1 GATHERING

How humans have

Discussion point
Study the infographic
gathered together
about communities and
answer the questions. 12,000 years ago
5 to 8 million people lived
1 What benefits do in small groups, spread out
around the world.
individuals get from
being with others?
2 What are the
disadvantages of being
200 years ago
in a community? 3% of the world’s
3 What causes population lived in cities.
communities to form?
4 What will happen to Today
physical communities in
• there are 28 mega-cities (cities with more
the future? than ten million people)
5 Is community a positive • more than half the world’s population lives

or negative word? Why? in urban communities
• there are 17 online virtual communities of

100 million or more active users

VIDEO Before you watch

Match the words in bold with the correct definitions.
1 apprehend (v) a someone who buys and uses a product or piece
2 crowdsource (v) of software
3 end user (n) b to catch
4 nuisance (n) c to mark points on a graph or map
5 plot (v) d to get ideas or help from a large number of people
DRONES AND e an annoying and continuing problem
SECURITY

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 UNIT LISTENING 1  Identifying jokes and colloquial allusions
LISTENING 2  Adopting a critical stance to information in lectures
VOCABULARY  Words for working in teams
GRAMMAR  Cleft sentences
AIMS STUDY SKILL  Action plan for personal development SPEAKING  Keeping a discussion going

A fishing community gathers for a busy day.

While you watch After you watch

Watch the video and choose T (True) or F (False). Discuss the questions in a group.
1 This video’s main message is about the 1 How many advantages of drones can you list? How
advantages of drones. T/F many disadvantages?
2 A smartphone app can be used to detect 2 Are there places in your area where people usually
drones in the area. T/F gather? What are they like?
3 The app can only be used by police officers. T/F 3 Have you heard of any other good uses of
4 The Dronewatcher app would be interesting crowdsourcing?
for airports, stadiums, and gathering places. T/F 4 If you could crowdsource a problem, what would it
5 Edward’s company only uses one type of be? Who would you ask for help?
technology to detect drones. T/F

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 1 LISTENING Group work
A Vocabulary preview
1 Match the words in bold with the correct definitions.
1 assumption (n) a something you consider likely to be true even
2 biased (adj) without proof
3 inefficient (adj) b causing no difficulty, problems, or delays
4 nominate (v) c not achieving any benefits or positive results
5 overwhelm (v) d an event or situation that can be seen to
happen or exist
6 phenomenon (n)
e to exist in such great amounts that it is difficult
7 smooth (adj)
to deal with
8 unproductive (adj)
f preferring one idea or thing to another in an
unfair way
g not working in the best possible way
h to officially suggest that someone should be
given a job or role
2 Complete the sentences with the words from the boxes. Change the form
if necessary.

nominate ​phenomenon ​smooth ​unproductive

1 Team members should a leader at the start of any

discussion.
2 When you are feeling , the best thing to do is take a break.
3 Decision making in teams is hardly ever a/an process.
4 Having virtual online meetings is a/an that is here to stay.

assumption ​biased ​inefficient ​overwhelmed

5 Most people make the that quiet people have no ideas to

share.
6 Working in groups of more than five people is very .
7 More than three items on a discussion agenda can make people feel
.
8 Most people are against certain views and ways of
working.
3 Which three of the sentences do you most agree with? Compare your
answers with a partner.

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 LISTENING 1
B Before you listen
Work in a group. Match ideas from the box with the topics. Add your own ideas. Activating prior knowledge

difficult to agree ​difficult to disagree ​efficient ​fast ​generate many ideas

get distracted ​inefficient ​share responsibility ​slow

The benefits of group work:


The disadvantages of group work:


C Global listening
1 1.1 Listen to the first part of a discussion about group work. What is the
focus of the discussion, a benefit or a disadvantage?

2 1.1 Listen to the first part again. Number the turns in the order they happen.
Saud outlines the content of the article.
Tom identifies some problems with group work.
Jon gives a reason why group work is popular.
Tom questions why group work is so common.
3 1.2 Listen to the rest of the
discussion and choose the correct
word or phrase to complete
each sentence.
1 Saud supports / doesn’t support
group work.
2 Jon argues that group decisions are
very good / not very good.
3 Tom suggests people usually
agree / disagree with the leader.
4 Jon describes group think as a way
of controlling / helping people.
5 Tom identifies the problems with /
benefits of dominant people.
6 Jon agrees / disagrees with Tom’s
point about dominant people.
7 Saud outlines a strategy to
prevent / encourage group think.
8 Jon argues that the strategy is
useful / not useful.
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 1 LISTENING
D Close listening

Identifying jokes and English speakers often use humor to create a relationship with listeners.
colloquial allusions Humor is based on shared knowledge not explicitly stated. The speaker
makes the assumption that the listeners will understand.
Not that we’d ever say something to please our tutor, of course! We would
never do that, would we?
Colloquial allusions often use very informal language or, sometimes,
language from a specific region of a country.
Yeah, a little bit like those khakis you’re always wearing, Jonno!
Identifying jokes and colloquial allusions will help you to understand the
speaker’s view and relationship with the listeners. Observe how other
listeners respond. When they find something humorous, “unpack” what was
said by checking that you …
● understand all the language.  ●   know who or what was referred to.
● have sufficient background information.

1 1.3 Listen to parts of the discussion again and choose the correct answers.
1 In Jon’s first year of college, he worked very hard / didn’t work very hard /
always worked in a group.
2 Some of the student’s tutors probably have a strong academic background /
careers in teaching history / some failed tests in their pasts.
3 Jon shows the group that Tom’s point is correct /
that he agrees with Tom / that Tom is wrong about group work.
2 1.4 Listen to three more extracts. What does the speaker actually think?
1 Tom a There are lots of problems in the world.
b We face few problems in the world today.
2 Tom a We have agreed to things in groups that we didn’t really believe.
b We would never say things in a group that we didn’t believe.
3 Jon a We must stop people from being different.
b We should allow people to be different.

E Critical thinking
1 Work on your own.
Student A: Make a list of the challenges of working individually.
Student B: Make a list of the challenges of working in groups.
2 Share and discuss your lists.

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 Study skills Action plan for personal development STUDY SKILLS
Making an action plan helps you to focus your efforts and achieve your
goals. To be most effective, follow a clear procedure:
Identify the main areas for development, e.g., gain experience of
presenting to international audiences, and then identify the specific
steps you need to take to achieve your goals, e.g., identify some forums
for international student presentations.
A key question you need to be able to answer is How will I know when
I have completed each step? Identify measurable outcomes, e.g., apply
to at least one forum for presentations. Set start and end dates for each
step, and congratulate yourself when you have completed each one.

© Stella Cottrell (2013)

Action plan for personal development planning goals

Main things Steps to take (milestones) What indicates successful completion? Start date Target Done
to do completion
date
1 a

1 Complete the action plan with the examples from the Study skills box.
Then add another possible step and indicator of success, with a realistic
time frame for both steps.

2 Discuss the questions with a partner.

1 Which areas of your academic life would you like to develop? Why? How?
By when?
2 What advice can you give your partner from your own experience and
knowledge?
3 Use the ideas from your discussion to write an action plan.

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 2 LISTENING Communities in real life
A Vocabulary preview
1 Match the words in bold with the correct definitions.
1 distinct (adj) a no longer used because of being replaced by
2 evaluation (n) something more effective
3 fund (v) b relating to one particular thing
4 obsolete (adj) c to provide money for something that costs a lot
5 provider (n) d a decision about quality and value, based on
careful thought
6 sector (n)
e an organization or company that makes a service
7 specifically (adv)
available to the public
8 statistic (n)
f a number that represents a fact or describes a
situation
g a group that is part of a larger group
h separate and different in a way that is clear
2 Complete the sentences using your own ideas.
1 Using statistics shows that you …
2 … is usually the biggest provider of education.
3 Seeing yourself as part of a distinct community can …
4 The most important sector for financial support from the government is …
5 … are examples of things that, very soon, will be obsolete.
6 … should fund sports and arts organizations.
7 Evaluation is an important part of …
8 Most libraries are aimed specifically at …
3 Compare your sentences from Exercise 2 with a partner. How many of each
other’s ideas do you agree with?

B Before you listen

You are going to listen to a lecture about the community sector. First, discuss
the questions with a partner.
1 Which of these do you have in your area?
business-advice center ​childcare center ​health center ​library

2 Who funds them?

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 LISTENING 2
C Global listening
1 1.5 In the introduction to the lecture, the lecturer asks the question: Do
we still need them in the mobile, virtual age? Which organization do you think
he is talking about? Listen and check.

2 1.6 Listen to the rest of the lecture and number the main ideas in the Listening to a sequence
order they are presented. of arguments
Libraries will need to offer different services in the future.
Community-sector groups are different from other organizations.
Libraries could be places for people to gather.
Evidence shows that the community sector helps many people.
2 Has technology decreased the need for certain things?
There are many arguments against libraries.
1 The idea of communities with centers is being challenged.
Some people think there is no future for libraries.

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 2 LISTENING
D Close listening

Adopting a critical stance to Thinking critically about the information presented in lectures will help you
information in lectures to identify the argument presented, along with the reasons and evidence.
You will then be able to evaluate this argument and consider alternative
perspectives.
Use a series of questions to provide a framework for the critical stance, e.g.,
What is the main argument or viewpoint?
What supporting evidence is provided?
What alternative arguments or viewpoints might there be?

1 1.7 Listen to four extracts from the talk. Match the extract with the
lecturer’s actions.
The lecturer …
gives his own view with no supporting information.
assumes everyone knows the same information.
refers to but provides no proof of specific evidence.
believes that most people have the same opinion.
2 1.7 Listen again and then discuss the questions with a partner.
1 What supporting evidence is provided?
2 What alternative arguments or viewpoints might there be?
3 1.8 Listen to four more extracts. Identify how these arguments
are supported. Match the methods (a–d) with the extract numbers (1–4).
a references on a handout c quoting somebody’s opinion
b using a statistic d referring to a research study

E Critical thinking
1 Work in small groups. Choose one of the community-sector groups. Make a
list of what the public generally wants and needs from such a group.

business-advice center ​childcare center ​health center ​library

2 Exchange lists with another group. Identify how the community-sector

group could ensure that the public is satisfied.

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 Critical thinking CRITICAL THINKING

Logical fallacy: anecdotal evidence

Arguments sometimes contain problems in their logical structure and
are, therefore, less valid. One type of logically fallacious argument uses
anecdotal evidence.
I know a person who …
My experience is that …
Anecdotal evidence relies on informal personal experience. One problem is
that people often remember more unusual stories. They then provide these
exceptions as support for an argument, though the anecdotal evidence is
not supported by scientific research.
What about the case where … ?
Another problem is the assumption that if one event happens after another,
the first event is the cause of the second.
So that proves it.
There has to be a connection.

1 Read the extracts from the discussion and the lecture. Identify the
anecdotal evidence.
1 What it is is that people don’t trust others to work alone. They think people
just won’t do any work.
2 If you put people in a group, it’s always the same people who get to speak,
and the quieter people can feel overwhelmed, never getting to speak …
you know, like Sam? We always end up doing what he suggests, for some
reason. If he told us to jump off a building, we probably would!
3 And it isn’t really true … what about last week in the tutorial when Susi
had that great idea about the presentation? She never usually speaks, but
everyone listened to her …
4 … because people just won’t need to go to a library to borrow books or go
there to use a photocopier. I certainly won’t, anyway. I access most of the
articles I need for my work online, and I’m sure you do, too.
2 Work with a partner. Discuss the problem with the anecdotal evidence in
each extract, and the kind of evidence that could be included to strengthen
the arguments.

3 Discuss the questions in small groups.

1 How can forms of anecdotal evidence be useful, e.g., in law or medicine?
2 What support can be given to anecdotal evidence to make it useful?

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 VOCABULARY Vocabulary development
Words for working together
1 Complete the definitions with the words in the box.

antisocial ​collaborate ​membership ​ open to ​

participant ​perspective ​productivity ​voluntary

1 (n) someone who takes part in something

2 (v) to work with someone in order to produce
something
3 (n) the rate at which goods are produced or work is done
4 (n) a way of thinking about something
5 (n) belonging to an organization, group, or club
6 (adj) not interested in meeting other people, or not
enjoying friendly relationships
7 (adj) done because you chose to do it, not because you
have to
8 (adj) willing to consider different possibilities
2 Choose the best words to complete the collocations.
1 annual perspective / open to / membership
2 voluntary / collaborate / productivity work
3 productivity / voluntary / antisocial behavior
4 collaborate / open to / perspective suggestions
5 alternative antisocial / participant / perspective
6 an increase in productivity / open to / participant
7 voluntary / collaborate / productivity closely with others
8 active antisocial / participant / perspective
3 Choose five of the collocations from Exercise 2 and explain to your partner
how each one connects to your life.
For example:
I have an annual membership at a local gym.

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 Academic words VOCABULARY
1 Match the words in bold with the correct definitions.
1 conformity (n) a more successful or powerful than other people of
2 deviation (n) the same type
3 dominant (adj) b a feeling of being embarrassed and finding it
difficult to relax or speak
4 impose (v)
c not willing to do something
5 inhibition (n)
d to influence or control something in a clever or
6 justification (n)
dishonest way
7 manipulate (v)
e a difference in the usual or expected way of doing
8 reluctant (adj)
something
f to introduce something such as a new system and
force people to accept it
g behavior that is acceptable because it is similar to
everyone else’s
h a reason why something is correct
2 Complete each sentence with a word in bold from Exercise 1. Change the
form if necessary.
1 It is normal to feel a degree of in new situations and to
find it difficult to speak.
2 It can be difficult for quieter people to speak when there are more
team members.
3 An effective team leader does not his or her views on
others.
4 The need for a quick decision is a/an for the team leader
to decide without the group.
5 People are often to speak if they think they are going to be
criticized.
6 to group rules is important for a smooth working process.
7 Good team leaders know how to the team members.
8 Group work becomes difficult when there is from the
original aims and plan.
3 Choose the three sentences you most agree or disagree with in Exercise 2.
Explain your choices to a partner.

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 SPEAKING Speaking model
You are going to learn about using cleft sentences when you speak, using stress
in key words in colloquial language, and keeping a discussion going. You are
then going to take part in a debate about support for communities.

A Analyze
Read the discussion. Answer the questions.
1 What topic are they discussing?
2 What viewpoints do they need to include in the discussion?
3 Who gives a personal perspective?
4 What do they support their perspective with?

DOUG: So, remember, the focus of this discussion is ANGIE: Yeah, I read about that and, apparently,
funding for community groups. it’s older people who volunteer most. They
ANGIE: Yes, the question we’re actually debating divide their time between hobbies, family,
is—who should support community groups? and …
Should they get money from the government, DOUG: Mm, interesting, but let’s stay focused on the
or should they rely on volunteers? subject of community groups and funding.
DOUG: We’ve only got 15 minutes, and we’ve got to We haven’t got time to go into the ins and
cover both sides of the argument. So, let’s outs of older people’s lives.
start … Jamil, what’s your view? ANGIE: So, what’s the next point we need to talk
JAMIL: Well, speaking as someone from the U.K., I about?
feel that volunteer work is the thing that is at JAMIL: Hang on a minute. Has everybody given their
the heart of all communities. point of view? We need to talk more about
DOUG: How is that related to being from the U.K.? the value of volunteering before we move
on. I’ve said what I think, but what about
JAMIL: There’s just so much stuff going on there. I
everyone else?
read recently that there are maybe 900,000
small community groups operating in LEAH: Could I say something about this?
the U.K. And it is these groups that keep JAMIL: Yeah, go for it.
communities going. They’d be really stuck LEAH: The reason why people volunteer is because
without them. they want to give something back to society.
ANGIE: That’s a good point. It isn’t the government that can really
JAMIL: And get this, something like 15 million people help. What is needed is people from the
volunteer each month in the U.K. Don’t you communities themselves.
think that’s fab?

B Discuss
Discuss the questions in a group. Explain and support your views.
1 Who benefits from volunteer work?
2 Are there any disadvantages to volunteer work?

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 Grammar GRAMMAR

Cleft sentences
We use cleft sentences to make connections between known and new
information. The information is divided into two clauses, so the focus can
be on the new information.
Cleft sentences with it
The new information comes after it. The known information is in the clause
after that. When talking about people, we can use who. When talking about
times, we can use when.
It’s older people who volunteer most.
Cleft sentences with wh- words
These sentences can use what, where, why, that, etc., or they can start with
phrases such as The reason why … The new information can come in the
first or second clause.
What is needed is people from the communities themselves.

1 Match the parts of the cleft sentences.

1
a Volunteer work is these groups that is at the heart of all communities.
b It is the thing that keep communities going.
2
a The reason why people volunteer is because can really help.
b It isn’t the government that they want to give something back …

2 Find the cleft sentences in the model and check your answers.

3 Rewrite the following sentences as cleft sentences. Consider which

information you wish to emphasize when you decide on the structure.
1 Community groups provide valuable help for local people.
2 Older people volunteer because they have more free time.
3 Participation in volunteer work can help people to develop their skills.
4 People like to collaborate to solve local problems.
5 Private donations account for community-group funding.
6 Government funding should be spent on regional and national issues.
4 Compare your sentences with a partner. How do they differ in emphasis?

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 SPEAKING Speaking skill
Keeping discussion going To explore ideas fully and make informed decisions, have a plan for your
discussion and a strategy for keeping it going, even when it is informal.
1 At the start, identify the aim of the discussion and points to be
discussed.
So, as we agreed, the point of the discussion is to …
We have four main areas to cover.
2 Ensure that everyone participates and, also, stays on topic.
What do you think about that?
Let’s try to stay on topic.
3 Monitor the time, keep the discussion moving, and make sure everyone
is ready to change topics.
I’m afraid we’ll have to leave that for another day.
Let’s move on to the next point.
Does anyone else have anything to add to that?
4 Listen actively, respond to points made, and contribute your ideas.
Really?
That’s a very valid point …
If I could jump in here …

1 Match a phrase with each purpose.

1 identify points to discuss What’s your view?
2 ensure participation Interesting.
3 decide when to move on We have to cover both sides of the argument.
4 listen actively Has everybody given their point of view?
2 1.9 Listen to four extracts from the model. Match each extract (1–4) with
its purpose.
Identify aim
Stay on topic
Listen actively
Contribute your ideas
3 Review the model and underline the phrases the participants use to keep
the discussion going.

4 Find out about your group’s experience with volunteer work. Use the
strategies to keep the discussion going.

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 Pronunciation for speaking PRONUNCIATION

Stress in key words in colloquial language

Colloquial speech is often fast and may contain informal grammar and
unfamiliar vocabulary. To follow this effectively, focus on the stressed words
because these carry the speaker’s main message.
There’s just so much stuff going on there.

1 Match each extract with its underlying meaning.

1 They’d be really stuck without a I think it’s excellent.
them. b Wait. It’s too soon to move on.
2 And get this … c Yes, you have my permission.
3 Don’t you think that’s fab? d Listen to this. It’s important.
4 … to go into the ins and outs of ... e They would have problems on
5 Hang on a minute. their own.
6 Yeah, go for it. f … to examine the details of …
2 1.10 Listen to the extracts above and underline the stressed words.
Compare with a partner and identify the following.
1 How does the stress help provide the meaning?
2 What happens to the unstressed words?
3 Work with a partner. Say the sentences from Exercise 1. Aim to say them at a
natural pace, with the key words stressed.

4 Review the Speaking model. Then work in groups of four, with each person
taking one of the four roles from the discussion. Discuss the same topic,
using some of the language from the model and focusing on using stress in
the key words.

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 SPEAKING Speaking task
Have an informal debate about the need for support for communities.

Brainstorm
Review Working in groups and Communities in real life and the Speaking lesson.

Note different ways to support a community.

Identify ways that people you know have supported a community.
●

Identify ways in which the government supports communities.

●

Research facts and statistics related to each of the areas you identify.
●

Plan
Review and organize your notes. Consider who should provide the most
support for communities: local volunteers or the government.

Speak
Work in a group. Have an informal debate. Keep the discussion going for the
whole available time. Identify the outcome by voting at the end.

Share
Work with a new group. Compare the outcomes of your group discussions and
share the arguments put forward.

Reflect
Using the information you learned throughout the unit, answer the questions.
1 What are the benefits of keeping discussion going?
2 How can people work together most effectively?
3 Which is more important, the individual or the community?

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 Review REVIEW
Wordlist
Vocabulary preview
assumption (n) ** nominate (v) * smooth (adj) **
biased (adj) obsolete (adj) specifically (adv) ***
distinct (adj) ** overwhelm (v) * statistic (n)
evaluation (n) phenomenon (n) ** unproductive (adj)
fund (v) *** provider (n) *
inefficient (adj) sector (n) ***
Vocabulary development
antisocial (adj) open to (adj) productivity (n) **
collaborate (v) * participant (n) ** voluntary (adj) **
membership (n) *** perspective (n) **
Academic words
conformity (n) impose (v) *** manipulate (v) **
deviation (n) inhibition (n) * reluctant (adj) **
dominant (adj) ** justification (n) **

Academic words review

Complete the sentences with the correct form of the words in the box.

conformity ​deviation ​dominant ​inhibition ​reluctant

1 She was able to recite the poem with no from the text.
2 Bosses say they value initiative, but they’re usually happy with .
3 Hank was to leave his laboratory—he still had work to do.
4 In most groups, the person with the personality normally
takes the lead.
5 Basia was starving, so she loaded her plate with food with no .

Unit review
Listening 1   I can identify jokes and colloquial allusions.
Listening 2   I can adopt a critical stance to the information I hear.
Study skill   I can make an action plan for personal development.
Vocabulary   I can use vocabulary describing working in teams.
Grammar   I can use cleft sentences.
Speaking   I can keep a discussion going.

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