ACADEMIC SKILLS PLUS

Applied linguistics: Early language acquisition

n i t
ULanguage 1
Listening skills: Identifying main ideas in a presentation
Speaking skills: Giving an introduction to a presentation

1 SPEAKING 3 PRONUNCIATION Stress and pausing

a Write these two expressions on the board: acquire a In pairs, students predict the stresses and pauses in the
a language, learn a language. Elicit students’ ideas on the two sentences. Suggest they read them aloud to each
difference in meaning. Check by asking if we acquire or other. Don’t check answers at this point.
learn our first language (acquire). In pairs, students discuss
and explain their ideas. Take feedback as a class.
b 1.2 Play the recording for students to listen and check.
You may need to play it two or three times. Check the
b Make a gesture that you know your students will answers as a class on the board. Highlight the fact that
understand. Ask What did I just make? Elicit gesture and syllables are stressed and not the whole word.
teach make a gesture. (Point to the gestures in the photos Answers
and ask what they mean. Picture 1 = peace sign; picture
(stresses underlined; || = pause)
2 = angry questioning.) In small groups, students ask and Since then || it’s generally been understood || that using sign
answer the questions. Take feedback as a class. If some language || helps a child’s first language development. || However ||
students know gestures from another culture, ask them to more recently || research has suggested || that this may not be the
demonstrate. case at all.

2 LISTENING 1 c In pairs, students discuss the statements and choose the

correct ones. Check the answers as a class.
a Students match the words in A to the words in B to make
Answers
a phrase. They then match this to the definitions i–v.
1, 3, 5
(If students need more support, ask them to guess which
words match and take feedback on this task before they
Suggested productive activity
match to the definitions.) Students compare answers. Take
Ask students to practise saying the two sentences in pairs.
feedback as a class.
They should try to copy the rhythm with correct stresses
Answers and pauses. Monitor and listen for a natural rhythm and
1c = iii  2e = i  3a = iv  4b = v  5d = ii correct students’ pronunciation as appropriate.

b You may wish to pre-teach the phrase carry out research STUDY SKILLS: RECOGNISING MAIN POINTS
(do research) (Example: Medical scientists are always In small groups, students discuss the questions. Take
carrying out research into cancer cures). In pairs, students feedback as a class and, if not mentioned, guide students to
read the words and discuss their ideas. Take feedback the ideas below.
from two or three pairs.
Suggested answers
c 1.1 Play the recording for students to listen and check.
1 Pay particular attention when the speaker places extra
They then compare their understanding. Take feedback
emphasis on words and pauses between – this is likely to be a
as a class from two or three pairs on how close their key point
predictions were. 2 Give extra emphasis to key points and pause between them to
give listeners the chance to process the information
d In pairs, students try to remember the correct order of the
notes. Don’t check answers at this point.
e 1.1 Play the recording for students to listen and check.
They then compare their answers in pairs. Take feedback
from the class. Write the answers on the board.
Answers
3, 5, 1, 4, 6, 2

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 Unit 1

4 LISTENING 2 6 LISTENING 3
a 1.3 You may wish to pre-teach the verb refer to (to a 1.5 Individually students read the points. Play the
talk/write about something briefly) (Example: During the recording and students match the points to the three
lecture, she referred to two current research projects, but extracts. Students compare their answers in pairs and then
she didn’t explain them in detail.) Individually, students take feedback as a class.
read the three sentences. Play the recording and students Answers
check their answer in pairs.
1 B  2 C  3 A
Answer
2 b 1.5 Individually, students read the sentences. Play the
recording again. If students need more support, play the
b 1.3 Individually, students read the gapped notes. Play recording one more time. Students compare answers and
the recording again for students to make notes. You may then take feedback as a class.
need to play the recording another time. In pairs, students Answers
compare their notes. Take feedback as a class and write
1 F  2 T  3 T
the answers on the board.
Answers c Critical thinking: Generalising ideas
1 child sign language
2 in the UK
Individually, give students time to think of answers
3 a particular country and, if necessary, make notes. In small groups, students
4 using sign language discuss the questions. Take feedback as a class and accept
different ideas. Guide students to the suggested answers if
these points are not mentioned.
5 L ANGUAGE FOCUS Presentation Suggested answers
introductions Parents: talk to the child as much as possible – creates a rich
language environment; use real words in response to the child’s
a In pairs, students try to remember the expressions the baby talk – gives child real examples of language; don’t correct
lecturer used. Don’t check the answers at this point. what the child says, but repeat a more complete/correct version
b 1.4 Play the recording for students to write down what back – correction can perhaps limit child’s creativity with language
Other children: gets children to play with each other – give
they hear. Pause the recording between each sentence.
opportunities for them to play and interact with other children –
Students compare their answers and then take feedback to encourages them to use language to communicate with each other
the board. Family: encourage everyone in the family to talk to the child – child
Answers sees language as something used by everyone, not just between
1 I’d like to begin by looking at exactly him/her and parents – adds to the language environment
2 I’m going to talk Reading: read stories to the child – stories (often with colourful
3 I’ll refer to picture books) create interest/entertainment for a child – child
4 My main objective in the presentation is to see associates with something fun
Other ideas: enjoy songs together with a child – like stories this is
fun and helps a child to understand the ‘music’ of a language, e.g.
c In pairs, students discuss the questions. Take feedback as
English stress and intonation; avoid TV and computer games –
a class. Point out that the three expressions, I’d like to, I’m
they don’t interact with children in the same way a person does
going to and I’ll, are fixed and interchangeable.
Answers
1 expression 4 – it introduces the aim of the presentation and not
7 SPEAKING
the content a In pairs, students choose three of the topics, think
2 future
of an objective for the presentation and make a plan. Tell
students to make notes and that both students in each
d Individually, students use the notes to write sentences – pair will need a copy of the notes. Don’t allow students to
remind them that different answers are possible. Monitor
write full sentences. Monitor and help with language, if
and help with language if necessary
necessary.
e In pairs, students compare answers. Monitor and help
b Put students in new pairs. They give their
as necessary. Take feedback as a class to the board. Write
presentation introduction to each other. Remind them to
just one expression for each example, but remind students
use the expressions from the Language Focus. Monitor
the other expressions are also correct.
and make sure students are using the expressions. When
Answers both students have finished, they can discuss the different
1 
I’d like to / I’m going to / I’ll begin by explaining different points they talked about and whether their objectives
examples of second language learning for children. were similar or not. Take feedback as a class on some
2 
I’d like to / I’m going to / I’ll talk about a good age for children to similarities and differences between the introductions.
start learning a second language. Give feedback on language you heard when monitoring –
3 
I’d also like to / I’m also going to / I’ll also refer to the most
both good examples and errors.
beneficial way for children to learn.
4 
My main objective is to show it’s useful for children to learn a
second language.

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 Unit 1

Unit 1 Audioscripts
1.1 Exercises 2 c & e 1.5 Exercises 6 a & b
Lecturer Extract A
Good afternoon, everyone. I’d like to start my presentation with a kind of So, it’s interesting to think about Italy because Italians are famous for using
short history of the topic. In the early eighties, an American doctor and child gestures all the time when they speak. And studies show that Italian parents
development expert by the name of Joseph Garcia started working with usually use gestures when they speak to their children. Basically, it’s a kind of
deaf people and learnt how to use sign language and he noticed that when sign language. So, this should mean that Italian children learn to speak more
a deaf couple had a child, their baby learnt how to use sign language – and quickly than children in other countries, but they don’t.
the child learnt really quickly. Some babies were able to use it even before Extract B
they learnt how to talk. Dr Garcia wondered how sign language would affect In general, baby sign language is when parents use facial expressions and
babies with hearing parents and so he looked for any research that had been hand gestures as they speak to a baby. The signs they use in some way show
carried out on this topic. the meaning of what they are saying. Many experts on baby sign language
So, he found that there was plenty of research on families with deaf parents say that parents can make up their own signs for their children. But some
or deaf children, but very little on the use of sign language in hearing typical signs that are based on sign language are fairly easy to understand.
families, you know, when neither the parents nor the child was deaf. He then For example, with your finger you draw a smile over your mouth to signal the
conducted some of his own research with hearing families and came to the word ‘happy’.
conclusion that using a simple sign language meant that babies as young Extract C
as eight months can begin to communicate using gestures. Then in the mid- The objective of the research was to find out whether using sign language
nineties, he published a book explaining to parents how they could use sign with babies meant that they learnt to use spoken language more quickly.
language with their babies. Since then, it’s generally been understood that Researchers found out that the children in the group that were taught
using sign language helps a child’s first language development. However, both signs and language did learn some signs. However, their language
more recently, research has suggested that this may not be the case at all. development was no better than the children in the other two groups that
didn’t use sign language – they didn’t learn to speak any more quickly. As
1.2 Exercise 3b a result, these researchers concluded that using sign language with babies
Lecturer
doesn’t hurt or harm a baby’s language development in any way, but, at
Since then, it’s generally been understood that using sign language helps a
the same time, it doesn’t mean that your baby’s language development will
child’s first language development. However, more recently, research has
speed up in any way.
suggested that this may not be the case at all.
1.3 Exercises 4 a & b
Lecturer
So, I’d like to begin by looking at exactly what I mean by child sign language
because it’s a bit different from the kind of sign language that deaf people
use. It’s a bit simpler and the signs are things that most people could
understand. Then I’m going to talk about a research study that was done just
a few years ago in the UK and look at the results of that. Researchers looked
at the relationship between using sign language and a baby’s ability to learn
to speak. And finally, I’ll refer to a particular country and culture where using
gestures when you speak happens all the time. My main objective in the
presentation is to see if using sign language with babies is useful and then I’d
like to find out what you think about this topic.
1.4 Exercise 5b
1 So, I’d like to begin by looking at exactly what I mean by child sign
language because it’s a bit different from the kind of sign language that
deaf people use.
2 Then I’m going to talk about a research study that was done just a few
years ago in the UK and look at the results of that.
3 And finally, I’ll refer to a particular country and culture where using
gestures when you speak happens all the time.
4 My main objective in the presentation is to see if using sign language with
babies is useful and then I’d like to find out what you think about this topic.

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 ACADEMIC SKILLS PLUS
Business studies / Sociology: Workplace stress

n
UWork it 2
Reading skills: Main and supporting ideas; making notes
Writing skills: Topic sentences

1 SPEAKING 3 READING
a Give your own example of two or three things that a You may wish to pre-teach the words in the box.
cause you stress. Then, in pairs, students tell each other
their ideas. Take feedback as a class and ask for two or KEY VOCABULARY
three example answers. workplace (n) the place where people do their jobs, for
b Give students a minute to think of things that can example, an office, a restaurant, a factory, etc. (Example:
cause stress in the two situations. In small groups, students It’s important that employees have a workplace that is
share their ideas. Take feedback as a class and ask for safe.)
different answers. productive (adj) a person who is productive is able to do
and achieve a lot of things, especially at work (Example:
2 VOCABULARY Stress The workers in her team were very productive and
finished their project two days earlier than the other
a Individually, students read the sentences and answer the teams.)
question. They then compare in pairs. Check the answer as
a class. balance (n) a situation where things are equal (Example: In
his company, there is a balance between male and female
b If your class is strong, students can do b and c at the same employees.)
time. Individually, students sort the sentences into the
factor (n) a fact or a situation which has an effect on the
three groups then compare their answers in pairs. Check
the answers as a class on to the board. result of something (Example: Price is an important factor
when people are deciding what kind of car to buy.)
Answers
a 1, 3, 5 Ask students to read the paragraph summaries before they
b 2, 6 read the text. Give students two minutes to quickly read
c 4 the text. In pairs, students compare their answers. Check
the answers as a class. It would be useful to write the
c Individually, students decide the part of speech then complete sentence on the board (this will be helpful with
compare their answers in pairs. Take feedback as a class to the Study Skills task).
the board. Highlight that it is useful to study word families
when they look up words in the dictionary. Students can Answers
1) check whether the word has more than one meaning; 2) Paragraph 1 a
find out what changes can make different parts of speech. Paragraph 2 b
Paragraph 3 b
They can record this in their vocabulary notebooks.
Answers b Individually, students read the questions and read in detail
1 noun ​2 noun ​3 adjective ​4 verb ​5 adjective ​6 verb to find the answers in the text. Ask them to write notes
for their answers. In pairs, students compare answers.
d Individually, students write three sentences. Remind them Take feedback as a class to the board (this is useful for
that they should use a different meaning of stress in each the Study Skills task). If you have also written up the
sentence. Monitor and help with language. summaries in 3a, then organise the notes so that they
e In pairs, students compare their sentences. Monitor match the summaries (see the answer key to the Study
and help as necessary. Take feedback as a class and Skills on page 2).
write three to five different examples on the board. Elicit Answers
examples with different meanings and different parts of 1 work hard, use technology to work efficiently so they are
speech. productive
2 they feel stressed and technology sometimes adds to the
problem
3 it can make employees happier and more productive
4 workers may have problems outside work: family, health, money
worries
5 breaks for hot drinks and lunch, but also short, informal and
regular breaks
6 workers rest between jobs, they can reduce stress and help
workers become more productive

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 Unit 2

STUDY SKILLS: NOTETAKING FROM READING TEXTS e Individually, students match the sentence halves to make
In small groups, students discuss the questions. Take complete topic sentences. Students check their answers
feedback as a class and highlight the way in which the notes in pairs. Check answers as a class to the board (you only
relate to different paragraphs. When doing feedback on need to write up the numbers).
question 4, accept different suggestions and guide students Answers (exercises 4d and 4e)
to the ideas in the answer below.
main topic point of view
Answers 2 The physical work 6 have an important part to play in
1 Paragraph 1 (a) = notes from 1 and 2 environment and decreasing employee stress
Paragraph 2 (b) = notes from 3 and 4 employee workspaces
Paragraph 3 (b) = notes from 5 and 6 4 Keeping salary costs low 1 often means dissatisfied staff who
2 3a = main ideas; 3b = detailed points to increase profit are not productive
3 Putting together the summary and the notes result in good 7 Staff cuts as a result of 3 has often resulted in more work for
overall notes on the text on a paragraph-by-paragraph basis IT those employees who are left
4 When students read to make notes on a text, they can look for
8 Providing a free physical 5 can be an effective way for a
the main idea in each paragraph write this down and then read
fitness programme company to manage employee
for two or three details that support the main idea.
stress

4 LANGUAGE FOCUS Topic sentences f Critical thinking: Identifying point of view

a Write the first sentence of paragraph 1 on the board. Tell In small groups, students discuss the question. Take
students this is called the topic sentence and shows readers feedback from the class, listen to students’ ideas and guide
the main idea in the paragraph. Also tell them it is not them to understanding the suggested answer.
always the first sentence in a paragraph. Individually, Suggested answer
students look for the topic sentences in paragraphs 2 and No, in written academic English writers don’t usually say what their
3. Then, in pairs, they compare answers. Check answers as point of view is in a direct way. They don’t use language like in my
a class. opinion or I think/believe etc. In the example sentences, the point of
view of the writer is suggested – sometimes with an adjective and
Answers sometimes by describing some kind of result or outcome.
2 One solution to workplace stress is making sure staff have good
work-life balance. g Students read the paragraph then, in pairs, discuss what
3 Having short, informal breaks during the work day is one way
they think the main idea of the paragraph is. Students
that workplace stress can be reduced and employees can
write their topic sentence. Monitor and help with
become more productive.
language. Take feedback as a class and get two or three
b Show how the topic sentence in paragraph 1 can be example topic sentences. Write these up on the board
divided into two parts: the main topic and the point of and give feedback, for example, if you think something is
view (see the example in the table on the worksheet). In missing or if language needs correcting. Write up or show
pairs, students complete the table for the topic sentences the example answer so students can compare it to their
from paragraphs 2 and 3. own.

Answers Possible answer

Short breaks for employees can help the social environment of a
main topic point of view workplace which can then result in employees having a positive
2 One solution to is making sure staff have good work- attitude towards their work.
workplace stress life balance
4 Having short, informal is one way that workplace stress
breaks during the work can be reduced and employees can
day become more productive.

c In pairs, students discuss the ideas and decide if they are

good or bad. Take feedback as a class to the board.
Answers
1 G  2 B  3 G  4 B

d In pairs, students decide if the sentences halves are main

topics or points of view. (If you think students need more
support, you could do this as an open class activity on
the board.) Take feedback as a class, but don’t say which
halves go together (see table in 4e for answers).

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 Unit 2

5 WRITING 6 READING EXTENSION

a Tell students they are going to write a paragraph about This is an opportunity for students to read more extensively
work-life balance and free time, but tell them not to start about balancing different parts of their lives and is intended
writing immediately. In pairs, students read the notes and mainly for enjoyment and interest, using the tasks and
discuss how they can be expanded into sentences. Monitor questions to guide them in reading and to prompt reflection.
and help as necessary. When students have finished If you wish, you could give students the text and questions
discussing the notes, tell them to write the paragraph. to read at home, then discuss the answers in the following
Monitor and help with language. When most pairs have lesson.
finished, tell them to write a topic sentence for the
paragraph. This could go at the beginning or the end. Answers
a 1 b  2 c  3 a
Example answer b 1 This student is getting distracted from their study so needs to
(topic sentence in bold) create a study schedule.
It is easier to have a healthy work-life balance when an 2 This student is doing too much intensive study and needs
employee manages their free time well. These days a key to create a schedule that is based on their daily routine. The
part of a person’s free time that needs to be managed carefully schedule should have achievable study goals and include
is their use of technology. It is very easy for people to spend time some time for relaxation.
online or constantly checking their phones. However, this stops 3 This student sometimes needs to say ‘no’ to seeing family
them from connecting with family and friends. Time spent with members and concentrate a bit more on study.
people is usually more satisfying and relaxing. Good management 4 This student needs to get some exercise as well as studying.
of finances is also important because if a person uses their credit 5 This student may need to talk to a counsellor.
card too much they get into debt and this causes stress. Free time
is not enjoyable if someone is constantly worried about money. A
third area of free time that needs management is household tasks
such as cleaning, shopping, washing clothes. These are boring so
it helps if people living in the same house can share their tasks so
everyone has more quality free time. As a result, if an employee
wants to achieve a healthy work-life balance, they need to think
about these three key areas.

b Put students in two sets of pairs. They exchange their

paragraphs, read and note differences, and then give
feedback to each other. You may wish to show students
the example answer above so they can compare it to the
paragraphs they have written.

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 ACADEMIC SKILLS PLUS
Business studies: Family businesses

n it
UBusiness 3
Listening skills: Identifying different points of view; Recognising
turn-taking language
Speaking skills: Putting forward different points of view; Inviting
people to comment

1 SPEAKING d To introduce this, explain that students will hear the next
part of the discussion. Look through the problems together
a Look at the photo together and ask what it shows (a and ask students whether they think they are about the
village in Austria, a hotel by the lake). In pairs or small parents or the children in a family business. Don’t tell
groups, students read the text and discuss the questions. them the answer at this point as they will listen to check.
Take feedback as a class. You could write a list of plus
and minus points on the board. Prompt students to think
e 3.2 Play the recording. Then conduct feedback.
of well-known family business that have grown into Answers
successful companies, e.g. large department stores, well- 1 b  2 a  3 a  4 b
known brands of food.
f Critical thinking: Understanding at a deeper level
2 LISTENING The aim here is to encourage students to think more
a 3.1 To introduce this part, explain that students will carefully about what they hear, and understand precise
hear a group of students having a discussion about family meaning. In pairs or groups students discuss the questions.
businesses. Read through the questions, then play Part 1 If you wish, let them look up the word succession in
of the recording. Students check in pairs, then discuss the dictionaries or online. Then take feedback and write the
answers together. words succeed and succession on the board. Point out that
the verb succeed here (= come after) is different from the
Answers normal meaning (= be successful).
1, 2, 4, 5
Possible answers
b The aim of this exercise is to check key vocabulary that 1 Problems of succession: problems arise when the children
they heard in the recording. In pairs, students match the ‘succeed’ the parents, because they may have different ideas or
the parents may not want to give up. ‘Lack of succession’ means
items, then take feedback. As you go through the answers,
there is no one who can take the parents’ place (maybe because
you may wish to teach the words in the box below. the children aren’t interested). The word ‘succession’ normally
Answers refers to kings and queens – the eldest child succeeds the king/
1 support system – 2 queen (= becomes the next king/queen) – so this is a similar
2 flexibility – 4 idea for the boss of a family business.
3 loyalty – 1 2 In a normal company they can fire the CEO (or he has to retire)
4 shared values - 5 and they can employ a new boss or promote someone suitable
from within the company.

KEY VOCABULARY g Skills focus Identifying different points of view

flexibility (noun) being willing to change if necessary
The aim here is to shift the focus from the topic the people
(Example: The company is flexible about their working
talk about, to the way they conduct the discussion. Make
hours – they show flexibility.)
this clear to the class. In pairs or groups, students discuss
loyalty (noun) showing support or friendship without the questions. If necessary, play the recording (or just the
changing (Example: I’m a loyal customer – I’ve bought first part) again. Then take feedback.
things at the same shop all my life.)
Answers
values (n) beliefs about what is important or right 1 b sometimes they disagree about a point but then reach
agreement by discussing it
c 3.1 Give time for students to look at the words and
2 c their discussion is quite informal; although they sometimes
the notes. Then play the recording again. You could disagree, they do this carefully and in a constructive way,
pause from time to time so students can complete the suggesting alternative ideas and not being too critical
notes. Students compare answers in pairs. Then conduct 3 a David makes notes but he summarises ideas from the whole
feedback. group and invites the others to contribute.

Answers
1 loyalty to the family; inbuilt support system; they stick together
2 flexibility – family members can take over if one person is busy
3 they share the same values – a family set of values - ‘company
mission’

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 Unit 3

3 L ANGUAGE FOCUS 1 Agreeing and 5 L ANGUAGE FOCUS 2 Inviting people to

disagreeing comment
a Explain that you’re going look at the language the a 3.5 Look at the questions, then play the recording.
students used to agree and disagree. If you wish, you Students write the expressions. Then conduct feedback
could start by asking if they noticed any expressions the and write the expressions on the board. Establish that
students used. In pairs, students look at the extracts and Peter acts as chairperson – he organises and leads the
add one word in each gap. There may be more than one discussion and takes notes.
possible answer in some cases (for example, 1 could be Answers
‘That’s right’ or ‘That’s true’). If you wish, take feedback,
1 Anything else about that?
or you could leave this until after the listening. 2 You wanted to say something, Carlos.
b 3.3 Play the recording, pausing after each extract to
check answers. b Working alone, students read through the expressions and
decide which ones they shouldn’t use. Then they compare
Answers answers in pairs. Then take feedback. Quickly practise
1 right  2 exactly  3 point  4 true  5 sure  6 mean  saying the correct expressions round the class.
7 really  8 fair
Answers
c Working alone, students write the expressions in two lists. 2 (It sounds too direct and rather challenging.)
Then conduct feedback and write the expressions in two 6 (We say this when we don’t understand what someone said, or
lists on the board. when we don’t believe them.)

Answers
Agree: 1, 2, 3, 4, 8  Disagree: 5, 6, 7 STUDY SKILLS: GROUP DISCUSSION
The aim of here is to make students aware of how to conduct
a group discussion successfully and give everyone a chance
4 P RONUNCIATION Rising and falling to contribute. Ask the class to suggest a tip for a successful
tones group discussion and write it on the board. (Example: Give
everyone a chance to say what they think.) In groups,
a The aim of this is to help students to notice rising and students think of five more tips. One person in the groups
falling tones and to show them that rising tones make should act as ‘secretary’ and write them down. When most
the speaker sound less definite and so more polite when groups have finished, stop and take feedback. Build up a list
disagreeing.
of tips on the board, then ask the class to vote on the five
Play each expression and ask students if the speaker’s they think are most important.
voice rises or falls. As you go through the answers, you
Possible answers
could repeat each expression, using gestures to show
Choose one person to ‘chair’ the discussion.
the rising or falling tone, or write the expressions on the
Choose one person to make notes.
board and show the rising or falling tone with arrows.
Give everyone a chance to speak.
Answers Don’t let one student dominate the discussion / talk too much.
1 fall  2 fall  3 fall  4 rise  5 rise Keep to the topic
If you disagree, do it politely.
b In pairs, students answer the questions. Then take Make sure you answer all the questions/topics.
feedback. Point out that when we agree we usually use
a falling tone – we are just confirming what the other
person said. When we disagree, a falling tone sounds too
6 SPEAKING
‘final’ or ‘definite’, so it may sound aggressive. To avoid a Look at the topics together and check that students
this, we can use a rising tone – this sounds more ‘careful’ understand them. Divide the class into groups of three or
and ‘open’. Get the class to repeat each expression, using four and ask each group to choose a topic.
the correct tone. Help them by using hand gestures.
b Working alone, students prepare two or three points and
Answers
make brief notes. Go round the class giving help where
1 b  2 c  3 b
necessary. Students shouldn’t talk together during this stage.
c To show what to do, demonstrate a conversation with c Give clear instructions about what to do. Each group
a good student. Say I think family business can build up loyal should:
customers. Elicit a response, such as Yes, that’s a good point. • choose a person to chair the discussion and make notes
For example, family food shops – people always go to them. • discuss the topic with each student contributing the
Reply, for example, Yeah, exactly. They’re like old friends. points they prepared, and any others they think of
In pairs, students have similar conversations, taking it in • make sure they take turns to give their ideas. The
turn to begin. Go round the class, checking that they are ‘chairperson’ should ask for ideas, using expressions
using the expressions correctly. from 5a and 5b.
• use the expressions in 4a to agree and disagree.
Students move into their groups and have the discussion.
When some groups have finished, stop and take feedback.
Ask each group:
• What conclusion did you come to?
• Did everyone say something? Did you mainly agree or
disagree?
• Which expressions did you use? Which expressions did
you like using most?
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 Unit 3

Unit 3 Audioscripts
3.1 Exercises 2 a & c 3.3 Exercise 3b
P = Peter; S = Sonya; C = Carlos 1
S … Maybe that wouldn’t happen so much in an ordinary company.
Part 1 C Yeah, that’s right, also family-run businesses have a kind of in-built
P OK, pros and cons of family-run businesses.
support system. That’s what you’re saying really, aren’t you?
S Yeah.
S Yeah, exactly, they stick together.
P Um, shall we talk about the good points first? Yeah?
2
S OK, well, um – loyalty, that’s obviously one strong point, loyalty to the family. So
S … Someone else in the family can usually take over, so they can be
the company stays together in bad times and they help each other – maybe that
more flexible.
wouldn’t happen so much in an ordinary company.
P Yeah, that’s a good point.
C Yeah, that’s right, also family-run businesses have a kind of in-built support
3
system – that’s what you’re saying really, aren’t you?
C … another thing is, um, they usually share the same values,
S Yeah, exactly, they stick together.
P Yeah, that’s true.
C Yes.
4
S And um, I think flexibility’s another one, like if you think of a shop or a café for
V I’m not sure. I think that depends, doesn’t it? I mean – I see what
example, if one person has a family commitment, say a school trip or something,
you mean, but still the family may not all see things in quite the
someone else in the family can usually take over, so they can be more flexible.
same way, not always.
P Yeah, that’s a good point, so … support system and flexibility, right. Anything else
5
about that?
P Isn’t that the same with any company, though?
S Not really.
C Well, not really, because you just advertise for a new manager,
P You wanted to say something, Carlos?
um – or else someone who’s ambitious gets promoted from inside
C Yes, another thing is, um, they usually share the same values.
the company.
P Yeah, that’s true.
P OK, fair enough.
C So there’s a kind of family set of values, they all agree on what the company
represents, it’s a kind of company mission in a way. 3.4 Exercise 4a
1 Yeah, that’s right.
3.2 Exercise 2e 2 Yeah, exactly.
P = Peter; S = Sonya; C = Carlos; V = Vicki
3 Yeah, that’s a good point.
Part 2 4 I see what you mean, but …
C So there’s a kind of family set of values, they all agree on what the company 5 Well, not really.
represents, it’s a kind of company mission in a way. 3.5 Exercise 5a
V I’m not sure, I think that depends, doesn’t it? I mean – I see what you mean but
P = Peter; S = Sonya; C = Carlos
still the family may not all see things in quite the same way, not always.
P Yeah, that’s a good point, so … support system and flexibility, right.
C How do you mean?
Anything else about that?
V Well, I mean, they share the same philosophy, OK – but it might change through
S Not really.
the generations.
P You wanted to say something, Carlos?
V Yeah, I think it often happens when children take over the firm – um, they kind of
C Yes, another thing is, um, they usually share the same values.
want to do things in a new way.
S Yeah.
V So there may be conflict about the best way to run the company.
S Yeah right, the children think the father’s being too old-fashioned.
V Yeah and they want to modernise.
P OK, so that’s a negative thing then about family companies.
V Definitely negative, yeah.
P OK.
S Yes, I think it’s a problem of succession in a way, isn’t it? There are lots of
problems like that. Like for example, the father set up the company and now
he doesn’t want to give up control, so that’s another cause of conflict, and you
probably don’t get that in normal companies, not so much anyway.
V No that’s right, they just vote the CEO out.
C Yes, kick him out!
V Or else he retires when he gets too old, whereas if it’s a family firm the owner
might well want to carry on for ever.
S Yeah, it’s just hard luck.
V Yeah.
P OK, hang on then, let’s note this down, so the advantages are loyalty and
support, and they have a shared set of values.
S Yes, that’s right.
P But a disadvantage might be problems of succession and handing over to the
next generation. OK, what other advantages are there?
C Just a minute, before we go onto that.
P OK.
C There’s another quite important point about succession, which is that it can also
be a problem the other way round. Like, the parents built a company, but then
the children aren’t interested so there’s no-one suitable to take it over.
S Yeah, that’s a good point.
P OK, so that’s another problem with succession – lack of succession, so to speak.
C Yes, lack of succession, exactly.
P Isn’t that the same with any company, though?
C Well, not really because you just advertise for a new manager, um – or else
someone who’s ambitious gets promoted from inside the company.
P OK, fair enough. Anyway, what about other advantages? Sonya, what do
you think?

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 ACADEMIC SKILLS PLUS
Sports science: Talent identification

n
USport it 4
Listening skills: Predicting and listening; listening for key detail
Speaking skills: Giving examples in presentations

1 SPEAKING c 4.1 Give students a minute to read the notes then play
the recording. Students compare their notes in pairs. Play
a In pairs, students discuss the questions. Take the recording again if necessary. Take feedback as a class
feedback as a class and get two or three example answers to the board.
to the two questions.
Answers
b Give students a minute to read the questions and – both = choosing 1young sports players - will they be successful
think about the answers. In pairs, they tell each other or not?
about their person. Take feedback as a class and get two – talent selection = coach decides who are the2 best players to
examples. Ask students to report on the person their make a 3team that can 4win
partner talked about. – e.g. 52 soccer teams ➜ chooses best 611 players
– talent identification = trying to see the 7future - which children
have 8potential?
2 VOCABULARY Judging qualities – coach evaluates 9qualities of young players e.g. physical
10
ability
a Individually, students match the words in bold to the – talent selection ➜ tells kids they got to be a 11winner
definitions. In pairs, students check their answers. Then
check answers as a class. You may wish to focus on the
word stress in these words and drill them: potential, STUDY SKILLS: NOTETAKING
quality, motivation, strength (one syllable, but note 1 Write ➜ on the board and elicit what it stands for (it follows or leads
consonant clusters at the beginning and end of this word), to). Tell students to look for other symbols or abbreviations in the
elite, psychological, evaluate. notes in 3c.

Answers Answers
1 g  2 d  3 f  4 a  5 c  6 e  7 b = equals, is the same as, means
➜ it follows, leads to, e.g. for example
2 & 3 In small groups, students think of other symbols and discuss
3 LISTENING 1 the question.
Suggested answers
a Individually, students think about the difference in 2 – minus, without
meaning between the two ideas. Let them use a dictionary ≠ doesn’t equal, isn’t the same as
if necessary. Monitor and help as necessary. (Language ≈ approximately, similar
note: select (v) = choose; identify (v) = see, recognise ≤ is less / smaller than
something.) In pairs, student compare their ideas. Don’t ≥ is greater / larger than
check answers at this point. i.e. that is, in other words
3 Yes, if their notes are only going to be used by themselves.
b 4.1 You may wish to pre-teach the vocabulary in the
box below.
4 PRONUNCIATION Contrastive stress
KEY VOCABULARY
crystal ball (n) a glass ball used by someone who says In the examples in 4a and 4c the punctuation is missing to
they can discover what will happen to you in the future ensure students focus on sounds.
by looking into it. (Example: I can’t tell you who’s going to a 4.2 Tell students the sentence comes from the lecture.
win the game – I don’t believe in crystal balls.) Students read and then listen to the sentence marking
distinction (n) a difference between two similar things. the stresses and pauses they hear. Students compare their
(Example: Sometimes there’s no clear distinction between answers in pairs. Play the recording again if necessary.
two sounds in English.) Take feedback as a class.
Answers (stress underlined; = pause):
Point out that the lecturer uses the American term soccer However one is all about the present and is short-term
for football. Play the recording for students to check their while the other is more focused on the long-term in the future.
ideas from 3a. They then check in pairs before taking
feedback as a class.
Answers
talent selection = choosing the best players to form a good team
talent identification = deciding which players are likely to be very
good in the future

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 Unit 4

b In pairs, students discuss the question. Take feedback as a b Individually, students replace the phrases in 6a with these
class and guide students towards the ideas in the answer. expressions. In pairs, students compare answers then
Answers
check them as a class to the board.
The lecturer is making a specific contrast between two ideas. He Answers
makes pauses between the different ideas he wants to contrast e.g. a 2  b 3  c 1
the present (pause) and is short term and between the two parts
of the sentence. He strongly stresses the two words that show a c Write the sentence on the board with the gap and elicit
contrast (one, the other) as well as the main ideas (present, short- the answer as a class. Elicit the form of the verb in this
term, long-term, future). While the contrast is clear in terms of the example (infinitive).
words he chooses, the pronunciation gives it more emphasis.
Answers
c 4.3 In pairs, students practise saying the sentence to show/illustrate
each other and predicting the stresses and pauses. Play the
recording and students listen and check their predictions. d In pairs, students discuss the answers to the questions.
Play the recording again if necessary. Take feedback as a Check answers as a class to the board.
class to the board. Answers
Answers (stress underlined; = pause): 1 like
What’s more one is quite simple but the other is well it’s a 2 was shown/illustrated by, to show/illustrate what I mean
real skill. 3 noun phrase
4 a subject and verb
Suggested productive activity
e Individually students complete the gaps in the
Drill the first sentence as a class. You can do this in two presentation with ideas 1 to 4 together with an expression
parts: However one is all about the present and from 6a to 6c. More than one expression is possible in
is short-term while the other is more focused on the each gap. In pairs, students check their answers, then
long-term in the future. Make sure students get the check answers as a class to the board and show each
right emphasis for the contrastive stress. In pairs, students alternative.
practise this sentence then the one in 4c. Monitor and
Answers
point out any pronunciation errors, particularly with
Many people say that sports training programmes for young
contrastive stress.
people are good for their health. They say that they develop
physical abilities such as / like (4) strong muscles and good
5 LISTENING 2 breathing. However, other people argue that a training programme
that is too narrow and intensive can cause physical problems. For
a Critical thinking: Predicting and interpreting ideas example / instance, (3) the training might focus on only certain
parts of the body and there is often the danger of injury. These
In small groups, students discuss possible answers. Take
people also say that the real problem is usually psychological. This
feedback as a class and write some of the answers that
is shown/illustrated by (2) reports of children who feel stressed
students suggest on the board. and anxious as a result of intensive training. These children are
b 4.4 Play the recording and students listen to see if often pushed by their parents and feel under pressure. To show/
their ideas are talked about. In pairs, students check their illustrate what I mean, (1) let’s look at this graph that shows
motivation levels of a 10 year old child who is doing intensive
understanding of the recording. Take feedback as a class
swimming training.
and refer to the ideas on the board.
c 4.4 Give students time to read the questions and then f Give students a minute to think of examples for the
play the recording. Students compare answers in pairs. three sentences. Do not allow students to write anything
Play the recording again if necessary. Take feedback as a down. In pairs, students say the sentence and add an
class to the board. example using a different expression for each example.
Monitor and check students are using the expressions
Answers
correctly. Take feedback as a class and ask if students
1 70%
thought of similar or different examples.
2 It’s too competitive – there’s too much pressure
3 Children play sport longer
4 Not necessarily 7 SPEAKING
5 The players who were younger, slimmer, practised less and who
had parents that didn’t push them a Individually, students choose one of the topics to talk
about. They can think of their own topic if that is easier.
d In pairs, students discuss information that was Remind them it is important that they can think of
surprising for them. Take feedback as a class and get two examples to talk about.
or three example answers. b Individually, students make notes. Do not allow them to
write complete sentences or to write down the Language
6 LANGUAGE FOCUS Giving examples Focus expressions. Monitor and help with language.
a 4.5 Give students time to read the gapped sentences. c In pairs, students give their presentations to each
Play the recording for students to listen and fill in the other. The student who listens notes down the examples.
missing words. In pairs, students compare answers. Play Monitor and note down any common mistakes to deal
the recording again if necessary. Take feedback as a class with during feedback.
to the board.
d In pairs, students give feedback to each other on
Answers examples that were clear. Give students feedback on any
1  for instance  2  such as  3  was shown mistakes you heard when monitoring.

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 Unit 4

Unit 4 Audioscripts
4.1 Exercises 3 b & c 4.4 Exercise 5 b & c
Now, before we begin to look at what goes into talent identification of So, why then is this a problem? Well, it takes the fun out of sport and that’s
young athletes, I’d really like really to make a distinction between talent usually why kids take it up in the first place. Research by a youth sports
identification and talent selection. So, they – firstly, they both involve organisation in the US shows that 70% of children stop playing sports by the
selecting young sports players and then deciding if they’re likely to be age of 13. And these children say they drop out because it’s not fun anymore
successful or not. However, one is all about the present and is short-term, and it’s not fun because it’s too competitive – there’s too much pressure. This
while the other is more focused on the long term, on the future. What’s more, is the main problem with team selection.
one is quite simple, but the other is – well, it’s a real skill. Talent identification means you keep as many kids playing sport for as long
So, OK, let’s start with talent selection. This is when a coach makes decisions as you can. One of the reasons for this is that those who go on to become
about who the best players are at a certain level or at a certain age and then top ranking players – they aren’t always the ones who are the most talented
forming a team that he or she hopes is going to win. So, for instance, a soccer when they are children. In other words, the best 10-year-old athletes don’t
coach might have about 20 players in an under-12 team in his club – there necessarily become the best athletes when they’re 20.
might even be two teams that play regularly. The coach chooses the best 11 This was shown by a study that was carried out by a Polish tennis coach. Ah,
players from that group who then form some kind of representative team, he’s an expert in talent identification, called Piotr Unierzyski. He carried out
but then he also lets the other players know that they weren’t good enough an 8-year study of 1,000 tennis players who were aged 12 to 13 in 50 different
to make the grade. So that’s what I mean by talent selection. countries. He found that young tennis players who eventually made it into
Talent identification, on the other hand, has got nothing to do with forming a the top 100 – well, they were often younger and slimmer than the other
winning team. It’s all about trying to look to the future and think about which players. Likewise, they practised less and also their parents didn’t push them
children have the potential to go on to become an elite sports person when that hard. One of the future stars he identified was Roger Federer.
they’re older. It’s a bit like trying to look into a crystal ball, but it’s a bit more
technical than that. Talent identification is concerned with an evaluation of 4.5 Exercise 6a
the qualities that you see in a younger player – these are qualities such as 1 So, for instance, a soccer coach might have about 20 players in an
physical ability, er, motivation to learn and psychological strength. under-12 team in his club.
Now I think it’s important to make this distinction because they involve very 2 Talent identification is concerned with an evaluation of the qualities you
different processes that can have a major impact on young people and on can see in a young player – these are qualities such as physical ability,
their involvement with sport. Talent selection is all about who’s the best right motivation to learn …
now. The message it sends to kids is that you’ve always got to be a winner 3 This was shown by a study carried out by a Polish tennis coach.
and this isn’t always a good thing for young athletes. So, why then is this a
problem?
4.2 Exercise 4a
However, one is all about the present and is short-term, while the other is
more focused on the long term, on the future.
4.3 Exercise 4c
What’s more, one is quite simple – but the other is – well, it’s a real skill.

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 ACADEMIC SKILLS PLUS
Biology / Environmental studies: Endangered animals

n i t 5
USaving tigers
Reading skills: Interpreting factual data; Understanding logical
connections
Writing skills: Summarising from factual data; Showing logical
connections

1 SPEAKING 3 READING
a To introduce this, write endangered species on the a Students read the text and check how close their guesses
board. Ask what it means (a type of animal that is in were. Then take feedback.
danger, there are only a few of them) and ask if only Answers (to questions in 1b)
animals are endangered (no – also birds, fish, insects,
1 Asian countries (most are in India and Indonesia)
plants). Ask students to give a few examples, e.g. 2 Forests are disappearing, farming has increased, poaching for
elephants, pandas. sport and traditional medicine
3 3,200 – 3,500
In groups, students discuss the questions. You could let
4 Decreasing – but this could change if action is taken.
them use dictionaries or mobile phones to find out names
of animals in their own country. Then take feedback.
b In pairs, students read the text again and choose the best
Encourage students to go into detail about the reasons, for
summary. Then take feedback.
example, climate – the earth is getting warmer, so the ice
is melting and this bad for animals in the Arctic that live Answers
on the ice. 1
(Not 2 - in the past, governments haven’t tried very hard to protect
For question 2, you could build up a list of endangered tigers; not 3 - tigers are still in danger.)
species on the board, then discuss what people are doing
and what they should do. c Skills focus Interpreting factual data
b In the same groups, students discuss the questions The aim of this part is to give students practice in looking
and note down their answers. Then take feedback but closely at a text to check factual data.
don’t tell them the correct answers at this point (they will
In pairs, students discuss the comments and correct those
find out from reading the text). You could write the class’s
that are not true. Then take feedback and ask students to
guesses for each question on the board to refer to later.
tell you where in the text they found the answers.
2 VOCABULARY Endangered animals Answers
1 False. It has gone down by about 97%. (Para 1: It was 100,000,
a Working alone, students complete the gaps and match the now under 3,500.)
words with the meanings. Then they compare answers 2 False. They went down fastest in the decade 1996-2006. (Para 1:
in pairs. Then take feedback, and if necessary give other The most rapid decline …)
simple examples of your own. 3 False. India has more tigers, Indonesia may have more tigers
by now. (The table: India 1,411; Indonesia hopes to have 650 by
Answers 2022.)
1 conservation a 4 True. They plan to increase numbers by 100%. (The table –
2 protected c projected population for China and Indonesia.)
3 poaching d 5 True. In 2011 it was between 10 and 30 (The table – population
4 population b 2011 for Cambodia.)
5 extinct f
6 biodiversity e
As you go through the answers, you could also show word families STUDY SKILLS: INTERPRETING TABLES
on the board: The aim of this part is to make students aware of why
1 conserve (v) – conservation (n) tables are a useful part of a reading text and what kind of
2 protect (v) – protection (n) information they give.
3 poach (v) – poaching (n – the name of the crime) – poacher (n)
(the person who does it) Discuss the questions with the class and bring out these
4 populate (v) – populated (adj) – population (n) points:
5 extinct (adj) – extinction (n) • Tables are mainly used for comparisons between different
6 biodiverse (adj) – biodiversity (n)
numbers (they can easily be shown in rows and columns).
• Gradual changes over time can be more clearly shown in a
graph, rather than in a table.
• Descriptions of a process can be more clearly shown in a
text or a flow diagram, not in a table.

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 Unit 5

d Critical thinking: Identifying the aim of a text 5 L ANGUAGE FOCUS 2 Comparison and
The aim of this part is to help learners to be aware of the contrast
writer’s purpose, and especially to distinguish whether
a text is simply stating facts or is aiming to persuade the a Give time for students to read through the paragraph
reader or entertain them. again. They then discuss the answers in pairs. Then take
feedback.
Possible answers
Answers
1 a is the main aim; b may also be an aim, as simply presenting
the facts makes the reader see the need to take action, but the 1 a They both aim to increase their tiger populations by 100 per
main aim is to give information and present the facts as clearly cent
as possible. b  They only aim to increase their tiger population by 20%.
2 It consists mainly of facts and figures, so it presents facts c The aim to increase their tiger populations by about the same
objectively. The style is serious and fairly formal. The article amount (20–25%)
doesn’t express any opinions (except that tigers may become d  They don’t know exactly how many tigers they have.
extinct), it just presents the facts. 2 a  both … and …
b unlike
c by contrast, similarly
4 L ANGUAGE FOCUS 1 Describing 3 By contrast, Similarly. They both make a comparison with the
sentence before:
changes By contrast = different from China and Indonesia
Similarly = similar to what Bhutan is doing
a Ask students to cover the text or turn it over. Look at
the first sentence together and elicit answers (dropped b Students write sentences. Then they compare their
dramatically). Point out that they should use one word answers in pairs. Emphasis that more than one answer is
from Box A and one Box B, but they can be in either order. possible.
Emphasise that more than one answer may be possible
in some cases. Working alone, students complete the Possible answers
other gaps, then compare answers in pairs. Then conduct 1 Unlike other countries in Europe, Germany has decided to close
feedback or let students check answers in the text. its nuclear power stations.
2 In Britain it is illegal to shoot eagles. Similarly, they’re protected
Possible answers in other European countries.
1  dropped dramatically  2  rapid decline 3 Most large animals are declining in Europe. By contrast, wolves
3  grown steadily  4  largest rise  5  significant increase are increasing in number.
4 Many Indian elephants are used as working animals. By
b In pairs, students discuss the questions. Then conduct contrast, African elephants aren’t used in this way.
feedback. 5 Ice is melting rapidly both in the Arctic and in the Antarctic.

Answers
1 a  largest, rapid, significant  b  dramatically, steadily  6 WRITING
c  dropped, grown  d  decline, increase, rise
2 has dropped- a drop (in); has grown – a growth (in); has a In groups, students look at the facts and discuss the
increased, an increase (in); has risen, a rise (in) questions. The aim of this is to help prepare them for the
3 a dramatically, rapid  b steadily  c significant writing, so they should note down the answers. Then take
feedback and write the answers on the board.
c Working alone or in pairs, students write sentences. Then Answers
they could compare their sentences with other students.
1 Malaysia and Russia
Conduct feedback, and try to get a range of possible 2 (a) Malaysia (b) Malaysia and Nepal
answers. 3 (a) Malaysia and Nepal (b) Myanmar, Russia and Thailand
Possible answers 4 All except Vietnam
1 There has been a significant increase in the numbers of Pandas
in China since 2003. b Ask students to cover or turn over the text and write a
The panda population of China has risen by nearly a quarter in paragraph, using their notes from 6a. They could do this
the last 15 years. alone or in pairs. Go round giving help where necessary.
2 The human population of the world has grown steadily over the
last 30 years. c When students or pairs have finished, they check what
The number of humans in the world has increased by 2.5 billion they have written against the paragraph in 5a and make
since 1988. any necessary improvements. Emphasise that there is
3 Orangutan numbers have declined significantly over the last 100 no single correct way to write the paragraph, so their
years. paragraph doesn’t have to look exactly the same as the
There has been a dramatic drop in the orangutan population one in 5a.
since 2006.
Example answer
In the table it is clear that Malaysia already has a larger number of
tigers than other countries, and they hope to double the number
of tigers by 2022. Similarly, Nepal aims to increase their tiger
population by 100% to 310. This will be a dramatic increase in the
number of tigers in the country. Russia, Myanmar and Thailand all
plan to increase their tiger populations by a half. By contrast with
the other countries, Vietnam is not sure how many tigers there are
in their country now, but they aim to increase the number to 50 by
2022, which will be a significant increase.

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 Unit 5

7 READING EXTENSION
This is an opportunity for students to read more extensively
about tiger conservation in India, and is intended mainly
for enjoyment and interest, using the tasks and questions to
guide them in reading.
If you wish, you could give students the text and questions
to read at home, then discuss the answers in the following
lesson.
Answers
a 2 (Not 1: It was set up by private individuals, not by the
government. Not 3: We don’t know that Julian Matthews set
it up – he is one of the people involved. Tiger Nation chooses
the names, not the tourists.)
b 1  1,700; in two reserves in India.
2 To follow the life of every tiger in India; to develop responsible
tourism; to involve tourists in conservation
3 With webcams, and using tourists’ photos and videos.
4 Science which involves ordinary people (in this case tourists
and people who are interested in tigers) rather than scientists.
5 From their stripes. It means visitors’ photos can be used to
identify and track the tigers.
6 To increase people’s interest, to make the tigers seem more
personal.
7  Mainly from subscriptions to the website.
c Possible answer
She’s now known to millions of people all over the world.
More effort will be made to protect her, so she’ll be in less
danger.

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 ACADEMIC SKILLS PLUS
Anthropology: Nutrition

n it
UHuman diet 6
Listening skills: Using visual information to help with listening;
using visual clues to predict
Speaking skills: Referring to visual support; moving to a new topic

1 SPEAKING c 6.1 In pairs, students answer the questions. Play the

recording again and students check answers in pairs.
a Draw a scale from 0 to 10 on the board and give a Then take feedback.
score for yourself, explaining why you chose it. Working
alone, students write a score for themselves. They then Answers
compare their scores in pairs and explain them. Take 1 b She says: ‘pre-history’, ‘going back to our very early ancestors’.
2 a Similar food to people in the stone age (probably meat, fish,
feedback and find out who had the highest and lowest
grains, vegetables, fruit – but no milk products or ‘modern’
scores.
foods).
b Ask students to imagine what humans were like 3 b
500,000 years ago. If you like, build up ideas on the 4 a
board, e.g. lived in caves, lived in Africa, had fire, lived
in groups. Then in pairs or small groups, students discuss d Look at the chart together and ask what it shows.
the questions. Then take feedback. You could write a list Elicit answers by asking How many years does it show?
of foods most people agree about on the board. Encourage (500,000), What did people eat 500,000 years ago? (mainly
students to give reasons, for example, meat – they hunted large animals and fish), When did they start eating dairy
wild animals; not cheese – they didn’t have cows or sheep products? (6,000 years ago). Then discuss what the objects
until later. in the pictures could be used for: hunting, cutting wood,
cutting up animals, sowing corn or rice, catching fish.
The aim of this is to brainstorm ideas, so there are no
correct answers, but expected answers are: e 6.2 Play the recording. Students discuss the questions

meat, wild leaves and roots, fish and shellfish, fruit (i.e. in pairs. Then take feedback. If you like, you could ask
things they could hunt or gather). further questions to check detailed understanding, then
play the recording again. Ask: How do we know what people
ate in the Stone Age? (from archaeological research), What
2 LISTENING did people do 500,000 years ago? (hunted large animals; ate
a Skills focus Using visual clues to predict what you will hear mainly meat; lived in groups), What did people do 60,000
years ago? (they lived in settled communities [= in one
In pairs, students look at the slides and decide what the place, e.g. a village]; developed technology; ate a more
speaker will talk about. Then take feedback but don’t tell varied diet [= many different kinds of food]), What did
them the answers at this point as they will find out from people do 10,000 years ago? (they domesticated animals
listening. You may wish to pre-teach the words in the box [e.g. horses, sheep, goats); ate dairy products; owned
below. property]).
Answer
KEY VOCABULARY
2 Slide D To show how technology made it easier to eat ‘high cost’
diet (n) the food you eat in general; also, special kinds of
foods more easily.
food to get healthy
vegan (adj) eating only fruit, vegetables and grain (rice, f Critical thinking: Assessing the value of research
bread, etc.) – nothing from animals or fish
The aim here is to encourage students to think about
stone age (n) a period in time from about 2.5 million years
why academic research (and knowledge in general) is
ago (when humans started making stone tools) to about important. In groups, students discuss the questions. Then
5000 years ago (when humans started using metal tools) take feedback and encourage a range of ideas. If you like,
build up a checklist of points on the board.
b 6.1 Students listen and number the slides. Then they
compare answers in pairs. Take feedback and check what
each slide shows.
Answers
1 C  (it shows three alternative diets)
2 A  (it shows how we normally think of diet)
3 D  (it shows examples of ‘low-cost’ food, e.g. fruit, mushrooms)
4 B  (it shows examples of ‘high-cost’ food, e.g. fish, grains)

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 Unit 6

3 LANGUAGE FOCUS Referring to visuals 4 P RONUNCIATION Giving extra

a Working alone, students read the sentences and add one information
word in each gap. Then they compare answers in pairs.
The aim here is to get students to notice the way we mark
b Play the recording. Take feedback and ask if other
6.3 extra or incidental information by pausing, lack of stress and
answers are possible. lowering the voice.
Answers a 6.3 Read through the phrases, then play the recording.
(other possible answers in brackets) In pairs, students discuss the questions. Then take
1 look feedback and play the recording again if necessary.
2 see
3 shows, (indicates) Answers
4 shown, (seen, indicated) 1 b
5 see 2 a False. She emphasises the words less than in the rest of the
6 see, (notice) sentence.
7 see b True
8 is c False. She drops her voice as she says the phrases, to mark
them out as less important than the main message.
c Students discuss the questions in pairs. Then take d True. Her voice falls at the end of the phrase, then rises on the
feedback. Point out that we usually use this/these/here next part of the sentence
when we show pictures or photos, even if they are some e True. She pauses slightly to mark the phrases out as separate
from the main sentence.
distance from the speaker.
Answers b In pairs, students identify the extra information.
1 a as, if, which  b like  c as Then take feedback. Point out that the extra information is
2 this, here. Because she’s showing something which is near her, often a correction (as in 1), an explanation (as in 2) or an
or nearer to her than to the audience. example (as in 3).
If you like, give a model so students can see how to say
d In pairs, students think of a sentence for each situation. the sentences. Ask them which words have the main
They could either write them down or just try saying stress in the sentence (1 men, hunt, animals; 2 protein,
them. Take feedback and try to get one or two different fat; 3 animals, corn). In pairs, students practise saying the
answers each time. sentences. Then ask a few students to try saying them.
Possible answers Make sure they pause before and after the phrase; drop
1 As you can see from this chart, 80% of people in the world eat their voice slightly and go down at the end of the phrase;
meat. stress the main words in the sentence but not the words in
As this chart shows, … the extra information.
2 If you look at this map, you can see that early humans moved
from Africa to the Middle East. Answers
They moved from Africa to the Middle East, as you can see here. 1 or men and women I should say
3 As this picture shows, early humans hunted in groups. 2 from meat and fish and so on
They used spears to kill animals, as you can see in this picture. 3 horse, sheep and dogs, for example
4 Look again at the map I showed earlier – here it is again – you
can see here that people moved very far north.
If we look at the map again we can see that people moved very
5 SPEAKING
far north. a Each pair or group should choose one topic together. If
The map also shows how far north people travelled.
necessary, help them choose.
b Working together, they prepare a short presentation.
STUDY SKILLS: USING PRESENTATION SLIDES One person should act as ‘secretary’ and make notes
The aim here is to give students some basic techniques for
but they should all contribute ideas and help to design
using presentation slides. the slides. Make it clear that they can either sketch out
Look at the sentences together and ask students to add DO rough slides on paper or simply note down what they
or DON’T. would show (i.e. write a brief description) and that they
should number their slides in order. Monitor and give
Answers
help if necessary. When they are ready, students practise
• Do use simple pictures.
giving the presentation in their group. If it is practical,
• Do use lists with bullet points
ask students to prepare real slides at home and give their
• Don’t use long sentences
• Don’t give a lot of detailed information presentation in the next lesson. This would of course make
the presentation more realistic.
In groups, students brainstorm other ideas for Do’s and
Don’ts. Conduct feedback and build up a list of Do’s and c One person from each group comes to the front
Don’ts on the board. in turn and gives the presentation. They should use
expressions to refer to their slides, but they will of course
Possible ideas need to pretend that their slides are visible. After each
Write large enough to see presentation, ask the audience if the presentation was
Don’t have too many slides clear, and what expressions the student used to refer to
Use diagrams the slides. If you like, let them ask the speaker questions.
Don’t keep going back to earlier slides
Use a slide presenter (a ‘clicker’)
Don’t use yellow or light brown (hard to read)

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 Unit 6

Unit 6 Audioscripts
6.1 Exercises 2 b & c 6.3 Exercise 3b
1 But if we look at this we can see a different and in fact more important
Part 1 way to categorise the food we eat.
Good morning, everyone. Today we’re going to talk about diet. And to start
2 … compared with the benefit or the value that we get from them, like the
us off, here are a few examples of popular diets, which all claim to be in
ones we can see here
some way good for you: there’s a vegan diet, which involves eating no meat
3 This table shows three main changes that took place in our diet in early
or other animal products, so no meat or cheese; the Atkins diet, which
human prehistory …
recommends eating plenty of fat and protein, so lots of meat and cheese but
4 They used very basic technology to do this, as shown here.
no bread or potatoes; and the so-called Stone Age diet, which claims that we
5 … as you can see, this happened about 60,000 years ago.
will be healthier if we eat in the same way that our early ancestors did.
6 … and they developed the kind of technology which you can see here.
But the interesting question is, what did our ancestors actually eat? And in
7 And finally, we come to the third big transition which we saw earlier – here
this lecture, I hope to provide some answers to that question.
it is again …
In fact, today we’re going to look at the way human diet has developed over
the history of the human race, or rather the pre-history I should say, because 6.4 Exercise 4a
I’ll be going back to our very early ancestors, and I’d just like to try and give 1 Today we’re going to look at the way human diet has developed over the
you a very general picture of how the human diet developed over time and history of the human race, or rather the pre-history I should say because
why it changed. I’ll be going back to our very early ancestors.
When people think about types of diet they tend to think mainly of the 2 But for others such as these the cost involved in obtaining them is much
contrast shown here – between meat, vegetables and dairy products – but higher.
if we look at this we can see a different and in fact more important way to 3 We see a mixture of ‘low cost’ food – like shellfish, for example – and
categorise the food we eat, which tells us much more about the choices ‘higher cost’ food …
humans made in their diet as society evolved. And the key factor here is the 4 And animals were used not only for meat but also for dairy products as
amount of effort needed to get different types of food compared with the well – for milk and cheese and so on. And this had a dramatic effect on the
benefit or the value that we get from them. So for some foods the cost of way society worked …
obtaining them is quite low compared with the benefit or the value that we
get from them, like the ones we can see here, but for others such as these …
the cost involved in obtaining them is much higher compared to what we get
from them, and this may of course be a question of the time or energy you
use up or it may be that you need to cook them before you can eat them,
and so on.
6.2 Exercise 2e
Part 2
OK, so let’s look at how the human diet changed and why. This table shows
three main changes that took place in our diet in early human prehistory,
and we know quite a lot about that from archaeological research. The first
of these changes happened about 500,000 years ago, when humans learned
how to kill large animals, and they used very basic technology to do this,
as shown here. These are spears and stone tools from that period – they’re
simple but they’re good enough to do their job. And from this period on
we have evidence that a large part of the human diet was meat, and in fact
meat from large animals. Obviously, to hunt large animals you had to work
together as a group, and we think that during this period humans lived and
operated in small groups and everyone was probably involved in hunting in
some way.
OK, so now let’s move on to the second big change, and that is when
humans began to have a much broader diet, and as you can see, this
happened about 60,000 years ago. And it’s interesting that during this period
humans started to live in more settled communities and they developed
the kind of technology which you can see here – so fishing nets, traps, a
plough. And during this period their diet changed dramatically, because of
course this technology made it possible to eat completely new kinds of food.
Although it still included some large animals, it mainly consisted of small
animals and also fish and shellfish, and of course corn. During this period
we see a mixture of ‘low cost’ food – like shellfish, for example – and ‘higher
cost’ food such as rabbits and fish which are hard to catch but very good to
eat. This was made possible by developments in technology.
And finally, we come to the third big transition which we saw earlier – here it
is again – and as you can see this happened quite a lot later, around 10,000
years ago, so relatively recently. And this was when our ancestors began
to domesticate animals for food, especially sheep and goats, and animals
were used not only for meat but also for dairy products as well – for milk and
cheese and so on. And this had a dramatic effect on the way society worked
because at this point people started to own things and to have property,
because domesticated animals would be kept and owned by individuals or
small groups.
So now I’d look a little more closely at the important social changes that
happened as a result of these developments …

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 ACADEMIC SKILLS PLUS
Urban planning: Urban regeneration – a case study

n
UCities it 7
Reading skills: Following a narrative
Writing skills: Writing a case study narrative

1 SPEAKING 3 READING
a In pairs, students discuss their favourite part of the a You may wish to pre-teach the words and expressions in
place they live. Remind them it is important to say why the box below.
they like this place. Take feedback as a class and get two
or three example answers. KEY VOCABULARY
b Give students a minute to read and think about the urban regeneration (n) when an old part of a city that is
questions. In pairs, students tell each other about changes in bad condition is improved by repairing and renovating
in a place they know. Monitor and help with language. buildings and streets (Example: Before the Olympic Games
Take feedback as a class and get two example answers – in London in 2012, there was urban regeneration in parts
students could report on what their partner told them. of East London.)
decline (n) when something gradually becomes worse –
2 VOCABULARY Word families we can use the expression go into decline (Example: When
everyone moved to the suburbs, the city centre went into
a Individually, students match the words to the definitions, decline.)
and then check their answers in pairs. Check answers as a
class. lead to (v) when an action or event causes something to
exist (Example: Eating too much sugar can lead to health
Answers
problems.)
1 f  2 a  3 b  4 e  5 c  6 d
All are verbs except for suburb which is a noun. process (n) a series of actions that you take to achieve a
result (Example: Learning to speak English well can be a
b In pairs, students look for the words in a dictionary – slow process.)
suggest each student looks for different words and they wealthy (adj) rich (Example: Her shop has made a lot of
then compare. Check answers as a class. Point out that money over the years, so she is now a wealthy woman.)
there are stress changes in the following two pairs of
words: renovate (v) – renovation (n); Students first read the questions and then read the
suburb (n) – suburban (ad) paragraph to find the answers. They check in pairs before
Answers checking answers as a class.
1 movement, renovation, donation Answers
There is a slight change in meaning between the verb move and 1 People moved from the city centre to the suburbs
the noun movement. In the sentence in 2a it means changing 2 People thought there would be better quality of life; improved
the place that you live (we can also talk about moving house). transport made commuting easier
However, the noun movement means a general change of 3 Central city areas went into decline
situation or a change of opinion (for example, There has been 4 Young people moved back into the city centre and repaired old
a movement towards more traditional ways of living in some buildings
communities.)
2 commuter, protestor b Check that students know where New Orleans is. Tell
3 suburban
students that a case study is like a detailed example of
The adjective can have the simple meaning of relating to a
something. Students read the text quickly and answer the
suburb, for example, suburban housing, but it can also have a
negative meaning of something that is very boring and has no question – set a time limit of about two minutes. In pairs,
excitement, for example, they lead a very suburban lifestyle. students compare answers and then check as a class.
Answers
c three times – 1970s, 1980s and on-going today

CULTURE NOTE
New Orleans is in the south east of the USA and is the largest
city in the state of Louisiana. It is famous for French and
Spanish influences in its culture, and it is also known as the
birthplace of jazz.

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 Unit 7
c Students read the text in detail and complete the timeline. 4 LANGUAGE FOCUS Time expressions
In pairs, students compare answers, then take feedback as
a class to the board. a Elicit what kind of words are in bold in paragraph 1 (they
indicate the time when events happened). Individually,
Answers
students find similar words in the text then compare in
Early 19th century: Lower Garden District built around park
1865: American Civil War – area begins decline
pairs. Take feedback as a class to the board. If your class is
mid 20th century: becomes a poor part of town strong, they could do 4a and 4b at the same time.
early 1970s: new bridge planned, protests against it, old houses Answers
bought and repaired In the 1970s, a new bridge over the Mississippi River was planned
late 1970s: people leave – area goes into decline again At the same time, there were protests against the building of the
1988: housing organisation plan to renew area, houses repaired bridge.
and sold to owners However, after that, people left the area again and it went into
1990s: area comes alive again – shops, restaurants decline once more.
2005: Hurricane Katrina, but area isn’t flooded More than ten years later in 1988, a local housing organisation
Today: still possible to buy old house and repair developed a plan to try and save the Lower Garden District
To begin with, they found people who wanted to buy the houses
STUDY SKILLS: DIFFERENT WAYS OF TAKING and supported them …
The next step was to find architects and companies to donate their
NOTES time and materials to help with the repairs.
In small groups, students discuss the questions. Take Finally, the owners paid a fair price to buy their houses.
feedback as a class and accept different ideas. Guide After that, the area came alive again and restaurants, shops and
small businesses opened up.
students towards the suggested answers if they are not
In 2005, all of New Orleans was badly damaged by Hurricane
mentioned. Katrina and there was heavy flooding in large parts of the city.
Suggested answers
1 A text that has some kind of narrative (e.g. history) or outlines
b Highlight the two categories for the time expressions with
steps in some kind of process or sequence (e.g. science
the examples (or you could put the category headings
experiments). on the board and elicit two or three examples). In pairs,
2 Dividing a page into columns (main & secondary ideas); tables; students decide which expressions go in which category.
mind maps; diagrams that show hierarchies; bullet points Sets of pairs compare with each other and then check
3 The best way is the best system that works efficiently for the answers as a class on the board.
person taking the notes, e.g. the notes are easy to make and
Answers
then easy to understand later. Another consideration is the
nature of the information, e.g. a timeline can be effective for when things happened steps in a process
steps in a story or a sequence.
after to begin with
in 1865 the next step
f Critical thinking: Inferring information in the 1970s finally
at the same time after that can be used in both
Give students time to read the questions and think of after that categories
answers. In small groups, students share their ideas. more than ten years later in
Take feedback as a class and get a range of answers. Let 1988
students know about the ideas in the suggested answer if in 2005
they are not mentioned by students.
Suggested answers c Individually, students underline the expressions and add
1 good for the environment: houses are ‘recycled’ and move to them to the correct category in the table. In pairs, students
the centre means less use of transport for commuters so less compare answers and then check them on the board.
energy used; often means building facilities such as schools,
Answers
hospitals, sports centres – creates jobs; often houses are more
affordable for young families. when things happened steps in a process
2 repair/renovation hard work and expensive; old buildings often
meanwhile first of all
unsuited to adapting to modern lifestyle; regenerated areas can
then at this point
become very expensive and affordable only to rich people.
in the end then can be used in both
in the 1990s categories

d In pairs, students discuss the questions. You may need to

check the meaning of decade (a period of ten years). Check
answers as a class.
Answers
1 an event
2 the definite article the
3 a  finally  b  in the end

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 Unit 7

e Individually, students complete the paragraph. Students 6 READING EXTENSION

compare their answers in pairs, then check them as a class
to the board. This is an opportunity for students to read more extensively
about cities and is intended mainly for enjoyment and
Answers interest, using the tasks and questions to guide them in
1 In 2012 reading and to prompt reflection.
2 The first step
3 at the same time If you wish, you could give students the text and questions
4 After that to read at home, then discuss the answers in the following
5 In 2013 lesson.
6 At this point
Answers
7 six years
c Typical sounds
–  today: traffic, alarm clock, school bells
5 WRITING –  in the past: horses and carriages, bells
Understanding sounds in the past
a Tell students they will write a case study about urban –  thunder: very frightening, difficult to understand
regeneration using notes. If they have their own example, –  church bells: loud, people had physical reaction
they can choose to write about this. Individually, students – sound of horses: everywhere, people didn’t think of an
read the notes then, in pairs, discuss how they can be elegant lifestyle
–  famous people: people understood words in a different way
turned into sentences and which time expressions can be
Recent studies
used. Monitor and help with language if necessary. – Bailey (1996): what we understand as sound and noise has
b Individually, students write their paragraph beginning changed with modern society
with the suggested sentence. Monitor and help with – Corbin (2000): bells in French countryside – the different
meanings
language when required.
Information/messages:
c In different pairs from 5a, students compare their –  in the past: sounds
paragraphs and notice differences in the way time –  today: radio & television
expressions are used. Encourage them to give feedback to d 1
each other. You may wish to show students the example
answer below.
Example answer
In my neighbourhood, there are two apartment buildings where
small families used to live, but for many years they were in very bad
condition. They were built in the 1960s by the city council when
many people moved from the country to the city. Each apartment
had two small bedrooms so they were big enough for a large
family. In the 1980s, many families moved out of the apartments
because they thought they were too small. Both apartment
buildings went into decline and poor and unemployed people
moved in. However, in the 1990s many students rented apartments
in these buildings. The rents were cheap and the neighbourhood
is near the university. Many of these students renovated these
apartments and they stayed after they left university. To begin with,
they often turned the two bedrooms into one bedroom and after
that they painted everything. The next step was to improve the
kitchen and bathroom which meant the apartments felt bigger and
looked more modern. Many of the students bought the apartments
from the city council. Now these apartments are very popular and
they are getting more expensive to buy.

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 ACADEMIC SKILLS PLUS
Education: Reading

n i t 8
UCritical literacy
Listening skills: Following a discussion; distinguishing main points
made by speakers
Speaking skills: Checking understanding; Confirming a point

1 SPEAKING b In pairs, students discuss what they understood about

points 1–6 from the recording. Check that they understand
a Draw a pie chart of your reading habits on the board. the meaning of multi-tasking (doing several things at
Ask students to guess what kind of reading each segment the same time). Take feedback as a class, then play the
shows. As they guess, label it and tell them a few things recording again if necessary.
about your reading habits. Then, working alone, students
complete a pie chart for themselves. In pairs, they show Possible answers
their pie charts and guess what the segments show. Take 1 Our brains now process information in a different way because
of digital media.
feedback as a class and ask students how their reading
2 We no longer read in depth (we go from one piece of
habits have changed over the last ten years.
information to another).
b In the same pairs or in groups, students discuss 3 Children don’t read newspapers – they get their information
the questions and make brief notes of their ideas. Then online.
4 When they read online, they click on links.
conduct feedback, and try to find out what most people
5 Children (and adults) concentrate less when they read because
in the class think. You could build up a few ideas on
of digital media.
the board. (You will return to this question after the 6 People have got better at multi-tasking.
Listening.)
c 8.2 In pairs, students read the sentences and discuss the
2 LISTENING answers. Take feedback as a class. Then play the recording
for students to check their answers.
The listening is in three parts. Before listening, look at
the picture and ask who the people are and what they are Answers
doing (students, they’re having a group discussion). You 1 a  2 b  3 a
may wish to pre-teach the words and phrases in the box.
d As a class, discuss which features are part of critical
KEY VOCABULARY literacy. To summarise, make the concept of ‘critical
process information deal with information and understand literacy’ clear – it means being able to read (literacy) in
a critical way (thinking, deciding, having opinions, not
it (Example: Our brain processes information when we
always agreeing with what you read).
read or listen to something.)
Answers
adapt to (v) if you go to a new place, you need to adapt to
1, 2, 4, 6
it (= change because it is different)
in depth if you read something in depth, it means you read e 8.3 Play the last part of the discussion, then take
it carefully and understand it fully feedback as a class.
in parallel if you do two things in parallel, you do them at Answers
the same time 2 (She says that some people complain that children don’t read
reflect on (v) think carefully about something, quietly or books at school, but it’s not her opinion.)
over time (Example: If you need to make a big decision,
you probably need to reflect on it before deciding.) f 8.3 Play the recording again. Students listen and
complete the notes. Then they compare answers in pairs.
literacy (n) the ability to read and write Then take feedback as a class. Emphasis that there is no
skim through (v) if you skim through an article, you read it single ‘correct’ answer.
quickly, to get the main idea Possible answers
1 negative
a 8.1 Read through the topics, then play the recording.
2 improve their reading / develop reading skills
Students discuss answers in pairs. Then take feedback as a
3 go from link to link to find information / use the internet more
class. successfully
Answers 4 Facebook profiles of the characters
2, 3, 4 (They mention school kids but they don’t talk about reading 5 develop critical literacy / read using digital media
in schools)

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 Unit 8

g Critical thinking: Reviewing your opinion Answers

1 What do you mean, …
The aim here is to encourage students to question their 2 I don’t see that.
opinion in response to new information or other opinions, 3 Well, that’s what I’m saying.
and revise it if necessary. In the same pairs or groups as in 4 I’m not quite sure what you mean by …
1b, students discuss the question again and decide if their 5 How do you mean?
opinion has changed. Take feedback as a class and ask 6 Exactly, that’s what I mean.
students to say why their opinion has/hasn’t changed and 7 Yes, that’s exactly the point.
(if it has changed) in what way.
c 8.5 Play expressions 3, 6 and 7 (in which the speaker is
emphasising a point) and discuss the question as a class.
STUDY SKILLS: GROUP DISCUSSIONS
Point out that this pattern in (c) is used to give a strong
The aim here is to help students think about strategies
statement or to emphasis what we’re saying. If you like
for conducting a successful group discussion. In groups,
give other examples:
students discuss the questions and make brief notes. Then
take feedback as a class, bringing out these points: I went there yes terday (falling tone on the stressed
• it’s important for the best students not to ‘take over’ the syllable, normal statement).
discussion I went there yes terday (rise then fall on the stressed
• weaker (or less well prepared) students should have a syllable, more emphatic = ‘You may be surprised to hear
chance to contribute this’).
• stronger students can help weaker ones by asking their Answer
opinion or explaining points c

• it may be a good idea to appoint a string students to d In pairs, students look at the sentences and think of
‘chair’ the discussion. Their role is to make sure everyone replies. Then take feedback as a class. Point out that more
takes part and no-one dominates too much. than one answer is possible.
• the chairperson can also make brief notes of key points Possible answers
from the discussion. 1 What do you mean, multi-tasking? / Hang on, I’m not quite sure
Refer to the discussion in the recording: what you mean by multi-tasking.
• Karen and Chris explained key concepts to the other two, 2 Do they? I don’t see that.
and they listened to each other and added further points. 3 What do you mean by ‘processes’? / How do you mean?
4 Yes, that’s exactly what I mean. / Exactly, that’s what I mean.
• Mateo and Azra asked questions about points they didn’t 5 How do you mean? / Hang on, I’m not sure what you mean by
understand (e.g. ‘at face value’, ‘critical literacy’), and creative.
also added a few comments of their own. As a result, all
members of the group had a clear idea of the issues. e To show what to do, demonstrate a conversation with
one student:
Teacher: So it’s all a question of multi-tasking.
3 L ANGUAGE FOCUS Checking Student: What do you mean, multi-tasking?
understanding Teacher: Well, I mean doing more than one thing at the same
time. It’s important to do that sometimes.
a 8.4 Ask students to look at the expressions and play the
Student: Ah, I see what you mean.
extracts so they can hear them in context. As they listen
they should note answers to a. In pairs, students discuss In pairs, students take it in turn to say a sentence and
answers to a and answer the other questions. Then take respond, then try to continue the conversation. You
feedback as a class. could ask a few pairs in turn to repeat one of their
conversations.
Answers
a i  1, 4, 5  ii  2  iii  3, 6, 7
b i This is common in conversation but it’s not especially
5 SPEAKING
informal. You could show this structure (a cleft sentence) on a Working alone, students choose a topic and make notes.
the board: I mean that ➜ That’s what I mean.
Go round and give help with choosing topics if necessary.
c No – they’re alternatives.
d She wants to interrupt Chris (= stop, wait a minute) b When students are ready, move them into groups of
three. Make sure students understand what to do. They
should take it in turn to talk about their topic to the
4 P ROUNCIATION Sentence stress and others and respond actively, either by asking questions
intonation or adding comments and ideas of their own. Tell them
to try to use the expressions in 3a. If you like, you could
a Write the first expression on the board and ask the class give them the expressions in a list. As they talk they tick
where they think the stress is. Point out that one syllable off an expression when they use it. When most groups
or more than one may be stressed. Working alone, have finished, stop and take feedback as a class. Ask each
students decide which syllables are stressed in the other group:
expressions, then compare answers in pairs. • Which was the most interesting talk?
b 8.5 Take feedback as a class and play the recording for • Did the listeners also say something?
students to check answers. Write or show the expressions • Which expressions in 3a did you use?
on the board and underline the stressed syllables. As you
check the answers, ask students to practise saying them.
Help them by indicating the stressed syllables with hand
gestures.

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 Unit 8

Unit 8 Audioscripts
8.1 Exercise 2a 8.3 Exercises 2 e & f
K = Karen; M = Mateo; A = Azra; C = Chris K = Karen; M = Mateo; A = Azra; C = Chris
K OK, well, er, it seems to me one key issue is whether using more digital K This is all very negative though, isn’t it? I mean, I’m not sure it gets you
media has had a negative impact on um, peoples’ ability to concentrate, anywhere.
so people don’t tend to read in depth so much. The point Nicholas Carr M How do you mean?
makes in the article is that our brains have now adapted to reading in a K Well, it’s all like – schools don’t do reading any more, how terrible. I mean,
different way. you could also look at ways to make use of digital media, use it to help
M What do you mean, a different way? I haven’t read the article to be honest, with reading skills.
so I’m not quite sure what he does say. M OK, how?
K Well, basically he says that digital media are changing the way people K Well, for example, there was one paper I read where they suggested,
process information. So we no longer read in depth, we don’t concentrate, um – instead of telling students to concentrate and not jump from link to
instead we tend to flick from one piece of information to another, you link, you actually train them to do it more successfully – it’s called ‘hyper-
know. reading’.
A Do we? I don’t see that. People still read books and newspapers. OK, it M Hyper-reading?
might be online or ebooks, but it’s still reading, I don’t see the difference. K Yes, so you actually practise skimming through different links to find the
C Yeah but we’re talking about schoolkids here, aren’t we, so 12- to information you need. So, it’s really focused in fact.
14-year-olds? Most kids of that age definitely get more information online, A Most people do that anyway, though.
they’re mainly surfing the internet or else mobile apps – they don’t read K Exactly, that’s what I mean. So you can build on it.
newspapers. C Another interesting idea I saw was, um, a teacher was reading Romeo and
K Yes, exactly. That’s what I meant. Juliet with her class and she got them to make Facebook profiles for all
C And another point is they often use several media in parallel, so they the characters. So it’s a really creative way to encourage in-depth reading.
might be clicking on links or they’re checking messages or whatever while M That’s cool. It actually helps with reading, but it uses digital media.
they’re reading. So they’re much less concentrated. C Yeah, that’s exactly the point. So it’s a great way to develop critical literacy
M Not only schoolkids, I do the same. It’s really hard to focus when you’re in fact.
reading online, I find.
C Yeah, that’s true. 8.4 Exercise 3a
K Well, that’s what I’m saying. So your brain adapts to a different way of K = Karen; M = Mateo; A = Azra; C = Chris
processing information – so you get better at multi-tasking but not so 1
good at concentrating over a long period. K Our brains have now adapted to reading in a different way.
M What do you mean, a different way? I haven’t read the article to be honest,
8.2 Exercise 2c so I’m not quite sure what he does say.
C = Chris; M = Mateo; A = Azra 2
C Um, I think another point here is about critical literacy, that was in the K We don’t concentrate, instead we tend to flick from one piece of
article I read about it. Apparently research shows that school children are information to another, you know.
more likely to accept things they read on the internet at face value, even A Do we? I don’t see that. People still read books and newspapers.
though they’re not sure what the source is. 3
M What do you mean ‘at face value’? M It’s really hard to focus when you’re reading online, I find.
C Well, they accept it as a fact, right? They don’t question it. C Yeah, that’s true.
A Hang on, I’m not quite sure what you mean by critical literacy. You mean K Well, that’s what I’m saying. So your brain adapts to a different way of
being able to read fluently? processing information.
C Er, no, it means being able to read critically, not just fluently. So, reading 4
in depth and reflecting on what you read, basically. Or using your C Apparently research shows that school children are more likely to accept
imagination, or interpreting what the writer’s saying, deciding whether things they read on the internet at face value, even though they’re not
you agree, those sorts of things. That’s exactly what you don’t get from sure what the source is.
flicking through web pages, that’s the point. M What do you mean ‘at face value’?
M Yeah, also, a lot of the information that schoolkids get is from visual C Well, they accept it as a fact, right? They don’t question it.
media, like films or documentaries – or YouTube videos, obviously. 5
A What difference does that make? A Hang on, I’m not quite sure what you mean by critical literacy. You mean
C Well, most visual media are in real time, so they don’t give you much time being able to read fluently?
for reflection. So children develop really good visual literacy but they’re 6
much less likely to develop critical literacy skills in the way they would K This is all very negative though, isn’t it? I mean, I’m not sure it gets you
from reading. anywhere.
M How do you mean?
K Well, it’s all like – schools don’t do reading any more, how terrible.
7
K Yes, so you actually practise skimming through different links to find the
information you need. So it’s really focused in fact.
A Most people do that anyway, though.
K Exactly, that’s what I mean. So you can build on it.
8
M That’s cool. It actually helps with reading but it uses digital media.
C Yeah, that’s exactly the point. So it’s a great way to develop critical literacy
in fact.
8.5 Exercises 4 b & c
1 What do you mean, a different way?
2 Do we? I don’t see that.
3 Well, that’s what I’m saying.
4 Hang on, I’m not quite sure what you mean by critical literacy.
5 How do you mean?
6 Exactly, that’s what I mean.
7 Yeah, that’s exactly the point.

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 ACADEMIC SKILLS PLUS
Film studies: Horror films

UFilmnit 9
Listening skills: Making detailed notes
Speaking skills: Expressing your point of view

1 SPEAKING b 9.1 Give students time to read the outline of the notes.
Tell students not to worry about correct grammar when
a In pairs, students tell each other about one of the making notes – they should just focus on the information.
film genres in the box that they don’t like. Tell them Play the recording and students complete the notes. In
it’s important to say why. Take feedback as a class and pairs, student compare their answers. Play the recording
elicit two or three example answers – each focusing on a again if necessary. Take feedback to the board.
different genre.
Answers
b Give students time to check any new words in the box in 1 watching horror films / paying to get frightened
their dictionaries. In pairs, students answer the question. 2 frightened
Check the answer as a class. 3 is/gets killed / sent to prison
4 like real violence
Answer 5 blood and violence (gore)
horror films 6 think they’re thrilling – like suspense
7 strong feelings and emotions
c In pairs, students discuss either question 1 or 2. Take 8 negative feelings and aggression
feedback as a class and get a range of ideas for why people
like horror films. Write these on the board – they can be c Critical thinking: Evaluating and applying new
used in 3a. information
Individually, students think about the answer to the
2 VOCABULARY Word families question and make notes. In small groups, students discuss
a Individually, students read the sentences and decide the the question and share their ideas. Take feedback as a
part of speech. Give them time to check any words that class and accept different answers – there is no correct
are new to them in their dictionaries. Check the answer as answer to this question.
a class. Possible answers
Answer • Almost every genre includes story resolution – students may be
adjectives divided on whether a film needs to have a happy ending or not.
• Suspense is also found in action films, crime/police films and
science fiction.
b In pairs, students complete the table. Check answers as a • Identification with characters is applicable to all genres. In some
class on the board. You may wish to highlight the stress genres (e.g. crime/police, action and science fiction) there are
change on these words: intellectual ➜ intellect. more obviously bad guy and good guys, but in other genres it’s
Answers not always clear cut.
• Catharsis can apply to almost any genre. It depends on the
adjective noun noun (the person) degree to which a person gets involved in the story of a film and
intellectual intellect intellectual gives them a feeling of letting emotions go.
psychological psychology pyschologist
aggressive aggression
4 PRONUNCIATION Connected speech
c Individually, students complete the sentences using words a 9.2 Tell students they will hear four short phrases from
from 2b. Tell students that one of the nouns has to be used Silvia’s presentation. Play the recording for students to fill
in its plural form. In pairs, students compare answers then in the gaps. You will need to play it more than once, but
check them as a class. don’t play it more than three times. Don’t check answers
Answers
at this point.
1 psychology  2 intellectuals (plural form)  b 9.3 Tell students they will hear two sentences that
3 intellect  4 aggression  5 psychologist include all four phrases from 4a. Play the recording for
students to check their answers to 4a. Play the recording
again if necessary. Check the answers as a class to the
3 LISTENING board. Ask students if it was easier to understand all the
a 9.1 Refer to students’ ideas in 1c. Tell students to listen words when they heard only the phrases or when they
to Silvia’s presentation and see if she talks about any of heard them in context. (It’s likely it was easier for them to
their ideas. Play the recording and then students compare understand when they heard them in context, a) because
their understanding in pairs. Take feedback as a class.

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 Unit 9

they could make more sense of the phrases and b) because b In pairs, students discuss the questions about the corrected
they were hearing the phrases for the third or fourth examples in 5a. Check answers as a class.
time.) Answers
Answers 1 They show Silvia’s point of view or opinion.
1 that’s the idea of 2 Yes, for a spoken presentation like this, this language is
2 can be seen as a acceptable.
3 to get rid of 3 No, a writer’s point of view is signalled less directly without
4 a bit of aggression using ‘I’ or ‘my’ or ‘me’. A writer might use passive phrases such
as It is generally thought to be true.
c 9.2 Give students time to read the questions. Remind 4 She refers to what she has just said.
students they are listening for sounds – it’s not about the 5 b
spelling of the words. You may need to play the recording
two or three times. In pairs, students compare their STUDY SKILLS: RECOGNISING STANCE
answers. Check answers as a class. In small groups, students discuss the questions. Take
Answers feedback as a class making sure students understand the
(the name of each pronunciation feature is in brackets) answer to question 3.
1 That’s the /j/ idea /r/ of (intrusion)
2 can/m/ be (assimilation) Answers
3 asa; ridof; bitofaggression (linking) 1 the notes
2 Silvia’s points
d 9.4 Play the recording and students listen for linking 3 Only the notes – it wouldn’t be acceptable to include a student’s
and an added sound. You may need to play it three or four personal opinion in an essay.
times. Students compare their answers in pairs and then
check them as a class. Students may not think that the /r/ c Individually, students read the sentences and think about
sound on or is intrusive. However, in British, Australian their point of view and the reasons for it. Tell them to
and New Zealand English, the letter r is not pronounced make notes, but don’t allow them to write complete
when or is said in isolation /ɔː/. However, when or is sentences. In pairs, students tell each other about their
followed by a word that begins with a vowel sound the points of view and reasons for that. Take feedback as a
/r/ is added and is intrusive. Also note that some speakers class and get an example for each sentence.
might add an intrusive /w/ between go and of. However, in Possible answers
the recording the speaker doesn’t. 1 People say that science fiction films show us what the future will
Answers be like. To my mind, they sometimes …
That’s the idea of letting go of very strong feelingsor /r/ emotions. 2 Film critics say they often a way to look at our lives in the
(Here is a full analysis of connected speech in Track 9.3: present. I would agree with that because …
That’s the /j/ idea /r/ of letting go of very strong feelingsor /r/ 3 Friends of mine say the love science fiction because it’s such
emotions. So horror movies can/m/ be seenasa good way to get good entertainment. That’s certainly true for me because …
ridof negative feelings and perhaps a bit ofaggression.) 4 Psychologists say that people who like science fiction want to
escape reality. In my experience that’s true because …
5 Others say it’s all about man’s need to have dreams. I don’t
Suggested productive activity
think that’s really the case because …
Drill the phrases in 4a as a class, focusing on the
connected speech. In pairs, students practise these phrases
with each other. Monitor and correct any pronunciation
6 SPEAKING
errors you hear. a Individually, students choose one of the topics or they
can choose their own topic linked to the theme of
5 LANGUAGE FOCUS Point of view entertainment. Remind students they should choose a
topic they know something about and also know what
a 9.5 Give students time to read the sentences. Play the
other people say about it.
recording, pausing after each sentence to give students
time to write down the changes. After playing all five b Students make notes, but don’t allow them to write full
sentences, students check their answers in pairs. Play the sentences. Monitor and help with language.
recording again if necessary, but without pausing. Check
c If possible, put students in pairs so that they both
answers as a class to the board.
have a different topic. Students tell each other about
Answers their topic, giving their point of view. After each student
(changes in bold) finishes, they can ask their partner to give their opinion
1 Well, while this is no doubt true, to my mind it’s a bit more on the topic. Monitor and note down any errors to deal
complicated than that. with during feedback. Take feedback as a class and ask if
2 But I don’t think that’s really the case because in a lot of students have the same opinions about each other’s topic.
horror films the victim escapes,
Give feedback on any errors that you noted.
3 One piece of research I read that was really interesting is that
people who like horror films don’t actually like real horror.
That’s certainly true for me.
4 … the fact the violence isn’t real means that we – the viewers
– have a kind of psychological distance from it. I would agree
with that.
5 But then other people actually just like horror films because
they’re thrilling – they love the suspense. In my experience
that’s true.

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 Unit 9

Unit 9 Audioscripts
9.1 Exercise 3 a & b 9.2 Exercise 4a
Well, hi everyone, as you all know by now, I’m a real fan of horror movies. 1 that’s the idea of
I know, I know … they’re not very – how can I say? – they’re not very 2 can be seen as
intellectual. But they’re a lot of fun. And I saw my first horror film when I was 3 to get rid of
about 9 or 10 years old – my parents didn’t know – and I loved it. Although 4 a bit of aggression
they’re made for entertainment, I’ve often wondered why people like them
so much – I mean, you know, what’s the psychology behind all of this? 9.3 Exercise 4 b & c
I mean, why pay to get frightened? In some ways, it just doesn’t make sense That’s the idea of letting go of very strong feelings or emotions. So horror
at all. So I’ve had a look at what psychologists have got to say about all this. movies can be seen as a good way to get rid of negative feelings and perhaps
So some psychologists think it’s just because people like to get frightened a bit of aggression.
– they enjoy it. Well, while this is no doubt true, to my mind it’s a bit more 9.4 Exercise 4d
complicated than that. I read an interview with a psychologist who said that
That’s the idea of letting go of very strong feelings or emotions.
the thing that attracts a lot of people to horror films is the resolution – you
know, the fact that, in the end, the bad guy gets killed or sent to prison or, 9.5 Exercise 5a
you know, whatever happens to them. But I don’t think that that’s really 1 Well, while this is no doubt true, to my mind it’s a bit more complicated
the case because in a lot of horror films the victim escapes, but the bad guy than that.
doesn’t get killed or caught … it’s usually because they want to do a sequel. 2 But I don’t think that that’s really the case because in a lot of horror films
So one piece of research I read, it was really interesting, it said that people the victim escapes …
who like horror films don’t actually like real horror. I mean, that’s certainly 3 One piece of research I read that was really interesting is that people who
true for me. I hate watching real violence – like on the news or something – like horror films don’t actually like real horror. I mean, that’s certainly true
I mean, I only like violence that’s fictional – a bit like a cartoon. So this article for me.
said that the fact the violence isn’t real means that we, the viewers, have a 4 … the fact the violence isn’t real means that we – the viewers – have a
kind of psychological distance from it. I would agree with that. kind of psychological distance from it. I would agree with that.
Then I read this other research that talks about people having different 5 But then other people actually just like horror films because they’re
motivations for watching horror films. There’s a group of people who really thrilling – they love the suspense. In my experience, that’s true.
enjoy the gore, all the blood and violence. But then other people actually
just like horror films because they’re thrilling – they love the suspense. In
my experience, that’s true. I know people who do like all the gore. Then the
psychologist who did this research said that these people tend to identify
more with the bad guy than the victim – that’s a bit scary. Admittedly, some
people who go to horror films are a bit scary! I’m more the kind of person
who enjoys the thrills. So people in this group – my group – we do identify
with the victim and love the suspense of a horror film.
And then there’s this more general psychological theory – an idea that goes
right back to the Greek philosopher Aristotle – it’s a theory of catharsis.
That’s the idea of letting go of very strong feelings or emotions. So horror
movies can be seen as a good way to get rid of negative feelings and perhaps
a bit of aggression. I feel very tense when I’m watching the film yet after I
always feel very relaxed and it is sort of like I’ve let something go. So I’d say
that horror movies are very cathartic – at least for me.

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 ACADEMIC SKILLS PLUS

0
Business studies: Career success

ULucnkit 1
Reading skills: Identifying cause and effect; understanding logical
relationships
Writing skills: Linking ideas to describe cause and effect

2 SPEAKING 3 READING
a Give students time to think about the questions. a Students read the text, then in pairs they discuss the
Then they discuss them together in pairs or groups. Take summary sentences. Then take feedback as a class and ask
feedback as a class. Find out how many people think luck students to tell you which parts of the text told them the
has been important in the studies and/or jobs they’ve answers.
done, and if so in what way. Answers
b In the same pairs or in groups, students discuss the 1 Yes (Paragraphs 1, 6 and the last paragraph)
questions. Then take feedback as a class and try to find 2 Yes (Paragraph 2)
out what most people in the class think about each job. 3 No (The text doesn’t say this – it says that growing up in a
wealthy family may make it easier to be successful.)
4 Yes (Paragraphs 6, 7)
2 VOCABULARY Chance
a Working alone, students fill the gaps and match the words b Read the first comment together and ask students to find
and the definitions. Then they compare answers in pairs. a general point in the text (the place where you were born
Take feedback as a class. If necessary give other simple affects your education – paragraph 1). In pairs, students
examples or give further information about the words as read the other comments and find points in the text. Take
shown below. feedback as a class.
Possible answers
Answers
2 People don’t like to accept the role of luck in their work
1 fortunate, d
(paragraph 2). People believe their success is the result of
2 control, a
working hard (paragraph 3).
3 chance, c
3 Accepting the role of luck in your work can make you more
4 control, a
fortunate (paragraph 6). Success results from staying optimistic
5 coincidence, b
and keeping an open mind about the future (paragraph 7).
4 Social background plays a big role in the profession you enter.
b Discuss the words with the class and write phrases on the Many people use family connections to get their first job
board. (paragraph 5).
Answers 5 Women earn 14% less on average than men (paragraph 4).
a by chance  b  in control of, beyond (your) control
c Critical thinking: Personal experiences and
research-based facts
STUDY SKILLS: RECORDING VOCABULARY
The aim here is to encourage students to think about ways of The aim here is to help students to distinguish between
recording and learning vocabulary. In groups, students discuss facts that are supported by research and those that aren’t.
the questions. Take feedback as a class and get ideas from Working alone, students check in the text, then check their
different groups. Try to bring out these points: answers in pairs. Take feedback as a class.
a just writing a single word isn’t enough because it doesn’t Answers
show how it is used 1 Comment 1 No. The text just says ‘It is plain to see that ...’
Comment 2 Yes. There is a reference to a research paper by
b this is useful – it’s important to know whether a word is a Williams.
noun, verb, adjective etc, or maybe that it can be used as a Comment 3 Yes. This seems to be the conclusion from research
noun and a verb. done by Williams (2014).
c this is very useful – it’s important to learn not just words but Comment 4 Yes. A study by Debrett’s Foundation showed this.
Comment 5 Yes. This is the result of research by the Social
also collocations (the words that naturally go with them)
Mobility Foundation.
d this may be useful, but not all words have exact equivalents 2 –  Research helps (writers) to be more objective
in other languages, so sometimes it might be better to note – Sometimes research shows unexpected things about human
an example using the word. behaviour
– On the basis of research we can identify social problems and
find solutions.

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 Unit 10

4 LANGUAGE FOCUS Cause and effect 5 WRITING

a Ask students to cover the text or turn it over. Working a Make it clear that the notes are for a paragraph on the
alone, they complete the gaps. Then they check answers in topic of what factors make students successful in exams.
pairs and then in the text. Take feedback as a class. Write In groups, students look at the notes and discuss the
the complete expressions on the board. questions. The aim of this is to help prepare them for the
Answers
writing and focus on what the notes mean. Take feedback
as a class.
1 due  2 caused  3 result  4 results
Possible answers
b In pairs, students discuss the questions. Then conduct 1 That success in exams is the result of hard work and long hours
feedback. of study, and not so much the result of intelligence or in-depth
knowledge of the subject.
Answers
2 That less intelligent students who studied for eight hours a
1 a  results (verb: result from) day got better grades than more intelligent students who only
b  caused (be caused by is the passive form of the verb cause) studied 2-3 hours a day.
c  due (in this context, always used as a fixed phrase due to) 3 Stress, preparing at the last minute, personal or family problems
d  result (can also be used as a verb) 4 Some students are more affected by external factors than
2 a preposition. others.
3 noun: talent, things; gerund: studying, staying 5 Things in the surroundings, not part of the student’s work or
personality: the weather, the room, noise, etc. They can affect
c Working alone, students match the sentence halves performance because some students are affected by them but
using an expression from 4a to link them, and write others aren’t.
the sentences. Emphasise that more than one answer
may be possible. Then they compare answers in pairs. b In pairs, students discuss how they could use the
Alternatively, they could write sentences working together expressions in 4a. Then together they think of an opening
in pairs. Then conduct feedback and try to get two or topic sentence. Before they start writing, get suggestions
three possible answers from the class. for a suitable opening sentence. If you like, you could
Answers (other possible answers in brackets) write possible sentences on the board.
1 Most people think the company’s success was caused by a Possible answers
sudden rise in the price of aluminium. 2 There are many reasons for students’ performance in exams. /
(Most people think the company’s success was due to incredible There are several reasons why some students are successful in
luck.) exams.
2 Her success as a pop star at the age of 16 was due to incredible
good luck. c Working alone or in the same pairs, students write a
(Her success as a pop star at the age of 16 was due to her skill at paragraph, using the notes from 5a. Go round giving help
taking difficult decisions.)
where necessary.
3 The company went bankrupt in 2013. This was the result of /
resulted from competition from a rival software company. d Students compare their paragraphs. If they wrote a
(The company went bankrupt in 2013. This was caused by a paragraph alone, they can compare with a partner. If they
sudden rise in the price of aluminium.) wrote in pairs, they can form a group to compare with
4 His death at the age of 55 was the result of working too hard and
another pair. Ask students which expressions from 4a they
being under constant stress.
found easy to use.
5 Her promotion to CEO of the company was due to her skill at
taking difficult decisions. Example answer
(Her promotion to CEO of the company was due to incredible There are many different reasons why students are successful and
good luck.) score high marks in exams. Research has shown that a student’s
success in exams is not always due to in-depth knowledge or their
d Look at the example and check students understand the intelligence, but may be a result of working hard and studying
meaning of affect. Make it clear that affect is usually a long hours. Research by Gidden (2015) showed that students who
verb and effect is usually a noun. Show these equivalent studied 8 hours a day were on average more successful than more
examples on the board: intelligent students who studied only 2–3 hours.
It will affect your education. However, marks in exams may be due to other factors. For
example, bad performance in an exam can be caused by stress
It will have a (good/bad) effect on your education
or by preparing for the exam at the last minute. External factors
Answer can also contribute to a bad result, for example students may be
b affected by hot weather, an overcrowded room, or noise from
outside. Usually some students are affected by this but not others.
e Point out that other verbs and phrases can also be used
to describe the effect of things. Working alone, students
look through the text and make a list of verbs or phrases.
Students compare their lists in pairs. Take feedback as a
class.
Possible answers
be based on, determine, influence, be a factor in, contribute to
Possible sentences (more than one answer is possible)
1 Your gender could influence/determine how much you get paid.
2 What job you do may be based on / influenced by where you
grow up.
3 Luck is a factor in / contributes to whether or not you are
successful.

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 Unit 10

6 READING EXTENSION
This is an opportunity for students to read more extensively
about luck in careers and is intended mainly for enjoyment
and interest, using the tasks and questions to guide them in
reading and to prompt reflection.
If you wish, you could give students the text and questions
to read at home, then discuss the answers in the following
lesson.
Answer
b 2, 4, 5
(Not 1: There were computers at his school but the text doesn’t
mention a teacher.)
(Not 3: IBM supported him when he bought the operating
system but he already had his own company.)
c 1 He had a good education; he went to a private school with a
computer lab.
2  He had a small company in Seattle. IBM offered him work.
3 He was a well-known programmer. Bill Gates told IBM about
him and they offered him a contract. He turned it down.
4 Bill Gates bought their operating system (cheaply).
5 DOS = Disc Operating System, the name of Bill Gates’s
operating system.
6 They pay him money for each copy of the operating system
they sell.
7 Italian political thinker, lived in the 16th century, believed that
luck plays an important part in life.

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