fixed expressions Radio interview with a sleep researcherRadio phone-in programme about
a segmented sleep pattern
8B Talk about lifestyles and
life expectancy Conditionals Ageing and health Pitch: extra information BBC interview: Living on a calorie-restricted diet Article: Anti-ageing treatments
Interview: We don’t have to get sick
as we get older
Discussing anti-ageing treatmentsPresenting your views on health and ageing issues
8C Negotiate the price of a product
Unit Progress Test
you eat out Promotional materialUsing persuasive language
Review and extension More practice WORDPOWER and
Unit 9 Cities
Getting started Talk about an obstacle to urban development
9A Talk about city life and
urban space Reflexive and reciprocal pronouns Verbs with re- Sound and spelling: re- Podcast: New ideas for ‘smart cities’ Article: If you want to get close to
nature, head into the city
Fact file: Biophilic cities
Sharing information about initiatives
to improve citiesPresenting ideas for ‘smarter’ cities
9B Describe architecture
and buildings Ellipsis and substitution Describing buildings Word stress Conversation: Tourist attractions Article: Kazuyo Sejima: Passion
of a derelict building
community in New Zealand compared to life in a city
Essay: Urban migration Discussing rural and urban living Discussion essay
Linking: reason and result
Review and extension More practice WORDPOWER build
Unit 10 Occasions
Getting started Talk about an unusual wedding
10A Give a presentation or
a speech Regret and criticism structures Communication verbs Word groups and main stress Three monologues about giving a presentation Article: Don’t be boring! Discussing what makes a good presentation
Giving a one-minute speech: Learning from
my mistakes
10B Talk about superstitions
and rituals Passive reporting verbs Superstitions, customs and beliefs Consonant clusters Radio interview: Superstitions in sport Article: The game before the game Discussing superstitions, customs and
beliefs; Talk about rituals you or people you know have
10C Take turns in more formal
10D Write a film review Four monologues about how
people use reviews Two film reviews: Knives Out Discussing how much reviews influence
your choices Film reviewsConcise description
Review and extension More practice WORDPOWER luck and chance
Communication Plus p 127 Grammar Focus p 138 Vocabulary Focus p 158 Writing focus p 169 Verb patterns p 176 Phonemic symbols p 177 Irregular verbs p 177
Student’s Book Scope and Sequence
Unit 6 Perspectives
Getting started Talk about the impact of 3D street art
6A Describe photos and hobbies Simple and continuous
verbs Adjectives: describing images Interview with an amateur photographer Article: Lessons Elliott Erwitt has
taught me about street photography
Discussing photography skillsTalking about your favourite photos
6B Tell a descriptive narrative Participle clauses Emotions Main stress and emphatic
stress (adverbs and adjectives) News report: The conclusion of the story of the suspicious encounter Blog post and email: Two views of a suspicious encounter Discussing fi rst impressionsTelling a personal story The fi rst part of a short story
Application email Talking about volunteer work in your local area Application emails; Giving a positive impression
Review and extension More practice WORDPOWERIdioms: Feelings
Unit 7 Connections
Getting started Talk about technology in the classroom
7A Speculate about inventions and
technology Speculation and deduction Compound adjectives Main stress: compound adjectives Three monologues: Inventions that would make the world a better place Article: Human augmentation – a
7B Emphasise opinions about the
digital age Cleft sentences Nouns with suffi xes: society and
relationships
Intonation in cleft structures Radio show: From my bookshelf Article: Loneliness and temperature Talking about what you read online
Explaining how you would overcome a hypothetical problem
their opinions of their colleagues Proposal: A team-building programme Ordering the personality attributes of an effective team member ProposalsLinking: highlighting and
giving examples
Review and extension More practice WORDPOWER
self-Unit 8 Body and health
Getting started Talk about physical activity in old age
8A Describe sleeping habits
and routines Gerunds and infi nitives Sleep Stress in fi xed expressions Radio interview with a sleep researcherRadio phone-in programme about
a segmented sleep pattern
8B Talk about lifestyles and
life expectancy Conditionals Ageing and health Pitch: extra information BBC interview: Living on a calorie-restricted diet Article: Anti-ageing treatments
Interview: We don’t have to get sick
as we get older
Discussing anti-ageing treatmentsPresenting your views on health and ageing issues
8C Negotiate the price of a product
Unit Progress Test
you eat out Promotional materialUsing persuasive language
Review and extension More practice WORDPOWERand
Unit 9 Cities
Getting started Talk about an obstacle to urban development
9A Talk about city life and
urban space Refl exive and reciprocal pronouns Verbs with re- Sound and spelling: re- Podcast: New ideas for ‘smart cities’ Article: If you want to get close to
nature, head into the city
Fact fi le: Biophilic cities
Sharing information about initiatives
to improve citiesPresenting ideas for ‘smarter’ cities
9B Describe architecture
and buildings Ellipsis and substitution Describing buildings Word stress Conversation: Tourist attractions Article: Kazuyo Sejima: Passion
of a derelict building
community in New Zealand compared to life in a city
Essay: Urban migration Discussing rural and urban living Discussion essay
Linking: reason and result
Review and extension More practice WORDPOWERbuild
Unit 10 Occasions
Getting started Talk about an unusual wedding
10A Give a presentation or
a speech Regret and criticism structures Communication verbs Word groups and main stress Three monologues about giving a presentation Article: Don’t be boring! Discussing what makes a good presentation
Giving a one-minute speech: Learning from
my mistakes
10B Talk about superstitions
and rituals Passive reporting verbs Superstitions, customs and beliefs Consonant clusters Radio interview: Superstitions in sport Article: The game before the game Discussing superstitions, customs and
beliefs; Talk about rituals you or people you know have
10C Take turns in more formal
10D Write a fi lm review Four monologues about how
people use reviews Two fi lm reviews: Knives Out Discussing how much reviews infl uence
your choices Film reviewsConcise description
Review and extension More practice WORDPOWERluck and chance
Communication Plus p 127 Grammar Focus p 138 Vocabulary Focus p 158 Writing focus p 169 Verb patterns p 176 Phonemic symbols p 177 Irregular verbs p 177
Trang 33Lesson and objective Grammar Vocabulary Pronunciation Everyday English Listening Reading Speaking Writing
Unit 6 Perspectives
Getting started Talk about the impact of 3D street art
6A Describe photos and hobbies Simple and continuous
verbs Adjectives: describing images Interview with an amateur photographer Article: Lessons Elliott Erwitt has
taught me about street photography
Discussing photography skillsTalking about your favourite photos
6B Tell a descriptive narrative Participle clauses Emotions Main stress and emphatic
stress (adverbs and adjectives) News report: The conclusion of the story of the suspicious encounter Blog post and email: Two views of a suspicious encounter Discussing first impressionsTelling a personal story The first part of a short story
Application email Talking about volunteer work in your local area Application emails; Giving a positive impression
Review and extension More practice WORDPOWER Idioms: Feelings
Unit 7 Connections
Getting started Talk about technology in the classroom
7A Speculate about inventions and
technology Speculation and deduction Compound adjectives Main stress: compound adjectives Three monologues: Inventions that would make the world a better place Article: Human augmentation – a
7B Emphasise opinions about the
digital age Cleft sentences Nouns with suffixes: society and
relationships
Intonation in cleft structures Radio show: From my bookshelf Article: Loneliness and temperature Talking about what you read online
Explaining how you would overcome a hypothetical problem
their opinions of their colleagues Proposal: A team-building programme Ordering the personality attributes of an effective team member ProposalsLinking: highlighting and
giving examples
Review and extension More practice WORDPOWER
self-Unit 8 Body and health
Getting started Talk about physical activity in old age
8A Describe sleeping habits
and routines Gerunds and infinitives Sleep Stress in fixed expressions Radio interview with a sleep researcherRadio phone-in programme about
a segmented sleep pattern
8B Talk about lifestyles and
life expectancy Conditionals Ageing and health Pitch: extra information BBC interview: Living on a calorie-restricted diet Article: Anti-ageing treatments
Interview: We don’t have to get sick
as we get older
Discussing anti-ageing treatmentsPresenting your views on health and ageing issues
8C Negotiate the price of a product
Unit Progress Test
you eat out Promotional materialUsing persuasive language
Review and extension More practice WORDPOWER and
Unit 9 Cities
Getting started Talk about an obstacle to urban development
9A Talk about city life and
urban space Reflexive and reciprocal pronouns Verbs with re- Sound and spelling: re- Podcast: New ideas for ‘smart cities’ Article: If you want to get close to
nature, head into the city
Fact file: Biophilic cities
Sharing information about initiatives
to improve citiesPresenting ideas for ‘smarter’ cities
9B Describe architecture
and buildings Ellipsis and substitution Describing buildings Word stress Conversation: Tourist attractions Article: Kazuyo Sejima: Passion
of a derelict building
community in New Zealand compared to life in a city
Essay: Urban migration Discussing rural and urban living Discussion essay
Linking: reason and result
Review and extension More practice WORDPOWER build
Unit 10 Occasions
Getting started Talk about an unusual wedding
10A Give a presentation or
a speech Regret and criticism structures Communication verbs Word groups and main stress Three monologues about giving a presentation Article: Don’t be boring! Discussing what makes a good presentation
Giving a one-minute speech: Learning from
my mistakes
10B Talk about superstitions
and rituals Passive reporting verbs Superstitions, customs and beliefs Consonant clusters Radio interview: Superstitions in sport Article: The game before the game Discussing superstitions, customs and
beliefs; Talk about rituals you or people you know have
10C Take turns in more formal
10D Write a film review Four monologues about how
people use reviews Two film reviews: Knives Out Discussing how much reviews influence
your choices Film reviewsConcise description
Review and extension More practice WORDPOWER luck and chance
Communication Plus p 127 Grammar Focus p 138 Vocabulary Focus p 158 Writing focus p 169 Verb patterns p 176 Phonemic symbols p 177 Irregular verbs p 177
Student’s Book Scope and Sequence
Unit 6 Perspectives
Getting started Talk about the impact of 3D street art
6A Describe photos and hobbies Simple and continuous
verbs Adjectives: describing images Interview with an amateur photographer Article: Lessons Elliott Erwitt has
taught me about street photography
Discussing photography skillsTalking about your favourite photos
6B Tell a descriptive narrative Participle clauses Emotions Main stress and emphatic
stress (adverbs and adjectives) News report: The conclusion of the story of the suspicious encounter Blog post and email: Two views of a suspicious encounter Discussing fi rst impressionsTelling a personal story The fi rst part of a short story
Application email Talking about volunteer work in your local area Application emails; Giving a positive impression
Review and extension More practice WORDPOWERIdioms: Feelings
Unit 7 Connections
Getting started Talk about technology in the classroom
7A Speculate about inventions and
technology Speculation and deduction Compound adjectives Main stress: compound adjectives Three monologues: Inventions that would make the world a better place Article: Human augmentation – a
7B Emphasise opinions about the
digital age Cleft sentences Nouns with suffi xes: society and
relationships
Intonation in cleft structures Radio show: From my bookshelf Article: Loneliness and temperature Talking about what you read online
Explaining how you would overcome a hypothetical problem
their opinions of their colleagues Proposal: A team-building programme Ordering the personality attributes of an effective team member ProposalsLinking: highlighting and
giving examples
Review and extension More practice WORDPOWER
self-Unit 8 Body and health
Getting started Talk about physical activity in old age
8A Describe sleeping habits
and routines Gerunds and infi nitives Sleep Stress in fi xed expressions Radio interview with a sleep researcherRadio phone-in programme about
a segmented sleep pattern
8B Talk about lifestyles and
life expectancy Conditionals Ageing and health Pitch: extra information BBC interview: Living on a calorie-restricted diet Article: Anti-ageing treatments
Interview: We don’t have to get sick
as we get older
Discussing anti-ageing treatmentsPresenting your views on health and ageing issues
8C Negotiate the price of a product
Unit Progress Test
you eat out Promotional materialUsing persuasive language
Review and extension More practice WORDPOWERand
Unit 9 Cities
Getting started Talk about an obstacle to urban development
9A Talk about city life and
urban space Refl exive and reciprocal pronouns Verbs with re- Sound and spelling: re- Podcast: New ideas for ‘smart cities’ Article: If you want to get close to
nature, head into the city
Fact fi le: Biophilic cities
Sharing information about initiatives
to improve citiesPresenting ideas for ‘smarter’ cities
9B Describe architecture
and buildings Ellipsis and substitution Describing buildings Word stress Conversation: Tourist attractions Article: Kazuyo Sejima: Passion
of a derelict building
community in New Zealand compared to life in a city
Essay: Urban migration Discussing rural and urban living Discussion essay
Linking: reason and result
Review and extension More practice WORDPOWERbuild
Unit 10 Occasions
Getting started Talk about an unusual wedding
10A Give a presentation or
a speech Regret and criticism structures Communication verbs Word groups and main stress Three monologues about giving a presentation Article: Don’t be boring! Discussing what makes a good presentation
Giving a one-minute speech: Learning from
my mistakes
10B Talk about superstitions
and rituals Passive reporting verbs Superstitions, customs and beliefs Consonant clusters Radio interview: Superstitions in sport Article: The game before the game Discussing superstitions, customs and
beliefs; Talk about rituals you or people you know have
10C Take turns in more formal
10D Write a fi lm review Four monologues about how
people use reviews Two fi lm reviews: Knives Out Discussing how much reviews infl uence
your choices Film reviewsConcise description
Review and extension More practice WORDPOWERluck and chance
Communication Plus p 127 Grammar Focus p 138 Vocabulary Focus p 158 Writing focus p 169 Verb patterns p 176 Phonemic symbols p 177 Irregular verbs p 177
Trang 34UNIT OBJECTIVES
At the end of this unit, students will be able to:
understand and summarise details, attitudes and opinions in an article about language learning experiences and how the English language is changing
follow broadcasts and lectures about language acquisition and English
as a global language, and note and summarise details and attitudes understand details, allusions and jokes in idiomatic conversations between colleagues
use lexis accurately and appropriately to discuss and describe their own learning experiences, factors in language learning, changes and unique language features
use a range of expressions in interaction and descriptions to express themselves in an inexact way when appropriate
express opinions in a web forum post clearly and respond to the opinions of others with an awareness of register and the emotional impact of their choice of lexis
UNIT OBJECTIVES
UNIT CONTENTS
G GRAMMAR
Adverbs and adverbial phrases (types and position)
The perfect aspect (for complete and incomplete states
and actions)
V VOCABULARY
Language learning (Verb phrases): acquire a (new/second)
language, attain (a level/degree of competence), brush up
on (my Arabic), get accustomed to sth, get rusty, get to grips
with sth, grasp new ideas, have an ear for (languages), hold
a conversation, immerse yourself in sth, keep at sth, pick up
(phrases), put sth into practice, struggle with sth
Noun forms: acquisition, capability, competence,
dedication, discipline, distraction, exposure, insight,
interaction, interference, limitation, literacy, mentality,
motivation, necessity, prestige, reluctance
Describing changes: barely perceptible, clearly on the
increase, grow substantially, (not) be noticeable, on the way
out, ongoing, see a rapid rise, a steady shift over time, subtle,
take hold
Language in context: Expressing meaning; Irony and
understatement
Wordpower: Idioms: Body parts: be a safe pair of hands, be
head and shoulders above sb, bite your tongue, fight tooth
and nail, have a nose for, lose your head, stick your neck out
Books closed Ask students to write a sentence about one thing
they did yesterday, e.g., I downloaded an app for my sister Tell
students to draw a maximum of three symbols or pictures to
represent their sentence Put students into pairs to look at each
other’s drawings and ‘translate’ them into a sentence Ask the
class how effective this system of communication is and how it
could be improved
a Ask students what animal this is (a bonobo /ˈbɒnəbeʊ/ – a small, intelligent African ape with black
or brown fur, similar to a chimpanzee) Do the questions
as a class If you wish, give students information from the Culture Notes below
CULTURE NOTES
This photo shows the scientist Dr Sue Savage-Rumbaugh instructing Kanzi, a bonobo, to make a campfire, by using pictures Kanzi then collects firewood, arranges the sticks in
a pile and lights them Then he sets up a grill over his fire and cooks burgers and marshmallows over it, using a frying pan We share 99.5% of our genes with bonobos Dr Savage-Rumbaugh argues our differences are mainly cultural
b Pre-teach converse (have a conversation with
someone) Put students into groups to discuss the questions If students need encouragement, prompt them with ideas from the Possible answers below Take feedback as a class
Possible answers
1 sport, e.g., a jockey and horse; disabled people and service
dogs; owners and pets
2 primates generally, dolphins and whales, dogs, parrots
EXTRA ACTIVITY
Play Pictionary Whisper a word to one student The student has
to draw a picture representing that word on the board for the other students to guess Students cannot speak, use gestures or write words on the board Students take turns to draw the word
you tell them Start with easier words to illustrate, e.g., furniture,
run, and then give more abstract words, e.g., problem, law
Trang 351 A I THOUGHT I
COULD PICK UP ITALIAN BY EAR
At the end of this lesson, students will be able to:
• read and understand an article about why and how different people learn languages
• use adverbs and adverbial phrases in their correct positions in a sentence
• use a lexical set related to language learning
• understand a podcast with an interview with someone that had a bilingual upbringing
• form nouns from adjectives and/or verbs in the same word family
OPTIONAL LEAD-IN
Books closed Use a ‘live listening’ to give students a chance to
find out about you and introduce the topic of the lesson Write or
project the statements from 1a on the board and give students
time to read them Explain to students that you are going to tell
them about your own language learning experience(s) and that
you want them to decide which of the statements they think
you might agree with Talk for about three minutes about your
experience(s), making sure you cover one or two of the areas in
the statements, e.g., I moved here to Italy four years ago and so
I was able to immerse myself in the language every time I went
out in the street However, I really struggled with … Put students
into small groups to compare what they understood and decide
which statements you might agree with Check answers as
a class
1 READING
a Ask students to read the statements and think
about whether they agree with them Put students into
pairs or small groups to discuss their opinions before
discussing their ideas as a class
b Students read the article and decide which statements in
1a Scott Fletcher would agree with Encourage students
to guess the meaning of the words in the Vocabulary
support box if they ask about them Help with meanings
if necessary They then compare their ideas in pairs
Take feedback as a class and ask students to share the
reasons for their answers, e.g., Scott Fletcher says, ‘I
packed one of those “teach yourself Italian” books in my
luggage’ so I think he must agree with statement 2.
Possible answers
1 He might agree and disagree Matteo’s feedback was negative,
but speaking with the woman on the train was positive
2 Agree He talks about needing to memorise language
3 Agree He talks about feeling less self-conscious
4 Disagree He tried to just acquire Italian, but that wasn’t
successful, and he needed to use grammar books
5 Probably agree He doesn’t state this, but he quickly made
friends with Italians and seems to want to be able to
communicate with them in Italian
6 Disagree He downloaded an app but it was hard work and he
helps solve a problem
self-conscious – too aware of what other people are thinking
about you and your appearance
c Tell students to read the article again in detail and encourage them to guess the meaning of any new words from the context In pairs, students discuss the questions Take feedback as a class and encourage students to justify their answers to questions 1–3 as far as possible using extracts from the article Finally, ask them which situation they relate to most and why
2 GRAMMAR Adverbs and adverbial phrases
a Individually, students add the highlighted adverbials
from the article to the lists Check answers as a class
Answers
1 Comment: basically, somehow
2 Degree: sort of, enormously
3 Manner: fluently, by ear, properly, on my own, well, gradually
4 Time: at the time, to begin with, after three months, a few weeks after that, suddenly
5 Frequency: all the time, more often than not
b Talk about the first adverbial with the class Elicit that
it can be used either at the front of the sentence or at
the end, but not in the middle Ask students: Does the meaning of ‘in the end’ change depending on the position
in the sentence? (No, it doesn’t.) In pairs, students then
discuss the other adverbials Check answers as a class, feeding in the additional information in the Language notes below as appropriate
Trang 36FAST FINISHERS
Ask fast finishers to look at the five categories of adverbials on
SB p 9 (comment, degree, manner, time, frequency) and the sentences in Grammar Focus Exercises a and b and find at least one example for each category of adverbial, e.g.,:
comment: Presumably, your wife …
degree: Some of the theories are simply ridiculous.
manner: The secretary put the phone down abruptly.
time: I had had a nasty feeling beforehand.
frequency: … the origins of language will always fascinate us
d Books closed Read out the first speech bubble in 2d and ask students to imagine what you might be talking
about, e.g., salsa dancing, playing tennis Then read out
the second speech bubble and ask students to refine their
ideas, e.g., Well, it can’t be salsa dancing, but it could be playing tennis Finally, read the last speech bubble and elicit their ideas, e.g., It must be playing golf! Ask students: Can you remember which adverbials I used? (obviously, properly, extremely) Books open Give students a few
minutes to work individually and think of an experience
to talk about Help with vocabulary as necessary
e Students work in pairs to describe the activity without naming it Stress that students should not tell their partners what skill they are talking about Students take turns to tell each other about their experience and try to guess what skill their partner is talking about
LOA TIP MONITORING
• Be careful not to interfere with pair or group work as you monitor Students may want to ask you questions if you stand in front of them, which will stop their interaction
• Do not join in the discussion to prompt, give your personal reaction or correct errors Let students speak and give feedback after the activity
• Discourage students from appealing to you during the activity by not making eye contact with them as you monitor
• It is worth explaining these ‘rules’ of pair/group work in your first lesson and repeating them when you set up tasks like this
EXTRA ACTIVITY
Choose an activity you do or a skill you have, but don’t tell
students what it is, e.g., playing the piano Say a sentence about the activity using an adverbial, e.g., This is something I do fairly
well Elicit what type of adverbial you have used (manner) and
ideas of what you might be talking about, but don’t confirm the answer yet Using a variety of adverbials from the lesson and Grammar Focus 1A, continue saying sentences until you have
given students five in total, e.g., Usually, I do this in the evenings
and on Sunday mornings (frequency) Every Thursday afternoon
I have a 20-minute lesson to help me do this better (time) The people in the flat below get very annoyed if I play late at night
(degree) Apparently, my great-grandmother was an excellent
player and gave concerts (comment) After each sentence,
students identify the type of adverbial used and guess what you are talking about After five sentences, tell students what the activity or skill is if they haven’t already guessed In pairs or small groups, students then make up sentences of their own and repeat the activity
LANGUAGE NOTES
Some adverbials have different meanings in different positions
In the examples in 2b, the following adverbials change
meanings:
indicates that you consider what you are about to say
obvious, e.g., Clearly, you need to learn French if you want
to live in France It can also be used at the end to mean that
something is (not) easy to understand, e.g., The connection’s
terrible, could you speak more clearly?
indicates that you consider what you are about to say totally
normal and unsurprising, e.g., Naturally, he failed the exam
− he hadn’t done any work! It can also be used at the end to
mean that something is done in a normal way, e.g., Relax and
try to behave naturally.
Grammar Focus 1A on SB p 138 Play the recording
where indicated and ask students to listen and repeat
Students then complete the exercises Check answers as a
class, making sure students are pronouncing the adverbs
and adverbial phrases correctly Tell students to go back
6 Beforehand, I / feeling beforehand
7 Certainly, that was the best / certainly the best
6 … dramatically increased / … increased in size dramatically
, a great deal more intelligent
7 unfortunately for other animals
8 Undoubtedly, group behaviour, absolutely essential
9 We probably won’t ever know …
10 … always fascinate …
CAREFUL!
The most common student mistake with adverbials is word
order error, particularly after the verbs be and have, e.g., The
third day of our trip wasn’t very good also (Correct form = … our
for students to place the adverbial too late in the sentence, e.g.,
You can find easily an English-language newspaper to read at the
of manner placed before the correct verb)
Trang 37K No, I was born in the UK We moved
to Brazil when I was about two years old But my multilingual – or I should say at that stage – bilingual education had already got underway Right from the beginning, my mother spoke to me only in Russian and my father only
in English So I got exposure to both languages right from the beginning
J So does your mother not speak English very well?
K Oh, no, she speaks English exceptionally well – she’s more
or less bilingual herself But she wanted her children to be bilingual too, so she worked very hard to give me as much exposure
to the language as possible
J And does your father speak Russian?
K Hmm … he gets by He understands more than he can say So it’s not like my mother and I could keep any secrets from him!
J Did you get confused switching between the two languages?
K I have no idea I mean, I was so young, I wasn’t even conscious of there being two languages I just knew that I communicated with
my father in one way and then with my mother in another way
J But what language did your parents speak to each other?
K They used English But my mother never used English with
me
J And then Portuguese?
K Yeah, well that just got added into the mix when we moved to Brazil My parents had a Brazilian babysitter for me, and I went to
a nursery school there, so I must have worked out that if I wanted
to communicate, I had to use Portuguese It was a necessity
J So you just picked it up?
K Again, I don’t really remember this, but my parents tell me I did
J And you weren’t confused?
K I have a vague memory of getting frustrated sometimes
at nursery school, which was probably because of language
J And you didn’t lose any English
or Russian?
K Not really, no I mean, it just kind of worked out this way – English with Dad, Russian with Mama and Portuguese with friends Oh, and at school
J And what about reading and writing in English and Russian?
K Well, my parents were teachers themselves, so they taught
me to read and write in both languages at home They were both great at reading stories aloud to me I loved that, and I wanted to be able to read the stories myself, so that gave me great motivation to learn to read
J Then you moved back to the UK?
K That’s right When I was ten So
I had to fit into a whole different education system That was hard
J One of the criticisms people have of this kind of upbringing
is that it slows down cognitive development, so there’s a reluctance on the part of some parents to let their children learn a second language Do you agree with that?
K Not really Sure, when I came back to England it was hard work, and it took me about a year to sort of catch up But I think that was more about the difference in education systems and culture than it was about language
J A lot of studies say that bilingual students actually do better at school
K Well, I don’t want to brag too much, but my marks were always pretty good! But I’ve also noticed – especially when I was
at university – I’m usually able
to focus on a task really well
My classmates would be fooling around and getting distracted, but that never happened to me And my memory’s quite good –
I find it very easy to remember information But, then, I’m just one person
J True, but the research on bilingual people pretty much backs up what you’re saying It also mentions good problem-solving skills
J Did knowing other languages help?
K Definitely It’s a very different language from the ones I already knew, but I found I made much faster progress than everyone else in my class And my motivation was much higher It’s like there’s a part of my brain that gets real pleasure from engaging with another language
J And Spanish?
3 VOCABULARY Language learning
a Individually, students match the underlined parts of the
article with the definitions Check answers as a class
Answers
1 c 2 d 3 a 4 b
phrases in Vocabulary Focus 1A on SB p 158 Play the
recording for students to check their answers to Exercise
a Monitor Exercise b and check answers as a class Tell
c Give students a few minutes to read the questions and
think of two more questions Monitor and point out
errors for students to self-correct
d Put students into pairs to ask and answer
the questions Give feedback as a class on any
answers students gave that their partner found
particularly interesting
4 LISTENING
a Discuss the questions as a class and encourage
students to justify their answers
give them time to read through the sentences Play the
recording Students listen to the conversation for general
meaning and answer the questions about Katya Check
answers as a class
Answers
1 English, Russian, Portuguese, Spanish, Mandarin
2 Her father spoke to her in English, her mother in Russian, and
she picked up Portuguese by living in Brazil
3 Positive She believes it has helped her to study better and the
benefits are immeasurable
Audioscript
JOSH This is Josh Rowe for
Linguistically Speaking In today’s
podcast, we’re going to talk to
Katya Bandolin on what it’s like
to grow up bilingual Or in Katya’s
case – multilingual Did she
get confused? Did it affect her
learning overall? What effect has
it had on her life? Hello, Katya
J So for those of you in the
know, Katya speaks three
languages: English, Russian
and Portuguese
K And also Spanish and some
J Right So is that all?
K Isn’t it enough?
J It certainly is – it’s amazing
But I’d like to focus a bit on the first three languages I mentioned: English, Russian and Portuguese, because they were the languages you grew
up with Is that correct?
K Yeah, they were My situation was fairly unique My father is British, my mother is Russian, and I spent most of my childhood in Brazil
J Why Brazil?
K My parents were both teachers
at an international school in São Paulo
J So you were born in Brazil?
Trang 385 SPEAKING AND VOCABULARY Noun forms
the board including the gap but without the word in
brackets Point to the gap and ask: What kind of word
do we need here? (noun) Write expose on the board and ask: What kind of word is this? (verb) Then ask students
to change the adjective to the noun form and elicit the spelling Books open Students complete sentences 2–4 individually Play the recording for students to check Check spelling as a class
Answers
1 exposure 2 necessity 3 reluctance 4 motivation, pleasure
forms in Vocabulary Focus 1A on SB p 158 Check the
answers to Exercise d as a class and play the recording for students to complete the Pronunciation activity Read the Learning Tip with the class and monitor Exercise f Tell students to go back to SB p 10
Answers (Vocabulary Focus 1A SB p 158)
e 1 limitation, capability, mentality
2 dedication, limitation, motivation, necessity, capability mentality
3 the syllable before the suffix
EXTRA ACTIVITY
Books closed Play a ‘last one standing’ game with the class Tell students to stand up and explain that you are going to give them a word from the table in Exercise d on SB p 158 and a part of speech They have to change the word to the form you give them, spell the word correctly and use it in an example sentence The first student who is ready to do that knocks on the table and has to answer immediately Any student who does not answer immediately or makes any mistakes is eliminated and
sits down Give students an example, e.g., necessary − noun Ask
the first student who knocks on the table to give you the noun
form (necessity), the correct spelling and an example sentence with the word, e.g., Doing your homework is an absolute
necessity if you want to learn a language When you are sure
students have understood the activity, play the game Continue the game using words from the table on SB p 158 until only one student is left standing and is declared the winner
HOMEWORK ACTIVITY
Ask students to follow the advice given in the Learning Tip and record the vocabulary in Exercises d and f on SB p. 158 according to their suffixes
K I lived in Spain for a year after
university Spanish is so similar
to Portuguese I picked it up in a
few months
J A few months?
K Yeah, more or less
J Your advice to anyone thinking
of raising their children bilingual?
K Don’t think twice It’s a real gift. It can be hard work sometimes for both the parent and the child, but the outcome – the benefits
it brings later in life – are immeasurable
LANGUAGE NOTES
Highlight that the interview portrays a character that is
multilingual and has been exposed to multiple languages and
cultures Remind students that even native speakers frequently
make mistakes when speaking and that there are a huge number
of variations in the kinds of English used around the world Point
out that it is an important skill for higher-level learners to be
able to deal with speakers who do not speak ‘perfect’ English
If students mention errors in recordings, e.g., speakers forming
sentences which are grammatically incorrect, ask them to
correct them
answer the questions, use the Vocabulary support box
to help with vocabulary if necessary Play the recording
again Students compare answers in pairs Check answers
8 False (She found she made good progress and was motivated
when she was learning Mandarin.)
VOCABULARY SUPPORT
add to the mix – to incorporate, like in a cake recipe
work sth out – to finally understand something or someone after
a lot of thought
work out − if a problem or difficult situation works out, it
gradually becomes better
cognitive development − development of thinking
brag − to talk with too much pride about something you have
done or something you own
back up (someone/something) − to give support
FAST FINISHERS
Ask fast finishers to think about the English language music and
media they currently engage with and discuss it with another
fast finisher Tell them to list their recommendations for other
students in the class
d Put students into small groups to discuss the
questions If students are interested and motivated by the
topic, extend this to a full-class discussion
Trang 391 B LANGUAGE HAS
BEEN CONSTANTLY EVOLVING
At the end of this lesson, students will be able to:
• talk about the meanings of words and how meanings evolve and change with time or distance
• understand a text about how the English language is changing and relate the content to specific examples
• describe changes, being precise in both the speed/ scale of the change and the register of the language
• use the perfect aspect correctly for completed actions and unfinished actions and states
• understand a fact file about unusual language features and suggest similar facts about their own language
OPTIONAL LEAD-IN
Books closed Write synonyms in a circle in the centre of the
board Then draw five lines off it and five smaller circles with
good, bad, angry, nice and pretty Put students into five groups
and assign each group one of the words Give them two minutes
to think of synonyms for their word, e.g., fine, wicked, cross,
pleasant, attractive Regroup students so that the new groups
have at least one person for each word Students copy and
complete the word web, telling each other their words and
suggesting additional ones In class feedback, ask five students
to come up to the board and complete the word web for each
of the five different words Point out and correct any spelling
mistakes Elicit and add any additional words to the word web
on the board
1 SPEAKING
a In small groups, students discuss the words and
what they mean Take feedback as a class but don’t
check the answers at this point
b In their groups, students decide when each word
was first used in English, giving reasons for their
decisions Again elicit students’ ideas as a class but don’t
check answers
details and check their answers to 1a and 1b They
then discuss the significance of the two pictures in their
groups Check answers as a class and use the Vocabulary
support box to help with vocabulary if necessary
Answers
1900s radio1910s environmentalism1920s spacecraft1930s babysitter1940s technophobe1950s brainwash1960s in-joke1970s Bollywood1980s ecotourism1990s blog2000s sudoku2010s selfiePhoto 1 shows the first known selfie, taken by Robert Cornelius in
1839, around 170 years before the word selfie was first used.
Photo 2 shows the first real spacecraft, Sputnik, launched in 1957, around 30 years after the word spacecraft was first used.
Audioscript
NARRATOR The word radio was first used in the 1900s, although of course
radios were invented long before that, in the 1820s, but they were
originally called wirelesses.
The word environmentalism was first used in the 1910s People began to
be concerned about pollution and wildlife towards the end of the 19th century, and in 1916 a National Park Service was set up in the USA to help protect wildlife
The word spacecraft, meaning any kind of spaceship or satellite, first
appeared in the 1920s, at about the same time that science fiction stories became popular in films and magazines However, the first real spacecraft,
the Russian Sputnik, wasn’t launched until 1957.
c Read through the factors with the class and elicit
a few ideas for each item from the students Then put
students into pairs and give them time to discuss each of
the factors in more detail Take feedback as a class
d Read about the first person together and ask students if
they know anyone who matches the description Then
elicit some pieces of advice for that person from the class
Suggest students choose the person who they think they
have the most advice for before they work individually and
write their pieces of advice Monitor and help as necessary
e Put students into pairs or small groups They then compare their ideas and make additional suggestions
if appropriate Finally, ask each pair to choose four suggestions to share with the class during feedback
ADDITIONAL MATERIAL
Workbook 1APhotocopiable activities: Grammar 1A, Vocabulary 1A
Documentary video Unit 1 Language Video worksheet Unit 1 Language
Trang 402 READING
a Students work individually, reading the text and
identifying the points the writer makes They then compare answers in pairs before checking answers as
a class Use the Vocabulary support box to help with vocabulary if necessary
something over a period of time
transcribe – record something written, spoken or played by
writing it down
b Give students time to read the questions and think about
their answers They then discuss their ideas in pairs before sharing their answers and ideas with the class
Answers
1 far-out; excellent
rad: extremely exciting or good wicked: excellent
awesome: extremely good
2 Students’ own answers
c Divide the class into pairs and assign A and B roles
In Communication Plus 1B, Student As read about language changes 1 and 2 on SB p. 127 and Student
Bs read about language changes 3 and 4 on SB p 131 They answer the question and prepare to explain how each heading represents the change described Monitor
to check students understand what they have to do and clarify any problems before the pairwork stage Tell students to go back to SB p 11
Answers
Student AThe first heading is a famous quote from Shakespeare highlighting
that to + infinitive is more old-fashioned, and the question
To be or not to be? suggests that there is an alternative to using
an infinitive
The second heading is an example of the use of the continuous
verb form with be that wouldn’t have sounded correct
150 years ago
Student B
The first heading uses Do you want to rather than the more formal
Would you like to
The second heading uses the get passive, which the text says is taking over from to be in passive structures.
d Put students into A/B pairs Students look at the sentences, discuss which sentences show the changes they read about and explain these changes to their partner Monitor and identify students who give good, clear explanations for each item and describe the change accurately Allow time for class feedback and ask these students to share their explanations with the class
People started talking about babysitters in the 1930s, and the word
technophobe, meaning someone who has a fear of technology, was first
used in the 1940s This was about the time when people started using
technology such as vacuum cleaners and washing machines in the home
Brainwashing is making people believe an idea by constantly telling them
it’s true This word was introduced in the 1950s And an in-joke – a joke that
is only understood by a particular social group – was first used in the 1960s
In the 1970s people first started talking about Bollywood – the Indian
film industry based in Bombay – in other words, the Bombay version
of Hollywood
The concept of ecotourism came in in the 1980s when the tourism industry
began to respond to the demand for tours which benefited, or at least did
not harm, the local ecosystem
The 1990s saw the invention of blogs – originally called web logs – as more
and more people became connected by the Internet And in the 2000s,
people all over the world started doing the Japanese puzzle, sudoku.
The word selfie was introduced in 2013, to describe photos people take
of themselves with their mobiles – although the first known selfie was
taken 170 years earlier by Robert Cornelius, who took a photo of himself
using a mirror in 1839
VOCABULARY SUPPORT
environmentalism − an interest in or the study of the environment,
in order to protect it from damage by human activities
spacecraft − a vehicle used for travel in space
technophobe − someone who dislikes new technology, especially
computers, and is not able to use it with confidence
brainwash – make someone believe something by repeatedly
telling them that it is true and preventing any other information
from reaching them
in-joke − a private joke that can only be understood by a limited
group of people who have a special knowledge of something that
is referred to in the joke
Bollywood − the centre of the Hindi film industry, based mainly in
the Indian city of Mumbai, which used to be called Bombay
ecotourism − the business of organising holidays to places of
natural beauty in a way that helps local people and does not
damage the environment
sudoku − a number game in which you have to write a number
between 1 and 9 in each small box of a 9x9 square
selfie – a photograph that you take of yourself, usually with a
mobile phone Selfies are often published using social media
d Write a new word that has recently come into the
English language on the board and elicit its meaning, e.g.,
hangry means hungry and angry Glamping is glamorous
camping (e.g., sleeping in air-conditioned cabins instead
of flimsy tents) Give students two minutes to discuss the
question in their groups and make a list Ask groups to
share with the class any interesting new words and add
them to the board
EXTRA ACTIVITY
Tell students that two new words that have recently come into
the English language are bikeable (meaning within distance of
a cycle ride) and hackable (meaning a computer system that
can be broken into) Elicit the meaning of the verb suffix -able
(= can be) and ask students to think of words they know with
this suffix, e.g., breakable, loveable Ask students to make up
five new words by adding -able to verbs and then check in a
dictionary to see if they exist Tell students that even if they
don’t exist, the meaning would be clear to native speakers as
-able is used creatively in speech.