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SPECIAL EDITION

Regionally inspired for global success

EXECUTIVE PREVIEW

CONTENTS

Welcome letter

Introduction to EVOLVE Special Edition

Unit structure

Components for students

Components for teachers

Teacher’s Edition overview

Teacher development program overview

Sample Student’s Book unit

Sample Workbook unit

Sample Teacher’s Edition unit

Level 1 (A1) scope and sequence

Level 2 (A2) scope and sequence

Level 3 (B1) scope and sequence

Level 4 (B1+) scope and sequence

Dear Colleagues, Welcome to EVOLVE Special Edition, an innovative English course for adults and young adults! We’ve drawn on insights from language teaching experts and real students in your region, as well as the Cambridge Life Competencies Framework and the Cambridge English Corpus, to create a course that covers all skills and focuses on the most effective and efficient ways to progress in English. Teachers and students across the region told us they wanted more opportunities to gain confidence in writing, so we’ve added a new "Time to write" lesson in alternate units of EVOLVE Special Edition. Academic skills lessons in alternate units provide students with further practice, focusing on skills that are key to academic success, such as audience engagement, argumentation and data presentation. Learning English requires a focus on many different skills, but from our research we know that students often measure their progress through their confidence and ability to write and speak confidently and spontaneously. That can sometimes be the simplest of things, from emailing a colleague overseas to helping someone with directions on the street. If the student struggles, they often feel that they’ve made no progress in English, despite many years of study. In direct response to this, we have ensured that EVOLVE Special Edition is an integrated skills course. The dedicated "Time to write" and "Time to speak" lessons, a studentcentered approach with a particular focus on peer learning, and mobile-friendly homework activities have all been designed to motivate and get students using English with confidence. Research-informed ideas for teaching provide even more support in the Teacher’s Edition. But don’t just take our word for it! Take a look through this Executive Preview to find sample materials from the Student's Book, Workbook and Teacher's Edition, the scope and sequence for every level, and details of where to go for more information. EVOLVE Special Edition is a course that we believe will lead to Better Learning and will help you and your students on every step of the language-learning journey. With our very best wishes, The EVOLVE Special Edition team 1

SPECIAL EDITION

REGIONALLY INSPIRED FOR GLOBAL SUCCESS Special Edition is a four-level English course for adults and young adults, taking students from beginner to intermediate levels (CEFR A1 to B1+). Drawing on insights from language teaching experts and real students in your region, Special Edition gets students writing and speaking with confidence. This student-centered course covers all skills and focuses on the most effective and efficient ways to make progress in English. It includes insights from both the Cambridge Life Competencies Framework and the Cambridge English Corpus.

with EVOLVE Special Edition Better Learning is our approach, connecting teachers and learners around the world with the latest research and materials, to build brighter futures together. It’s a continuous cycle where our insights shape content that drives results . 2

Meet our student contributors Videos from real students feature throughout the Student’s Book. Our student contributors describe themselves in three words. Scan the QR codes to find out more.

MANAR ABDULLAH AL NAIRI Ambitious, energetic, sociable University of Nizwa, Sultanate of Oman

ALI NASER SALEM Sociable, fun, patient Kuwait College of Science and Technology, State of Kuwait

RAGHAD ALGHAMDI

ABDULRAHMAN ALYHYA

Funny, social, confident Taif University, Kingdom of Saudi Arabia

Positive, contented, brave King Abdulaziz University, Kingdom of Saudi Arabia

MOHAMMED AL-GHAMDI Hard-working, confident, reliable King Abdulaziz University, Kingdom of Saudi Arabia

LAMA ALTHAGFI

MUNTAHA NASSER AL AWFI

Diligent, ambitious, funny Taif University, Kingdom of Saudi Arabia

Enthusiastic, patient, determined University of Nizwa, Sultanate of Oman

ABIR IKRAM ALLAH AL BALUSHI Ambitious, caring, honest University of Nizwa, Sultanate of Oman

OSAMA AL SAWYAN Social, friendly, positive King Abdulaziz University, Saudi Arabia

"Real student samples help learners to visualize what is expected of them much more easily. They give the message that outcomes are achievable by all learners." Teacher, Kuwait

Student-generated content EVOLVE is the first course of its kind to feature real student-generated content. We spoke to over 2,000 students from all over the world about the topics they would like to discuss in English and in what situations they would like to be able to speak more confidently. The ideas are included throughout the Student’s Book. INSIGHT

CONTENT

RESULT

Research shows that achievable speaking role models can be a powerful motivator.

Bite-sized videos feature students talking about topics in the Student’s Book.

Students are motivated to speak and share their ideas.

You spoke. We listened. A READ

Read the posts from Abdullah, Nadia, and Mariem. Who has the same opinion? Who has a different opinion?

What do YOU think?

Teachers and students across the Middle East and North Africa told us that they wanted more opportunities to gain confidence in writing. This is why we’ve added a new Time to Write lesson in alternate units of EVOLVE Special Edition. Students are guided through a process of research, planning, writing and evaluation to produce a variety of texts on topics that are meaningful to them.

Abdullah

I agree with Abdullah. I believe we have a big problem. My son uses a computer to do his schoolwork and then, when he has free time, he chats with friends online. He looks at a screen all day! I don’t know if he has any real friends. It’s sad.

Mariem

B D

2 REPLIES

Stop it? How? Sorry, but I don’t agree. You can’t stop people from using their laptops and smartphones. And anyway, the internet isn’t bad, it’s a new and exciting (and cheap!) way of communicating. For instance, thanks to the internet, I can talk to my sister’s family on the phone every day. They live in Canada!

Nadia

Today’s topic: Is the internet bad for us?

Yes, I think the internet is bad for us. We spend too much time online these days. 1 For example, did you know that, on average, people are on their phones for 3 hours and 15 minutes every day? That’s 50 days a year! And young people use their phones even more. We need to stop it.

Read again. What reasons does each person give for his/her opinion? PAIR WORK

What do you think? Is the internet bad for us? Talk with a partner.

Abdullah gives his opinion, then a reason and an example: OPINION

REASON

EXAMPLE

Yes, the internet is bad for us. We spend too much time online these days. For example, did you know that, on average, people are on their phones for 3 hours and 15 minutes every day?

Find the opinion, two reasons and an example in Nadia’s post.

Academic skills lessons in alternate units provide students with further reading, writing, listening and speaking practice, with a focus on skills that are key to academic success, such as audience engagement, argumentation and data presentation. Study skills activities guide students to reflect on effective learning practices, such as note-taking and self-evaluation.

3.5 3.1

ACADEMIC SKILLS

Psychology: Attitudes toward staying in shape

SPEAKING

PAIR WORK Read three people’s comments about fitness. Do you feel the same way? Why or why not?

I should do more exercise. I try, but it’s really hard work.

STUDY Find the words to complete the useful expressions. 1 2 3 4 5 6

Yes, I Sorry, but I For I agree I

Which of the expressions (1–6) in exercise E have the same meaning? Which have opposite meanings?

G WRITE

Write a post with your opinion about one of these statements. Give reasons and examples. Use the expressions in exercise E. ■ Working from home is a bad idea. ■ Children need to have the same routine every day. ■ People have too much money but too little time.

H I

LESSON OBJECTIVE ■

PAIR WORK

Read each other’s posts again and give feedback on these questions. Listen to the feedback on your writing. Use it to make your posts better! 1 Are the opinions clear? Do they give reasons and examples? 2 Do they use expressions from exercise E correctly? 3 Do they use count and non-count nouns correctly? PAIR WORK

THINK CRITICALLY

LANGUAGE FOCUS: Giving reasons

Look at these examples (a–e) from Yazeed’s presentation. Answer the questions (1–5). 1 What preposition follows the word reason? a What’s the reason for this? What other word can follow it? b They gave these reasons why they did 2 What verb goes with reason? exercise. 3 What adjective can go before reason? What c These people gave different reasons. other words can go there? d They do it mainly because it makes them feel 4 What adverb can go before because? relaxed. 5 What’s the difference between because and e If you find it difficult to stay in shape, it may because of? be because of your attitude.

Read the paragraph about running. Complete the paragraph with words from the box.

I joined a fitness class but stopped after a few classes. I’m too busy.

LISTENING

1.35 LISTEN FOR GIST Yazeed gives a presentation called “Attitudes Toward Staying in Shape.” Look at his slides. Then listen and number them in order (1–5).

People aged 22–49: Group 1: in shape, they do a lot of exercise Group 2: out of shape, they don’t do much exercise B

because (x2)

Attitudes toward staying in shape: 1 “I want to do it.” 2 “I have to do it.” I don’t do exercise because … • it’s hard work. • it takes too much time. • you have to do it every day. • it’s boring.

1.35 LISTEN FOR DETAIL Listen again and circle the correct answer. 1 The talk is based on research done in the UK / the U.S. A. 2 The researchers talked to people under 30 / under 50. 3 The people in the first group had mainly positive / negative feelings about exercise. 4 The people in the second group had mainly positive / negative feelings about exercise. 5 To have a positive attitude, you should do exercise that helps you get in shape quickly / you enjoy.

I do exercise because … • I feel relaxed. • I enjoy it. • I feel good afterward. • I can be with other people.

SPEAKING

GROUP WORK

STUDY SKILLS: DESIGNING SLIDES

reason

reasons

why

Work in groups. Choose one of these topics: learning a foreign language

running a marathon

driving

Think about these questions: 1 Why do people do it? 2 What different attitudes do people have? 3 What’s the best way to do it? Think of a few tips. (The best way to do it is …, People/You should …)

When we listen, slides help us follow information because they show us the main ideas. Look at Yazeed’s slides again. Which of these things does he do?

uses bullet points (•) for lists uses a different color for headings underlines key words uses a variety of colors has a slide for every point he makes uses short sentences and phrases

for

Running is one of the most popular kinds of exercise in the world. What are the 1 for this? Probably the main reason 2 people run is that they can do it where and when they want. But people have different reasons 3 4 running. Some people run it’s relaxing. If you can’t relax because 5 stress at work, running can take away your stress. Another 6 why people run is to get in shape. Other people do it to make friends. There are running groups in most cities, and 7 of this, it’s easy to find one near you.

eating healthily

1 2 3 4 5 6

Yazeed describes people’s attitudes toward staying in shape, but what about his own attitude? Circle the best answer, 1, 2, or 3. 1 He describes the research but doesn’t give his own opinion about staying in shape. 2 He believes everyone should do more exercise and try to stay in shape. 3 He describes different attitudes but thinks people should find a nice way to get in shape.

xx give a presentation explaining attitudes

EVALUATE Read a partner’s post and write a response. Say if you agree or disagree,

and explain why.

Fitness is important to me. I do a lot of exercise.

Attitudes Toward Staying in Shape

the internet is bad for us. example, did you know that people are on their phones for 50 days a year? agree. , thanks to the internet, I can talk to my sister’s family on the phone every day. Abdullah. we have a big problem.

GROUP WORK Prepare to talk about your topic for a few minutes. Make some notes. Then make a few slides with the main points (on a laptop, a phone, or a piece of paper). Then choose one person in your group to give the presentation to the class.

Give your group’s presentation. Remember to use words for giving reasons.

EXTRA WRITING

Write your presentation, and include your slides. Then exchange presentations with someone from a different group. Is it clear? What are the most interesting points? 35

Cambridge Life Competencies A framework to develop skills for life

It is becoming increasingly important that learners leave education with a wide range of skills and experiences. For example, they will need to be able to communicate effectively, think creatively and analyze critically in order to keep up with the demands of our modern world. We have developed the Cambridge Life Competencies Framework to show what different life skills there are and how they can develop along the learning journey. The different competencies are grouped into seven main areas, shown below. In EVOLVE Special Edition we have placed particular focus on Critical Thinking and Communication, both spoken and written, as life competencies which young adults entering higher education really need to succeed in their studies.

Competency Collaboration

Learning to Learn

Critical Thinking

Communication

Creative Thinking

Social Responsibilities

Emotional Development

Core Areas Understanding and analyzing ideas and arguments

Evaluating ideas and arguments

Solving problems and making decisions

Components Evaluating specific information or points in an argument

Evaluating arguments as a whole

Drawing appropriate conclusions

Example ‘Can Do’ statements State whether you agree with the writer and whether you think she might be exaggerating

To find out more about Cambridge Life Competencies and to explore our framework, visit cambridge.org/clcf

Corpus-informed Content Using insights from the Cambridge English Corpus we observe and track how language is changing, to identify specific problems and to tailor our content to fit your learners’ individual needs. Look out for these features in EVOLVE Special Edition which focus on the language your students are most likely to find challenging, so their learning is more efficient.

REGISTER CHECK helps students to transition confidently between written and spoken English and recognize how to use different levels of formality appropriately. ACCURACY CHECK highlights common errors which can be used for self-editing to improve students’ accuracy. INSIDER ENGLISH focuses on informal language and colloquial expressions boosting students’ confidence in communicating in the real world. GET IT RIGHT! targets common learner errors for Arabic speakers to help students learn to actively avoid these errors in their written and spoken English. To find out more, visit cambridge.org/insights

" It's important to provide learners with interesting or stimulating topics." Teacher (Global Teacher Survey, 2017)

UNIT OBJECTIVES

CLASSROOM LANGUAGE

talk about the people in your life talk about possessions greet people and start a conversation introduce yourself in an email write a “first impression” profile talk about what you have in common

■ ■ ■

1.02 Asking for help How do you say that in English? What does mean? How do you spell ? How do you pronounce this word? Sorry, can you repeat that, please? Sorry, I don’t understand.

■ ■ ■

CONNECTIONS

Working in pairs and groups Who wants to start? Who wants to go first? Whose turn is it? It’s my turn. It’s your turn. OK. What do you have for number 1? Let’s compare answers.

START SPEAKING A

Look at the picture. What is the connection between the people? What are some different ways people are connected? Read the list and add two more. family friends work/school

Think about a famous person in your country: how many connections do you have between you and him/her? You can use your phone to help you.

Are you a very social person in general? Do you have connections with a lot of different people? For ideas, watch Muntaha’s video.

FIND IT

Are you the same as Muntaha?

xvi

Find it

FIND IT

INSIGHT

CONTENT

RESULT

Research with hundreds of teachers and students across the globe revealed a desire to expand the classroom and bring the real world in.

Find it are smartphone activities that allow students to bring live content into the class and personalize the learning experience with research and group activities.

Students engage in the lesson because it is meaningful to them.

Designed for success 8.3 1 A

THAT’S A GREAT IDEA!

LESSON OBJECTIVE ■

give advice and make suggestions

FUNCTIONAL LANGUAGE 2.15

Read and listen to two conversations. What do the tourists want to know?

2.15 Audio script

1 A Hi. Tonight is our last night in your beautiful city. Any idea what we can do? B Your last night? Well, how about going to the theater? A We went to the theater last night. B Why don’t you go to the mall? There are some great cafés and an ice rink. A The mall! That’s a great idea. How do we get there? B It’s not far – about ten blocks. I can take you there if you’d like. A Thank you! B

Complete the chart with expressions in bold from the conversations above.

A B A B

Can you tell us how to get to the airport? What time is your flight? It’s at 7:00 p.m. Should we take a taxi? You could use the hotel shuttle service. It leaves from here every 30 minutes. A That would be great. How long does it take to get to the airport? B It takes about 45 minutes. You should take the 3:00 p.m. shuttle to get there for 4:00 p.m. A 3:00 p.m.? Perfect! We’ll be here. Thanks!

INSIGHT Research shows that only certain aspects of pronunciation actually affect comprehensibility and inhibit communication.

CONTENT

INSIDER ENGLISH Use take for time and for transportation. If you take the bus, it takes 30 minutes. When you take the subway, it takes 15.

Giving advice and making suggestions 1 to (the theater)? 2 to (the mall)? 3 we take a taxi? 4 use the hotel shuttle service. 5 You Y take (the 3:00 p.m. shuttle).

Pronunciation

Responding to advice and suggestions That’s a great 6 ! That 7 be great. 8 3:00 p.m.? !

EVOLVE Special Edition focuses on the aspects of pronunciation that most affect communication.

PAIR WORK Practice the conversations in exercise 1A with your partner.

RESULT Students understand more when listening and can be clearly understood when they speak.

94 INSIDE R ENGLISH

Use take for time and for transportation. If you take the bus, it takes 30 minutes. When you take the subway, it takes 15.

CONTENT

RESULT

Teachers report that their students often struggle to master the differences between written and spoken English.

Students transition confidently between written and spoken English and recognize different levels of formality as well as when to use them appropriately.

Accuracy check

2.41 Complete the verb–noun phrases using the words from the box. Listen and check. Were you right?

a website

left or right

on a link

your password

7 build 8 change

INSIGHT

Some common errors can become fossilized if not addressed early on in the learning process.

Now do the vocabulary exercises for 11.1 on page 175.

Do your parents or grandparents use the internet. What do they do? What don’t they do? Use the verb-noun phrases from exercise 2.

GRAMMAR: Present perfect for experience

Circle the correct options to complete the rules. Use the sentences in the grammar box to help you. Underline other examples of the present perfect in the interview on page 128. 1 To make the present perfect, use have / make + past participle. 2 For some verbs, the participle is the same as the simple past / present form. 3 The sentences are about experiences in the present / general past. 4 To ask if something has happened at any time in the past, use . in your answer. 5 To give a negative response, use

CONTENT Accuracy check highlights common learner errors (based on unique research into the Cambridge Learner Corpus) and can be used for self-editing.

9 click 10 swipe

PAIR WORK

My grandfather checks his messages once a week. He doesn’t want to open a social media account.

Present perfect for experience I’ve made lots of videos. I’ve added 200 people as friends. B C

Have you ever wanted to go back in time? I’ve never been happier!

Now go to page 163. Look at the grammar chart and do the grammar exercise for 11.1. Look at the list of activities in exercise 1A on page 128. Which have you done? Which haven’t you done? Find the past participle of the verbs. Write five sentences that are true for you. Check your accuracy. Tell your partner. Have you done the same things? I’ve learned to drive, but I haven’t bought a car.

RESULT Students avoid common errors in their written and spoken English.

ACCURACY CHECK

SPEAKING

Use never + an affirmative verb. Don’t use not with never.

GROUP WORK Write a questionnaire with the activities in exercise 1A on page 128. Ask your classmates the questions and write down who has done each thing. Who has done the most things? Who has done the things you want to do?

I’ve not never built a website. ✗ I’ve never built a website. ✓

Have you run a marathon?

Yes, I have.

Great! What’s your name?

129

10.5 10.1

TIME TO WRITE The future of work

LESSON OBJECTIVE ■

write a post about jobs in the future

GET IT RIGHT! Prepositions A

PAIR WORK Look at the pictures. Discuss/Guess the answers to these questions. 1 What do you know about the Burj Khalifa? 2 How long does it take to clean all the windows? 3 What problems and dangers do the window cleaners face?

Read the article. Check your ideas from exercise A.

The Burj Khalifa 1in Dubai is the world’s tallest building. 2On a sunny day, you can see it from 100 km away! It opened 3in 2010. But what happens when all those beautiful windows get dirty? Someone has to clean them, of course!

ACCURACY CHECK Use never Don’t use not with never.

I’ve not never built a website. I’ve never built a website.

A team of 36 window cleaners works all year to make sure that the Burj Khalifa looks clean and bright. First they go 4to the top, then they use ropes to climb down the outside of the building, cleaning the windows as they go. When they get 6to the ground, they use the elevator to go back up and start again! A single cleaning takes about three months. 5

Cleaning the windows of such tall buildings is an exciting job, but it can be a dangerous one. You have to be very careful and watch out for changes in the weather. You have to plan your day carefully because going 7to the bathroom or eating your lunch is not easy when you’re 8 on the outside of a tall building. Oh, and you can’t be afraid of heights!

Look at the prepositions (1–8) in the article. Which are about time? place? movement?

Complete the sentences using the prepositions in the box. at (x2) 1 2 3 4 5 6 7 8 9 10

124

in (x7)

on (x2)

to (x3)

from

down

Use prepositions like at, in, on, from, and to before nouns to talk about: ■ time (See you on Monday at 7 p.m.) ■ place (He’s at a hotel in Cairo.) ■ movement (Let’s go to the mall.)

The Great Pyramid of Giza is Cairo, Egypt. the world. I think it’s one of the most amazing sights the fall or the spring. The best time to visit is a book I remember the first time I saw it. It was school. the evening, I saw it TV home. The same day, Egypt and see the Great Pyramid for myself! My dream was to go 2015, my dream came true when I flew Cairo for a business meeting. the afternoon. I took a minibus my hotel. I visited the Pyramid the Great Pyramid, but you can go inside, many stairs You can’t climb the tunnels. the internet. It was a great experience! I took lots of photos and put them

EVOLVE Special Edition features additional Get it right! sections focusing on some of the most common learner errors among Arabic speakers (based on analysis of real student papers from the Cambridge Assessment English suite of exams and IELTS, which are contained in the Cambridge Learner Corpus). These can be found in Lesson 5 of alternate units.

" The presentation is very clear and there are plenty of opportunities for student practice and production." Jason Williams, Teacher

11.4

SELFIES

■

PAIR WORK THINK CRITICALLY Choose the statement that best summarizes Farah’s infographic about selfies. Discuss your ideas with a partner. A People take them because they are lonely. C They’re not fashionable now. B They’re about sharing positive experiences. D They’re a good way to make friends.

WRITING

Look at the comments about Farah’s infographic. Which are positive, and which are negative?

write comments about an infographic

READING

How often do you take selfies? Find a selfie that you love or hate. Talk about where, when, and how you took the picture.

READ FOR MAIN IDEAS

PAIR WORK

1 2 3 4

COMMENTS (3) SELFIES IN NUMBERS

Read the blog page. Check (✓) the topics that the writer includes. 5 the age of people who take selfies how often people take selfies problems with selfies (selfie fails!) 6 how to take a good selfie selfies and social media 7 why people take selfies famous people’s selfies 8 where people take selfies

About

Farah Al-Bassam

Blog Images

@fbassam

Archive

Posted 3:15 p.m.

WHO’S TAKING SELFIES? FEMALES

MALES

36%

64%

AGE

19%

65%

19 20

21 and over

10%

HOW WE SHARE Facebook 30%

I loved this infographic! It’s so good to see what real people say about selfies. I think it’s interesting that so many of us take selfies when we are alone – 52%! I also can’t believe that more men than women take selfies! Are you sure?

Maia-gio

+ Comment

Tech-Yazeed This infographic is such a waste of time. 32% add a silly mustache! 16% take selfies in front of the mirror! Who cares? Can we have some real information, please?

I have used an app to …

on vacation at school

16%

in front of the mirror

30%

with a friend/a group of friends

18%

with family

52%

… change my hair 37%

20%

Twitter 12%

CHANGING SELFIES

TOP SITUATIONS FOR SELFIES

34%

I take selfies all the time, but I’ve never stopped to think about them. This infographic has so much interesting information. I always thought people just took selfies when they looked good. I was surprised that the top reasons were when they feel good or happy!

Thanks to all my friends (174!) who answered my questions about selfies. Here’s the result – it’s a mini-project for my Media and Communication course. I hope you like it – comments welcome!

SELFIES IN NUMBERS

… add glasses or a silly mustache 32%

… add a special filter 25%

WRITING SKILLS Look at the phrases in the box. Match them to their uses. Find more examples in the comments in exercise A.

I always thought …

I think it’s interesting that …

Who cares?

1 to say something positive: 2 to say something negative: 3 to say that you had a different idea before:

… change my eye color 6%

alone

Tim Popa

PAIR WORK Look at the infographic on page 134 again. Which information do you think is most interesting? Which information is not interesting? Why?

✓

Read the blog again. Which sentences are true? Correct the false ones. 1 Teenagers take the most selfies. 4 People often take selfies when they’re happy. 2 Schools are the most popular place for selfies. 5 Most people share their selfies on social media. 3 People take selfies with friends the most. 6 Apps are popular for changing eye color.

Use your answers in exercise 2C to help you write a short comment of about 50 words. You can: ■ say what you like or don’t like about the infographic ■ ask a question about the information ■ use emojis, like these:

Instagram 9%

“I don’t share” 9%

Snapchat 24% Other 16%

D LESSON OBJECTIVE

FUN FACT!!

TOP REASONS FOR SELFIES

1 3

to remember a happy moment because you look good

because you feel good

to share information about your life

PEOPLE TAKE TWO SELFIES

A DAY ON

WRITE IT

AVERAGE.

READ FOR DETAIL

PAIR WORK

Show your comment to a partner. Write a reply to your partner’s comment. 135

134

)= Who cares? (informal)= it isn’t useful or important.

Insider English INSIGHT

CONTENT

RESULT

Even in a short exchange, idiomatic language can inhibit understanding.

Insider English focuses on the informal language and colloquial expressions frequently found in everyday situations.

Students are confident in the real world.

EVOLVE Special Edition unit structure Unit opening page Each unit opening page activates prior knowledge and vocabulary and immediately gets students speaking.

Lessons 1 and 2 These lessons present and practice the unit vocabulary and grammar in context. Students then have the opportunity to use this language in well-scaffolded, personalized speaking tasks.

Lesson 3 This lesson is built around a functional language dialogue that models and contextualizes useful fixed expressions for managing a particular situation.

Lesson 4 This is a combined skills lesson based around an engaging reading or listening text. Each lesson asks students to think critically and ends with a practical writing task.

Lesson 5 Academic skills lessons in Units 1, 3, 5, 7, 9 and 11 provide additional combined skills practice based around an academic-style reading or listening text. Time to write lessons in Units 2, 4, 6, 8, 10 and 12 provide further writing practice, with a Get it right! section highlighting a common learner error for Arabic speakers.

Lesson 6 Time to speak is a lesson dedicated to developing speaking skills. Students work on collaborative, immersive tasks which involve information sharing and decision making. 10

For students STUDENT’S BOOK WITH DIGITAL PACK • • • • • •

Corpus-informed grammar and language features Language presented in context Focus on writing in Time to write Relevant functional language and real-world strategies Real Student videos accessible via QR code Optional phone activities in each unit • Flexible digital components are accessed online on our new learning environment Cambridge One

SPECIAL EDITION

STUDENT'S BOOK with Digital Pack

Lindsay Clandfield, Ben Goldstein, Ceri Jones, Philip Kerr, Leslie Anna Hendra and Alex Tilbury

CEFR

Also available: Student's eBook with Digital Pack

WORKBOOK • Comprehensive practice and consolidation of new language – vocabulary, grammar, functional language, and reading and listening skills – in every unit • Downloadable Workbook audio

SPECIAL EDITION

WORKBOOK with Audio Octavio Ramírez Espinosa

2 A2

CEFR

22/01/2021 14:23

PRACTICE EXTRA • Bite-sized homework activities for study at home or on the go • Mobile-friendly and also accessible on tablet or desktop • Allows teachers to easily track students' performance

For teachers TEACHER’S EDITION WITH TEST GENERATOR SPECIAL EDITION

TEACHER'S EDITION with Test Generator

9781108990202 EVOLVE – SE Level 2 Teacher’s Edition (wiro bound) C M Y K

Genevieve Kocienda, Katy Simpson, Raquel Ribeiro dos Santos, Leslie Anne Hendra, and Alex Tilbury

CEFR

TB2_cvr_2p.indd 1

with teacher development by Amanda French, Craig Thaine, Alex Tilbury, and Peter Lucantoni

22/01/2021 16:25

• Supports teachers in facilitating student-centered lessons • Provides homework ideas, mixed-ability activities, extra activities, and grammar and vocabulary support • Contains an integrated Teacher Development Program covering writing, speaking, language, and classroom management • Also includes: – Workbook answer keys and audio scripts – Student’s Book audio scripts – Language Summaries for each unit – Ready-made tests as well as question bank for the creation of custom tests – Flexible digital components are accessed online on our new learning environment Cambridge One PRESENTATION PLUS • Student’s Book and Workbook for whiteboard presentation with mark-up tools • Answer keys, audio, and video integrated into Student's Book and Workbook pages • Quick access to the full class audio program, video program, Video Resource Book, games, and other helpful resources • Includes 60 photocopiable grammar, vocabulary, and speaking worksheets COMPREHENSIVE DIGITAL PACKAGE • All teaching resources and data are available in one place, Cambridge One, giving teachers quick access to everything they need to create a stimulating learning experience

Teacher's Edition overview 3.2

IS IT REALLY A CHAIR?

Introduce the lesson Display a picture of a living room from your house or from the internet. Point to the furniture and ask Ss: What is this? See how many words they know. Repeat with a kitchen, bedroom, and bathroom.

VOCABULARY: Furniture

1.31 Present the vocabulary Play the audio, pausing after each word so Ss can repeat.

talk about furniture

Review Ss use the words from exercises 1A and 2A to describe furniture in a room of their home. Allow Ss a few minutes to prepare before they start speaking. Monitor and provide feedback at the end of the activity. PAIR WORK

• OPTIONAL ACTIVITY Ss watch the video. Ask: Do you and Sara talk about the same room and furniture?

Introduce the lesson instructions provide activities or questions to help teachers lead into a new lesson or section.

REAL STUDENT

• Do the task. Ss complete the chart. Review the answers as a whole class.

Hello. This is my living room. This is a winged chair. This is a floor lamp. This is a curtain. And here we have television and table.

Answers Bedroom: bed, desk, bookcase, television/TV, rug, lamp Living room: chair, table, desk, bookcase, couch, television/ TV, rug, lamp Dining area: chair, table, rug Kitchen: chair, table, refrigerator, rug, sink Bathroom: shower, rug, sink

LESSON OBJECTIVE ■

SMARTPHONE ACTIVITY Go back to the pictures you showed or drew at the beginning of this lesson. Point to some of the furniture and say the names. • Ask Ss to draw or show a picture on their smartphone of a room in their house and share similar information. Circulate and monitor as they talk. Listen for pronunciation.

As Ss share information, circulate and monitor for pronunciation. Listen for the use of the in sentences. PAIR WORK

Answers

Real student scripts can be used in class.

Answers may vary.

EXTRA ACTIVITY

C Direct Ss to page 167 to complete the vocabulary exercises. Teacher’s tips for vocabulary exercises are on page T-156.

Play furniture bingo. For details of how to play this game, see the worksheets and the accompanying teacher’s notes in Presentation Plus. Make furniture anagrams. Ss scramble words and test other Ss.

LANGUAGE IN CONTEXT

A As a class, ask Ss to identify the furniture in the picture. Explain that the illustration is one part of an advertisement for “smart” furniture; the desk / bed couch / table are not shown.

Give simple spelling tests on paper; for variation, Ss read the words aloud. Search online for a word search maker to create a furniture vocabulary search game.

• Ask volunteers to read the adjectives. Check Ss’ understanding.

Extra activities and smart phone activities provide more ways to practice the unit’s language.

• Point to the pictures in 1A above. Ask Ss to say what adjectives they think describe the furniture.

Suggested answers cool, funny, great, interesting, new

Vocabulary support prepares teachers to answer challenging vocabulary questions from students.

B Ss complete the task individually before sharing their answers with the class.

Answers 1 bedroom 2 living room / dining area 3 living room / dining area

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GRAMMAR: It is

Introduce the lesson Write these sentences on the board. It’s new. / It isn’t new. / Is it new? • Explain the terms positive, negative, and question, and ask Ss to identify which sentence is which. Use symbols (+) (–) (?) to identify them.

• Try to pair weaker Ss with stronger Ss. • Allow Ss time to write their sentences. • Ask Ss to check their sentences with their partner. • Elicit some examples sentences from Ss and write them on the board, correcting as you go.

• Ask Ss to write two negative and positive sentences and two questions in pairs.

Answers

• Elicit some answers and write them on the board.

Answers may vary.

A Present the grammar Read the grammar box as a class. Explain that in questions, the verb and pronoun change places. Answer questions. • Display one of the rooms from the previous lesson. Check understanding of short answers by pointing to an item and asking Is it [a chair]? Elicit the answers, Yes, it is. or No, it isn’t. Repeat. Then point to an item and prompt Ss to make a question, e.g., Is it a couch?

FIND IT

2 Is it …?

Answers 1 It’s, d 2 Is it, b 3 It’s, a 4 Is it, c a It’s b it’s not, It’s c it’s not, It’s d Is it

FAST FINISHERS Ask Ss who finish quickly to check their work for mistakes or write two more sentences.

Review the task instructions give teachers advice on how to conduct feedback.

• Ss work alone. They think of design ideas based on the prompts or their own ideas. They can either draw them or search for pictures on their smartphone. Monitor as Ss work to offer ideas or help.

Answers 1 thing

SPEAKING

A Review Before Ss start, show your own design for a piece of furniture on the board. Draw a table. Say: This is a table. Elicit the question: Is it a table? Respond with Yes, it is. Review the prompts to be sure Ss understand them.

• Before Ss circle the answers, explain that they can refer to the examples in the box on the right.

B Do the task Ss complete the sentences individually before checking their answers with a partner and then the class.

Grammar support prepares teachers to answer challenging grammar questions from students.

PAIR WORK Before Ss begin, display a picture you have used of a room. Model sample sentences for Ss. The chair is boring. The chair isn’t old.

PAIR WORK Monitor as Ss discuss their pictures. Listen for errors in grammar and pronunciation.

• When Ss have finished, ask volunteers to show their ideas to the class. Encourage other Ss to ask questions. Give feedback.

Fast finishers and mixed ability activities offer ways to adapt Student’s Book tasks to support learners of different levels.

EXTRA ACTIVITY Play grammar tic-tac-toe. Fill the squares with grammar words is, isn’t, are, aren’t and pronouns he, she, it, we, they. For full details on how to play this game, see the worksheets and the accompanying teacher’s notes in Presentation Plus.

C Direct Ss to page 155 to complete the grammar exercise. Teacher’s tips for grammar exercises are on page T-153.

Clearly marked answer keys can be spotted quickly.

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Time to write teacher’s notes Time to write teacher’s notes offer a step-by-step guide for the teacher to all elements of the lesson, including classroom and time management. The notes provide tips on: - giving students preparation time for research and planning before they write - how to adjust activities for students of different abilities - monitoring - how and when to give feedback - giving positive feedback - error correction

2.5

TIME TO WRITE

LESSON OBJECTIVE ■

What do you think?

Introduce the lesson Show Ss your phone or smartphone and ask: How many people in the world have a phone? What about a smartphone? How many times a day do people (on average) look at their smartphones? Encourage Ss to guess, but don’t comment on the correctness of their guesses for now.

C Practice. Ss find and correct the mistakes in the questions 1–8. Sometimes they need to change the nouns themselves, sometimes they need to correct the grammar of the sentence. Then elicit answers as a class.

Answers How many smartphones do you have? Do you ever do your shopping on the internet? How often do you check social media on your phone? How often do you make videos with your phone? Do you ever use your phone to play games? How many texts do you get on a normal day? How many do you send? 7 Do people spend too much time on the internet these days? 8 “I never read the news on my phone. It’s too sad!” Do you agree? 1 2 3 4 5 6

GET IT RIGHT! Count and non-count nouns A Introduce the context: Ss are going to read some information about use of phones and smartphones in the world and in the Middle East. Write the two questions on the board. • Ss read quickly and find the answers to the two questions. Set a time limit, e.g., one minute. • Ss compare their answers in pairs or small groups. Then elicit answers as a class.

Answers

write posts giving and responding to opinions

PAIR WORK Ss discuss the questions in exercise C.

• For feedback, ask Ss to tell the class one or two interesting things they found out about their partners.

The world: the first three facts and the box about how people use their smartphones. The Middle East: facts 4, 5, 6, 7.

B Direct Ss to the Notice box and read through it together. • Ss look at the list of nouns and decide which are count (C) and which are non-count (NC). • Check as a class. Encourage Ss to give the plural forms of the count nouns, e.g., cell phone > cell phones.

Answers Count nouns: cell phone, country, email, game, man, person, phone call, photo, text, video, woman Non-count nouns: the internet, social media, the news Note: • man, woman, person have irregular plural forms: men, women, people. • the news looks like a plural noun, but in fact it’s non-count! We say the news is (not are …).

T-22

Time to speak teacher's notes Time to speak teacher’s notes offer a step-by-step guide for the teacher to all elements of the lesson, including classroom and time management.

11.6

• Ask How often do you watch videos or vlogs? Have you ever made one? • Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use them at the relevant stages of the lesson. A Do the task Aim: Introduce the types of online videos. • Read the questions aloud. •

The notes provide tips on: - giving students preparation time before they speak - monitoring - how and when to give feedback - giving positive feedback - error correction

INDIVIDUALLY

Ss do the task individually.

PAIR WORK Pairs discuss their answers. Encourage them to recommend any videos or vlogs that they think are very good. RESEARCH

Aim: Ss talk about their favorite YouTuber.

• Read the instructions aloud. •

•

LESSON OBJECTIVE ■

create a video or vlog

Online videos

• Introduce the task Aim: Introduce the concept of vlogs

•

TIME TO SPEAK

INDIVIDUALLY If possible, let Ss use their phones to research the questions. Alternatively, let Ss share whatever they know about a famous YouTuber with the rest of the class. WHOLE CLASS

Ss share what they found with the

B C

Time on each stage

PRESENT Aim: Ss show their videos to their classmates and discuss them.

• Tell Ss that they should take notes during each presentation and video to help them discuss it with the class. •

WHOLE CLASS

Ss take turns presenting their video.

• Encourage Ss to say what they liked about each video. • Feedback for speaking activities* Monitor and make a note of the strong points of each group, for example, good use of unit vocabulary, interesting questions, natural-sounding interactions, etc. You can use your notes to give feedback at the end of the lesson. *These tips can help you create a safe speaking environment. They can also be used with other speaking activities. For more information, see page T-xxii.

PROGRESS CHECK • Direct students to page 180 to check their progress. • Go to page T-160 for Progress check activity suggestions.

class. • Preparation for speaking* Give Ss time to think silently about what they are going to say. C

DISCUSS

video.

Aim: Ss discuss a topic for their group’s

• Read the instructions aloud. Ask a volunteer to read the bullet points aloud. • D

Give groups time to answer the questions to plan their vlog. GROUP WORK

PREPARE

Aim: Groups make their video.

• Read the instructions aloud. •

Ss work in groups to prepare their video and presentation. Make sure they understand that each person in the group must be involved in making the video (star, director, cameraperson, scriptwriter, etc.). GROUP WORK

• Ss plan, write, and film their video. If possible, Ss can get together in their groups to film the video in a quiet place outside of the classroom. • Encourage Ss to practice how they will present their video to the class.

TEACHER DEVELOPMENT REFLECTION Either answer these questions in a reflection journal or discuss them with your peers. 1 Development Activity 1 asks learners to remember long lists of language items. What was the longest chain your Ss managed to remember? Did they seem to get better with each game? 2 In what ways do you think your Ss benefited from this activity? Think about: their grammar, vocabulary, pronunciation, memory skills, and their feelings. 3 Development Activity 2 can be used to focus on many different language areas, especially at lower levels. What kinds of vocabulary could it be used to present and practice? Would you use pictures or real-life objects? 4 In this activity Ss were challenged to remember ten items. Were your Ss able to do this? What do you think is the maximum number of items you could teach using this activity?

T-138

Academic skills teacher's notes Academic skills teacher's notes offer a step-by-step guide for the teacher to all elements of the lesson, including classroom and time management.

5.5 1

ACADEMIC SKILLS

LESSON OBJECTIVE ■

Sociology: Modern life and stress

SPEAKING

In my presentation today, I want to tell you why people have stress. I want to describe health problems we sometimes get because of stress. I also want to talk about ways to have less stress in our lives.

A Introduce the task Teach the words busy (when you have a lot of things to do) and tired (when you need to rest or sleep). • Do the task PAIR WORK Ss write the number of hours they spend doing the activities each day. Then in pairs, Ss compare their answers and discuss the questions. Elicit answers as a class.

The notes provide tips on: - supporting students with learning new vocabulary - teaching topic-related vocabulary - teaching study skills for use across subjects - helping students to think critically about what they read or what they write - guiding students through structuring their writing

1 work 2 studies 6 problem

2 heart disease

3 modern life

5 work

• Ss complete question 1 and compare answers. • Ss discuss question 2 in pairs. Give feedback.

LISTENING

• Allow open answers for the last two questions, but elicit answers about the symbols and abbreviations Ss already use in their own notes and any new ones they want to use in the future.

VOCABULARY SUPPORT worried (adj) – unhappy because you are thinking about problems

Answers 1 b 2 d 3 a 4 c 2 Symbols and abbreviations help when you need to write fast, e.g., in presentations and lectures.

illness (n) – a disease that makes you sick physical (adj) – relating to the body C

1.56 Do the task Ss read questions 1 and 2. Play the recording and ask Ss to compare their answers. Elicit answers as a class.

PAIR WORK Ss may need a minute or two to gather their thoughts or even make notes. Then in pairs, they describe the people and answer the final question.

• Elicit answers and find out which one or two people described has/have the busiest life/lives.

Answers 1 a

4 tired

STUDY SKILLS: Using symbols and abbreviations in notes

Introduce the task Before listening, you may wish to pre-teach the words in the box or get Ss to check them in a dictionary.

3 company

The aim of this exercise is to introduce Ss to core symbols and abbreviations that are useful when taking notes.

Answers 1 have stress

1.56 Ss listen again and complete the notes with one word in each gap. Ask Ss to compare their answers.

Answers

VOCABULARY: Stress collocations

A Introduce the vocabulary Give Ss time to check unfamiliar words with you or in a dictionary. Ss work alone to complete the sentences.

Introduce a presentation about stress

2 the beginning

1.56 Audio script Faisal Today my presentation is about modern life. We all have very busy lives – people in some countries study and work. For example, my friend Mohammed in the U.S. studies full time at college. He also works 15 hours a week at his father’s company. He doesn’t have a lot of free time. He usually goes to bed very late. He hardly ever goes out with friends because he’s too busy, but he sometimes chats with us online. I think he’s happy, but he’s often tired. Many people with busy lives feel worried and tired. Sometimes they don’t feel good about their work or studies. They’re not happy. This is called “stress.” Stress can change how we feel. But it’s also a type of physical health problem. People who have a lot of stress in their lives sometimes have problems like heart disease – this is a kind of illness.

THINK CRITICALLY The aim of this exercise is to get Ss thinking about coherent ways of organizing longer stretches of language. In small groups, Ss read and discuss the answers to the questions.

Answers 1 = a (This is known as a general ➜ particular pattern.) 2 Knowing how information is often organized can help Ss recognize main (general) points and detailed (particular) points. It can also be a useful way for Ss to organize their notes.

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LANGUAGE FOCUS 1: Explaining new words and ideas

LANGUAGE FOCUS 2: Presentation introductions

A Working alone, Ss read the examples and choose the best reason for their use, and then compare answers in pairs. Elicit answers as a class.

1.57 Before listening, you may wish to pre-teach the words in the box or get Ss to check them in a dictionary.

Answer

VOCABULARY SUPPORT introduction (n) the first

2 To say what things are and what they mean.

part of something introduce (v) to talk about something for the first time

B Ss answer the questions in pairs, and then elicit answers as a class.

• Ask Ss to read the expressions, then play the recording. In pairs, Ss write one word in each gap and check their answers. Elicit answers as a class.

Answers explain something = a kind of, a type of gives a name = is called

Answers

C You may wish to pre-teach the words speech and exercise or get Ss to check them in a dictionary.

"The focus on academic skills is essential for our higher education students who need preparation for the next stage in their learning."

1 about 2 tell 3 talk

• Working alone, Ss complete the examples with an expression from exercise 4A. Point out that sometimes two answers are possible. Ss compare their answers and then elicit answers as a class.

1.57 Audio script 1 Today my presentation is about modern life. 2 In my presentation today, I want to tell you why people have stress. 3 I also want to talk about ways to have less stress.

Answers 1 a kind/type of 2 is called 3 a kind/type of 4 is called

VOCABULARY SUPPORT speech (n) a formal talk given to a large number of people (often on a special occasion)

exercise (n) physical activity you do to make your body strong and healthy D Complete an example as a class using an English word your Ss don’t know. Tell Ss they can look for a word in the dictionary, but they need to explain it using one of the expressions from exercise 4A. •

B Working alone, Ss answer the questions and then check their answers together. Elicit answers as a class.

Answers 1 Today my presentation is about modern life. 2 want (to)

C Elicit the first two phrases of 1 (This afternoon my / presentation is) and then Ss continue alone. They compare answers in pairs. Elicit answers as a class.

Answers 1 This afternoon my presentation is about good health. 2 In my presentation, I want to describe some useful exercises. 3 I also want to talk about food and your physical health.

In pairs, Ss explain words to each other. Elicit answers from the class and find out some interesting example words Ss explained in pairs. PAIR WORK

SPEAKING

A Ss work alone – half as Student As and half as Student Bs. They study their role card, check new vocabulary, and add one new idea.

Teacher, Saudi Arabia

PAIR WORK Ss work in pairs – one Student A and one Student B. They introduce their presentations to each other. Give feedback and ask about interesting examples for each topic.

EXTRA WRITING This is an opportunity for extra writing practice. After the speaking, Ss can then write their presentation introduction out in full as one paragraph. Encourage them to write in full sentences.

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Integrated teacher development Each EVOLVE Special Edition Teacher's Edition includes an integrated teacher development program which allows teachers to increase their skills while their students learn. In each unit of EVOLVE Special Edition, teachers are introduced to different teaching techniques, guided to try them out in class, and given suggested readings to expand their knowledge of the theories behind each technique. There are four development themes integrated into each EVOLVE Special Edition level. • Teaching and developing writing skills • Teaching and developing speaking skills • Support in the classroom and learner management • Language acquisition Each theme is divided into manageable strategies, which are explored individually in separate units. The structure of the program in each unit is as follows: • Each strategy is introduced at the beginning of the unit, with a reading text or video suggested as an extra development resource. • There are two suggested activities based around practicing the strategy within the teacher’s notes for each unit. • A reflection box at the end of the unit offers questions to think about individually or to discuss with other colleagues.

WRITING

MIXED ABILITY

• Introduce the task Discuss different types of situations when a formal email is appropriate and when an informal email is acceptable. Write Ss’ ideas on the board and leave them there for Ss to refer to later in the lesson.

Provide Ss with a template for writing their emails: Dear ______ , My name is ______ . I ______ with your ______ in/at ______ . I would like a/an ______ with your company, ______ . Can we meet ______ to talk?

A Do the task Ss read the email silently and answer the question.

Thank you for your time. ______

• Check the answer as a class. • Ask: Who wants an internship? (Lily Martin) Who is Abigail? (Lily’s classmate and Mr. Johnson’s daughter) How long is the internship? (two months) Why is she writing specifically to Mr. Johnson about an internship? (He works at Grallen Technologies.)

Answer

PAIR WORK Pairs share their emails. Give them time to ask questions about anything they don’t understand in their partner’s email. Ask Ss to comment on any part that was not correct for a formal email.

• Ss write a reply to their partner’s email.

Yes, the writer follows the advice from the comments on

page 8. To preview the teacher VOCABULARY SUPPORT Ask if Ss know what an development program, see internship is. Ask Ss what kinds of tasks an intern in a company might do (follow various employees the Teacher's Edition sample around to see what they do, attend meetings, etc.). Ask if any of them or someone they know has had on pages 37-60 look out an internship, and if so, toand describe it. Ask Ss what a résumé is and what is included on one (name, education details, and work experience). for the teacher development B WRITING SKILLS Ss do the task individually and then sections. compare answers with a partner.

Answers (b) Internship, Dear, Your, In, I, I, Thank, Best (c) Johnson, Abigail, University of Toronto, Grallen

TEACHER DEVELOPMENT ACTIVITY 1 Needs This activity helps students consider their general needs; in other words, to think about their current ability in English and their overall reason for learning this language. Do this activity after students have finished A–E, or assign it for homework. • Write the following email on the board and tell Ss to copy it: Subject: My needs Dear (your title and name), I need to learn English for my __________. At the end of this course, I would like to be better at __________ and __________.

"This is an excellent tool for coordinators or directors of language programs to implement in INSET trainings for their teachers." Teacher, Oman

UNIT OBJECTIVES ■ ■ ■ ■ ■ ■

talk about what you’ve done and what you’ve never done talk about what you’ve done, and when make and respond to requests write comments about an infographic expand notes on an item of technology into a paragraph create a video or vlog

ME, ONLINE

LEVEL 2 (A2) STUDENT'S BOOK SAMPLE UNIT

START SPEAKING A

What can you see in the picture? What are the people doing? Do you do this? Do you like it when other people do this?

What other types of screens can you add to the list below? How do you use these screens in your life? ATM computer GPS smartphone tablet TV

Do you like sharing your photos and videos online? Why or why not? For ideas, watch Ali’s video.

Are you the same as Ali?

11.1

I’VE NEVER BEEN HAPPIER!

LESSON OBJECTIVE ■

LANGUAGE IN CONTEXT

Make a list of ten things you want to do in your life. Use the suggestions below, or think of other things. buy a car buy an apartment find a new job get married have a baby

learn to cook learn to drive live in a different country

move to a different city run a marathon teach someone something

I’ve made lots of videos. But my next video will be my best. It’s about my amazing grandmother, Mariem Bernawi. I interviewed her last week. Hind Grandma, you’ve done so many things. You’ve lived in different places, met interesting people, owned two different businesses, and taught school. What are you most proud of? Mariem Oh, that’s easy. I’m most proud of my family. I’ve watched my children grow up and have beautiful families of their own. I’ve helped my grandchildren in school, and I’ve seen two of them graduate from college. Hind You retired last year, but you haven’t slowed down. Mariem No, I haven’t. Honestly, the internet has opened up a new world for me. I check my messages every day, and I opened a social media account. I’ve added 200 people as friends and joined different groups. And with my new smartphone, I message people all the time. Hind Have you ever wanted to go back in time, to be young again? Mariem No, I’ve always loved my life. And now, well, I’ve never been happier!

travel to another country write a book write a song

Read about Hind and her grandmother, Mariem. Underline the activities from exercise 1A that they talk about in the interview.

THIS IS YOUR LIFE

18 18

talk about what you’ve done, and what you’ve never done

My profile

Sign out

Hind

Mariem

Read the article again. Who (Hind, Mariem, or both of them) … ? 1 is part of a social network 3 made many videos before now 2 discovered a new world 4 is very proud of her grandchildren PAIR WORK

Who is the most interesting person you know? Tell your partner about the person.

VOCABULARY: Using verb–noun internet phrases

Look at the words in bold in the text and complete the phrases below. Listen and check. 1 open 4 someone 5 someone as a friend 2 join 6 your messages 3 make 2.40

Complete the verb–noun phrases using the words from the box. Listen and check. Were you right? 2.41

a website

left or right

on a link

your password

7 build 8 change C

9 click 10 swipe

Now do the vocabulary exercises for 11.1 on page 175.

PAIR WORK Do your parents or grandparents use the internet. What do they do? What don’t they do? Use the verb-noun phrases from exercise 2.

GRAMMAR: Present perfect for experience

My grandfather checks his messages once a week. He doesn’t want to open a social media account.

Present perfect for experience I’ve made lots of videos. I’ve added 200 people as friends. B C

Have you ever wanted to go back in time? I’ve never been happier!

ACCURACY CHECK

SPEAKING

Use never + an affirmative verb. Don’t use not with never.

Write a questionnaire with the activities in exercise 1A on page 128. Ask your classmates the questions and write down who has done each thing. Who has done the most things? Who has done the things you want to do?

I’ve not never built a website. ✗ I’ve never built a website. ✓

GROUP WORK

Have you run a marathon?

Yes, I have.

Great! What’s your name?

19 19

11.2

SOCIAL MEDIA LIKES

LANGUAGE IN CONTEXT

Answer the questions with a partner. A Have you ever crowd-sourced information? B Have you ever built an app?

LESSON OBJECTIVE ■

talk about what you’ve done, and when

PAIR WORK

C Have you ever made a video that went viral? D Have you, or anyone you know, ever made new friends online?

2.42 Listen to three people talk about their online experiences. Which three questions from exercise 1A does the interviewer ask? 1 Waleed 2 Padma 3 Sara

Listen again. Complete the second question the interviewer asks each person. Check your understanding with a partner. 2.42

PAIR WORK

2.42 Audio script

1 Waleed

Not viral really, but my friend and I uploaded a video that got about 7,500 views. Interviewer What ? Waleed Last year. It was about what photos people have on their phones. A guy from the local newspaper even wrote an article about us. 2 Padma I haven’t, but my friend has. Interviewer What ? Padma Well, my friend, Nadia, thought she found her cousin Judy on Facebook. She added her as a friend, but she wasn’t her cousin. Same name, different person. She messaged her about the mistake, and she messaged her back, and it continued. Then they decided to meet. They have been friends for five years now! 3 Sara Yes, I have. Interviewer What ? Sara We wanted to go to Florida on vacation, but didn’t know where to go and what to do. So I put the question out there. I follow a photographer from Florida on Instagram, and she messaged me with lots of great travel tips: places to see, really good restaurants, that sort of thing. We got a lot of good suggestions from people, but her advice was the best. D

20 20

Read the answers again. Which person … ? 1 has a friend and a cousin with the same name 2 has been in the local newspaper 3 got travel advice from strangers online

VOCABULARY: Using social media verbs

Match the internet icons with the words in the box. You can use your phone to help you. Listen and check.

FIND IT

2.43

block like B

bookmark log in

download search for

follow share

go viral upload

Now do the vocabulary exercises for 11.2 on page 175.

GRAMMAR: Present perfect and simple past

Circle the correct options to complete the rules. Use the questions in the grammar box to help you. Then find other examples of the present perfect and simple past in the text in exercise 1B on page 130. 1 We use the simple past / present perfect to talk about past experiences not at a specific time. 2 We use the simple past / present perfect to talk about a specific time in the past.

Present perfect and simple past Have you ever made a video that went viral? What was it about, and when did you make it? B C

Now go to page 163. Look at the grammar chart and do the grammar exercise for 11.2. PAIR WORK Write five present perfect sentences about yourself with these verbs. Then give details about each one with the simple past. Tell your partner. Have you done any of the same things?

eat

lose

break

read

see

SPEAKING

Ask your classmates the questions on the right. Make a note of their answers.

GROUP WORK

Who has been online the most? Who is the biggest user of social media? For ideas, watch Osama’s video. Did you go online as much as Osama today?

IN THE LAST WEEK … ?

How many times have you logged in to your social media account? How many people have you stopped following on social media?

Tell me about one comment that you have posted.

What’s the most embarrassing thing you have shared on social media? Have you bookmarked anything?

? 21 21

11.3

CAN I USE YOUR PHONE?

LESSON OBJECTIVE

make and respond to requests

■

FUNCTIONAL LANGUAGE

2.44 PAIR WORK Look at the pictures. What has happened in picture A? What are the people doing in picture B? Read and listen to check. A

2.44 Audio script

1 A Hello. Can I help you? B Oh, hi … yes. Would you mind looking at my phone? A Sure. What’s the problem? B I dropped it yesterday and broke the screen. A I can see that! B So, can you fix it? A I’m afraid not. We don’t fix screens here. B Oh, I see. Thanks anyway.

2 A B A B A B A B

Complete the chart with expressions in bold from the conversations above.

Making requests

Responding to requests

Asking someone to do something Would you 1 (looking at my phone)? 2 / Could you (fix it)?

Accepting Sure. No 5 Yeah, that’s 6

Asking for permission

Refusing

Do you mind your phone)? Can / 4 more)? C 22 22

This is so beautiful. Let’s take a selfie. Smile! Oh, no! What’s wrong? My phone. The battery’s dead. Do you mind if I use yours? No problem. Thanks. OK … Smile! … Perfect. Actually, could I take a few more? Yeah, that’s fine. I can share them with you later. Great. Thanks so much.

PAIR WORK

. .

I (use I (take a few

I’m 7 No, I’m sorry.

not.

Practice the conversations in exercise 1A with a partner.

INSIDER ENGLISH When a phone battery has no power, you can say that it’s dead. The battery is dead. My phone died.

2 A B

REAL-WORLD STRATEGY 2.45

Listen to a conversation in a repair shop. What’s the problem?

Read the information in the box about remembering words. Then listen to the conversation again. What question from the box does the customer use? 2.45

REMEMBERING WORDS When you can’t remember a word, someone’s name, or don’t know how to say something in English, you can ask a question: What’s his/her name? What do you call it/them? C

2.46 Complete another conversation between a brother and sister with a question from the box. Listen and check. A I uploaded a photo of that actor I saw. B Who? A You know, ? The really good one. She won an award last year. B Oh, yeah. With all the hair. I know who you mean. What is her name?

Student A: Go to page 182. Student B: Go to page 184. Follow the instructions.

PRONUNCIATION: Saying final /n/ and /m/ sounds

Listen to the words. Focus on the sound of the bold letters. Practice saying them. Do you make the /n/ and /m/ sounds? /n/ phone broken won /m/ problem program name

2.48 Circle the words that end in the /m/ sound. Listen and check. Practice the conversations with a partner. Is your mouth open or closed when you say the /m/ sound? 1 A What’s the problem? 3 A It’s warm in here. B My phone is broken. Can you fix it? B The windows are closed. A Do you mind if I open them? A I’m afraid not. B That’s fine. 2 A What’s his name? B It’s Yasser.

SPEAKING

2.47

Choose two of the situations. Practice making and responding to requests. You can accept or refuse each request. 1 You’re a tourist. Ask someone to take your picture. 2 You’re in an office or on a bus, and it’s very hot. Check if it’s OK to open the window. 3 You’re having a problem buying a soda from a machine. Another person is waiting. 4 You’re in a hurry to a buy a train ticket. You want to go to the front of the line. PAIR WORK

Would you mind taking a photo of us? Sure. No problem. Thanks a lot. Just press here. 23 23

11.4

LESSON OBJECTIVE

SELFIES

■

READING

How often do you take selfies? Find a selfie that you love or hate. Talk about where, when, and how you took the picture.

READ FOR MAIN IDEAS

PAIR WORK

1 2 3 4

About

Farah Al-Bassam

Blog Images

@fbassam

Archive

Posted 3:15 p.m.

WHO’S TAKING SELFIES? FEMALES

MALES

36%

64%

AGE

19%

65%

19 20

21 and over

10%

HOW WE SHARE Facebook 30%

“I don’t share” 9%

Snapchat 24% Other 16%

on vacation

20%

at school

16%

in front of the mirror

30%

with a friend/a group of friends

18%

with family

52%

alone

I have used an app to …

… add glasses or a silly mustache 32% … add a special filter 25% … change my eye color 6%

TOP REASONS FOR SELFIES

to remember a happy moment because you look good

+ Comment

… change my hair 37%

34%

1 3

CHANGING SELFIES

TOP SITUATIONS FOR SELFIES

Twitter 12% Instagram 9%

Thanks to all my friends (174!) who answered my questions about selfies. Here’s the result – it’s a mini-project for my Media and Communication course. I hope you like it – comments welcome!

SELFIES IN NUMBERS

24 24

write comments about an infographic

because you feel good

to share information about your life

FUN FACT!! PEOPLE TAKE TWO SELFIES

A DAY ON AVERAGE.

✓

Choose the statement that best summarizes Farah’s infographic about selfies. Discuss your ideas with a partner. A People take them because they are lonely. C They’re not fashionable now. B They’re about sharing positive experiences. D They’re a good way to make friends.

WRITING

Look at the comments about Farah’s infographic. Which are positive, and which are negative?

PAIR WORK

THINK CRITICALLY

COMMENTS (3) SELFIES IN NUMBERS I loved this infographic! It’s so good to see what real people say about selfies. I think it’s interesting that so many of us take selfies when we are alone – 52%! I also can’t believe that more men than women take selfies! Are you sure?

Maia-gio I take selfies all the time, but I’ve never stopped to think about them. This infographic has so much interesting information. I always thought people just took selfies when they looked good. I was surprised that the top reasons were when they feel good or happy!

Tech-Yazeed This infographic is such a waste of time. 32% add a silly mustache! 16% take selfies in front of the mirror! Who cares? Can we have some real information, please?

Who cares? (informal) = it isn’t useful or important.

Tim Popa B

Look at the phrases in the box. Match them to their uses. Find more examples in the comments in exercise A.

WRITING SKILLS

I always thought …

I think it’s interesting that …

Who cares?

1 to say something positive: 2 to say something negative: 3 to say that you had a different idea before: C

PAIR WORK Look at the infographic on page 134 again. Which information do you think is most interesting? Which information is not interesting? Why?

WRITE IT D

Show your comment to a partner. Write a reply to your partner’s comment. 25 25

11.5 11.1

ACADEMIC SKILLS

Information technology: The internet of things

READING

PREDICT

Read the article to check.

LESSON OBJECTIVE ■

expand notes on an item of technology into a paragraph

You will read an article about the “internet of things”. What do you think this means? Choose the best answer. 1 using different devices that are all connected online 2 devices and machines doing more work for people 3 finding information about things on the internet

THE INTERNET OF THINGS These days, most people are connected to the internet by computers, tablets, and smartphones. But they also use other objects and devices – at home, at work, in their free time – which are connected to the internet. For example, most people now watch TV through the internet, and they may also use their televisions to stream shows, play computer games with people, and chat to friends. People often use the term “the internet of things” to talk about this. This describes how the things we use are becoming more and more connected. At present, about 4.6 billion people are connected to the internet, but about 31 billion things (such as phones, cars, watches, televisions, machines) are connected online. This number is increasing every year. In the future, devices which are connected will become more normal: car tires could tell you when you need to change them; most packages could arrive by drone; your car could know when it needs a repair and could make an appointment for it. Another feature of the internet of things is that devices can also connect to each other. An example of this is a “shopping beacon”: this device has information about your shopping habits and about what the store sells. It also knows when you are near the store, so it sends a message to you about sales or things you like to buy. Some people love the idea of the internet of things, but not everyone. Some are afraid that these devices and the companies that make them will know too much about our lives and habits (who we speak to, for example, or how often we go out). They say that everything can be connected online, but that doesn’t mean that everything should be connected.

26 26

Read the article again. Which of these points do you think are main points? Which are detailed examples? Check (✓) the main points. 1 Many of the things we use every day are connected online. Many people use their television for different purposes. 2 The way devices are connected online is called “the internet of things.” 3 In the future, more devices will be connected online. 4 Cars will give us information about problems we need to fix. 5 Devices can connect to their users and also to other devices. 6 Shopping beacons can help you with your shopping. 7 Some people are worried about using devices connected to the internet. 8

READ FOR MAIN POINTS AND EXAMPLES

Look at the article again. 1 Write down: ■ two things you already knew (before you read the article). ■ two new things you learned from the article. 2 If you already know some information, it makes reading easier. Why?

THINK CRITICALLY

LANGUAGE FOCUS: Giving examples

Look at the expressions in bold (a–d). Then answer questions 1–5. 1 Which expression often has a comma after it? a For example, most people now watch TV through the internet. 2 What kind of words follow such as in sentence b? b … about 31 billion things (such as phones, 3 In sentence b, could we use for example instead of cars, watches, televisions, machines) are such as? connected online. 4 Could we use such as in any of the other c An example of this is a “shopping beacon.” sentences? d … who we speak to, for example, or how 5 What preposition can follow the word example? often we go out.

WRITING

Look at these notes about running watches, and read the paragraph below. Then complete the paragraph with words and phrases from the notes. Running watches - go for a run Why they are useful: - comfortable to wear - information (speed, how far you’ve run, where you are)

- information about your body: • heart rate • calories - Some watches: phone calls

Many people use running watches when they 1 . They’re useful in many ways. They’re 2 3 , and they give you a lot of useful . For example, they can tell you your 4 , how far you have 5 , and where 6 . They also give you information 7 8 about , such as your heart rate and how many you have used. Some watches are also able to receive 9 while you’re running. B

Think about another smart device or app. Write some brief notes about these topics: ■ Who uses it? ■ Why is it useful? ■ What does it do?

Write a short paragraph based on your notes. Think of one or two examples and add them, using expressions from exercise 2A.

PAIR WORK

Exchange paragraphs with a partner. Ask questions to find out more.

STUDY SKILLS: EVALUATING YOUR PROGRESS Think about your English language studies. How do you feel about your progress in these things? Give each one a star rating out of five. Give reasons for the rating. ■ ■

speaking listening

■ ■

reading writing

■ ■

vocabulary grammar

■

pronunciation

Answer the questions.

1 What are you best at? What helped you become good at it? 2 What would you like to improve? How do you plan to do it? 27 27

11.6

TIME TO SPEAK Online videos

LESSON OBJECTIVE ■

create a video or vlog

Look at the types of videos on sites like YouTube. Which ones have you watched? Do you know any others? Add them to the list. ■ product review videos ■ food or travel vlogs ■ beauty and fashion advice ■ ■ “how-to” videos ■ ■ cute animal videos ■

RESEARCH Think of a famous YouTuber. What do they make videos about? Can you describe them to the class? Why do you think they are popular?

DISCUSS Imagine you’re going to make a video. What is it going to be about? Think of something you want to tell people, for example: ■ something you have done ■ somewhere you have been

■ ■

something you are interested in something you know how to do

PREPARE In small groups, you are going to make a video. Plan what you are going to say and do in the video. Use the phrases at the bottom of the page to help you. Think about the following questions: ■ What type of video will you make? ■ What will happen in your video? ■ What will it be about? ■ Who will film and direct the video? ■ Who will star in your video? What will they say?

PRESENT Show your video to your classmates, and watch their videos. What do you like about each video? Do you think there are any future YouTube celebrities in your class?

To check your progress, go to page 180.

USEFUL PHRASES DISCUSS Have you heard of … ? I really like watching his/her/ their videos because …

28 28

PREPARE I have a good idea. I think we should … How about … ?

PRESENT This is our video. That’s really cool/funny/interesting. You’ve done a really good job! I think you’ll be famous one day!

UNIT UNIT 11

11.1 1

ME, ONLINE

I’VE NEVER BEEN HAPPIER!

VOCABULARY: Using verb-noun internet phrases Write ten verb-noun phrases with the words below.

add someone build change check click join make message open swipe

1 add someone as a friend 2 3 4 5

2 A

app friend group link messages social media account password right someone video

a an as a on a your

6 7 8 9 10

GRAMMAR: Present perfect for experience Complete the chart with the present perfect form of the verbs.

Simple present be build do have join make message

Present perfect have been

LEVEL 2 (A2) WORKBOOK SAMPLE UNIT

Correct the sentences. 1 She have build hundreds of websites. 2 Have you ever were to Japan? 3 Has they change their passwords? 4 I don’t have checked my messages. 5 He have added me as a friend.

GRAMMAR AND VOCABULARY

30 30

Write questions using present perfect. Use the answers to help you. 1 A Have you ever been outside the country? B No, I’ve never been outside the country. 2 A B No, they’ve never built an app. 3 A B Yes, I’ve made two videos with my friends. 4 A B No, I’ve never added someone I don’t know as a friend. 5 A B No, she’s never messaged a famous person. 6 A B Yes, he has changed his password! 7 A B Yes, she’s written three books. 8 A B Yes, they’ve lived in a different country. 9 A B No, he hasn’t found a job. 10 A B Yes, I’ve checked my messages.

11.2

SOCIAL MEDIA LIKES

VOCABULARY: Using social media verbs

Make words from the letters. download 1 dloadwno 2 wollfo 3 agilorv 4 rkmoobak 5 olpuda

6 7 8 9 10

rofacehrs iekl kcobl nigol arshe

Circle the correct options to complete the sentences. 1 Have you ever uploaded / gone viral photos of your friends to a social media site? 2 Hayam searched for / followed a new coat online. 3 The video of Paula and Rajesh’s wedding ceremony liked / went viral. You have to see the speech! 4 Last night I blocked / downloaded the English class assignment. I needed to study it. 5 Have you ever logged in / shared to that website where you can see your house? 6 There is a problem with that website. I tried to open it, but my computer blocked / liked it.

GRAMMAR: Present perfect and simple past

Read the sentences. Then write a question about each one in the simple past. 1 I’ve downloaded this great app. When did you download it 2 I’ve uploaded some photos onto my Facebook page. When 3 She’s blocked her college friend. Why 4 I’ve lost my phone. Where 5 We’ve met so many interesting people. Where 6 He’s found an old friend from ten years ago on Facebook. How

? ? ? ? ? ?

31 31

Complete the text with the correct form of the verbs in parentheses. Look up the past participle of the verbs if you need to. lost Have I ever 1 (lose) my phone? Yes, I have. I 2 (lose) it on the bus last week, but someone 3 (find) it and I got it 4 back. But I (never break) my phone. My sister 5 (break) three phones! The last time, she was in the kitchen and she 6 (drop) it into the tomato sauce. She 7 (clean) it, but it 8 didn’t help. Yesterday, she (buy) her fourth phone.

GRAMMAR AND VOCABULARY

Write questions using the verbs and phrases with the present perfect. What is the most expensive restaurant you’ve ever eaten in? 1 (eat) most expensive restaurant 2 (be) in a video 3 (study) Japanese 4 (walk) far in one day 5 (forget) the name of someone important 6 (receive) best gift 7 (take) funniest photo 8 (cook) for a lot of people

Write your answers to the questions in exercise A. 1 Gina’s Italian Restaurant in Dubai is the most expensive restaurant I’ve ever eaten in. 2 3 4 5 6 7 8

11.3

CAN I USE YOUR PHONE?

FUNCTIONAL LANGUAGE: Making and responding to requests

Write the phrases in the box in the correct category. Can I No problem

Could you Would you mind

Making requests

I’m afraid not Yeah, that’s fine

No, I’m sorry

Accepting requests

Refusing requests

REAL-WORLD STRATEGY: Remembering words

Complete the conversations using the questions in the box. What do you call …

What do you call …

What’s his/her …

A B A B

Hi, do you need any help? Hi, yes. Do you mind taking a look at my … 1 Your tablet? No problem. Thanks. I downloaded a video yesterday, and now I can’t open my … 2 it? A Your email? B Yes, my email. Could you take a look, please?

A B A B A

I recognize that woman. 3 Her name is Felicity Jones. Is she a … 4 An actor? Yes, she’s a movie star. Awesome!

What’s it …

called?

name? it?

33 33

FUNCTIONAL LANGUAGE AND REAL-WORLD STRATEGY

Read the situations below and choose one. You will write a conversation asking for help. Before you write the conversation, complete the chart with expressions you plan to use. You are a tourist. Ask someone for a good restaurant in town. You are lost in a new city. Ask someone to give you directions.

Asking someone to do something Accepting requests Refusing requests Remembering words B

Write your conversation with the expressions from exercise A. A Hi. B A B A B A B

11.4

SELFIES

READING

Read the magazine article. Then read the sentences and write T if true or F if false. Then write true sentences for the false ones.

HOW TO TAKE AMAZING SELFIES!

Love to take selfies, but hate the way they look? Here are some simple tips to look your best and have amazing selfies! TIP 1

TIP 2

TIP 3 TIP 4

Light is your most important friend. How often have your photos looked too dark? Could you go outside or stand near a window to take your selfie? That's much better. You'll look so beautiful! What's behind you? Is it an exciting place or only your face? If you hold the camera too close, your nose looks very big! Can we fix that? No problem! Hold your phone far away, and use the zoom. Then your face will look normal. Wear fun accessories like sunglasses, a big hat, or a scarf. Make your selfies interesting! Laugh! Be happy and you'll have an amazing selfie!

This article is about how to dress better.

The article says it’s difficult to take selfies outside.

The article explains why your nose may look too big in selfies.

The writer doesn’t know how to solve the problem of big noses in selfies.

The writer thinks wearing hats make selfies boring.

The writer probably likes happy selfies best.

LISTENING

Listen to the conversation. Then circle the correct answers. Tanya is having a problem . a taking selfies b fixing her camera c using her social media site How does Tanya describe her photos? a They’re too light. b They’re all terrible. c They’re too dark. What does Yoko think will probably help Tanya’s photos? a uploading them b using the flash c making them darker What does Tanya ask Yoko to do? a take photos of her b take photos with her c teach her how to take photos

11.01

1 2 3 4

35 35

Listen to the conversation again. Then complete the sentences with phrases from the conversation. have taken 1 I so many selfies, and they’re all terrible! . 2 I’ve looked at the photos ? 3 Have you used the it. 4 I’ve teaching me more about taking photos? 5 Hey, Sunday? 6

WRITING

Complete the sentences about you. 1 I take selfies when 2 I never take selfies when 3 I share selfies with 4 I take selfies at 5 I change selfies when

Read the article about selfies again. What information is useful? Use your answers in exercise A to write about how you take selfies. Include something positive, something negative, and something that you had a different idea about before.

11.01

CHECK AND REVIEW Read the statements. Can you do these things?

UNIT

36 36

Mark the boxes.

✔ I can do it.

? I am not sure.

I can …

If you are not sure, go back to these pages in the Student’s Book.

VOCABULARY

use verb-noun internet phrases. use social media verbs.

page 128 page 131

GRAMMAR

use the present perfect to talk about experience. use the present perfect and simple past to talk about what I’ve done and when I did it.

page 129 page 131

FUNCTIONAL LANGUAGE

make and respond to requests. ask questions to remember words.

page 132 page 133

SKILLS

write comments about an online article. use I always thought …, I think it’s interesting that …, and Who cares?

page 135 page 135

ME, ONLINE

TEACHER DEVELOPMENT INTRODUCTION Strategy 2: Memorizing new language – Memory games Memory games – whether Ss play against each other or test themselves – are an enjoyable way both to practice particular language points through intensive exposure and repetition and to develop Ss’ memorization skills. In this unit we look at two classic memory games that can be used to present and practice language in the modern language classroom. The chain game (Activity 1): Ss are challenged to remember a growing list of language items. You will have the opportunity to try this in lesson 11.1. Can you remember? (Activity 2): Ss see a set of pictures or objects and then have to remember as many as they can. You can try this in lesson 11.2. To find out more about the value of memory games and different memory game ideas, read Chapter 7 of Nick Bilbrough, Memory Activities for Language Learning, pp. 187–210. Please go to www. cambridge.org/evolve to download this material.

INTRODUCE THE THEME OF THE UNIT Have a brief discussion on sharing life events on social media. On the board, write social media. Ask Ss if they enjoy sharing their activities on social media. Ask for examples of social media sites that they use. If any Ss don’t enjoy social media, ask them why. Ask Do you think that social media helps people feel closer to each other? UNIT OBJECTIVES Read the unit objectives aloud. Tell Ss to listen and read along. Ask Ss to say any vocabulary they think they will use in the unit. Write their answers on the board. Ask them to write the words in their notebooks. Tell them that at the end of the unit, they can check if they used the words.

START SPEAKING A Ss look at the picture. • Ss discuss the questions in pairs. • Ss share their answers with the class.

Answers

B Read the questions aloud. • Ss discuss the questions in pairs. • While Ss are discussing the questions, write the types of screens from the box on the board. • Ask Ss to share their answers with the class. As they share their answers, put a check mark next to the screens they mention. • See what the most popular and least popular answers are. • Ask follow-up questions: What is the one screen you can’t live without? Which screen makes your life easier? C Ss discuss the questions in small groups. • OPTIONAL ACTIVITY Ss use their phones to access the video and then discuss if they use their phones in the same way as Ali. REAL STUDENT

Hello, my name is Ali. I usually use my phone to take photos and videos, but I don't share them because they are private.

The people are at a restaurant. They are recording their meal on their phones while they are eating it.

LEVEL 2 (A2) TEACHER'S EDITION SAMPLE UNIT

37 37

UNIT OBJECTIVES

talk about what you’ve done and what you’ve never done talk about what you’ve done, and when make and respond to requests write comments about an infographic create a video or vlog

■ ■ ■ ■ ■

ME, ONLINE

START SPEAKING A

What can you see in the picture? What are the people doing? Do you do this? Do you like it when other people do this?

What other types of screens can you add to the list below? How do you use these screens in your life? ATM

computer

GPS

smartphone

tablet

Do you like sharing your photos and videos online? Why or why not? For ideas, watch Irene’s video.

Are you the same as Irene?

11.1

I’VE NEVER BEEN HAPPIER!

LESSON OBJECTIVE ■

talk about what you’ve done, and what you’ve never done

LANGUAGE IN CONTEXT

Make a list of ten things you want to do in your life. Use the suggestions below, or think of other things. buy a car buy an apartment find a new job get married have a baby

learn to cook learn to drive live in a different country

move to a different city run a marathon teach someone something

Read about Elena and her grandmother, Maria. Underline the activities from exercise 1A that they talk about in the interview.

THIS IS YOUR LIFE I’ve made lots of videos. But my next video will be my best. It’s about my amazing grandmother, Maria Cruz. I interviewed her last week. Elena Grandma, you’ve done so many things. You’ve lived in different places, met interesting people, owned two different businesses, and taught school. What are you most proud of? Maria Oh, that’s easy. I’m most proud of my family. I’ve watched my children grow up and have beautiful families of their own. I’ve helped my grandchildren in school, and I’ve seen two of them graduate from college. Elena You retired last year, but you haven’t slowed down. Maria No, I haven’t. Honestly, the internet has opened up a new world for me. I check my messages every day, and I opened a social media account. I’ve added 200 people as friends and joined different groups. And with my new smartphone, I message people all the time. Elena Have you ever wanted to go back in time, to be young again? Maria No, I’ve always loved my life. And now, well, I’ve never been happier!

travel to another country write a book write a song

My profile

Sign out

Elena

Maria

Read the article again. Who (Elena, Maria, or both of them) … ? 1 is part of a social network 3 made many videos before now 2 discovered a new world 4 is very proud of her grandchildren PAIR WORK

Who is the most interesting person you know? Tell your partner about the person.

VOCABULARY: Using verb–noun internet phrases

Look at the words in bold in the text and complete the phrases below. Listen and check. 1 open 4 someone 5 someone as a friend 2 join 6 your messages 3 make 2.36

39 39

11.1 1

I’VE NEVER BEEN HAPPIER!

LANGUAGE IN CONTEXT • Introduce the task Books closed. On the board, write life goals. Tell Ss to say any goals that they have or that other people they know have. Explain that goals can be smaller, regular things, such as go running twice a week or make one new recipe a month. Write their ideas on the board for Ss to refer to in exercise 1A.

A Books open. Ask volunteers to read aloud the different things to do in life. Point out any that are the same as the ones they mentioned in the introduction activity. • Ss do the task individually. Explain that they can use the things on the board in their lists.

LESSON OBJECTIVE ■

C Read the instructions and the four items aloud. • Ss do the task individually. • Check answers with the class.

Answers 1 both

• Ss underline the activities from exercise 1A mentioned in the interview. • Check answers with the class.

Answers live in different places, taught school

MIXED ABILITY Have weaker Ss work with stronger Ss to do the task.

EXTRA ACTIVITY Have Ss write three to five comprehension questions about the interview and exchange them with a partner to answer.

40 40

PAIR WORK

3 Hind

4 Mariem

Read the question aloud.

• Ask Ss to share their partners’ answers with the class.

VOCABULARY: Using verb–noun internet phrases • Introduce the task Explain that there are often specific verb–noun combinations that are always used together and that they will learn some of these combinations that are used when talking about the internet.

• Ask What things are the most popular?

• Ss read the interview silently. Answer any questions about unfamiliar vocabulary or phrases.

2 Mariem

• Ss discuss the question in pairs.

• Ss compare their lists in pairs before sharing their lists with the class. B Read the instructions aloud. Ask Who is Mariem? (Hind's grandmother)

talk about what you’ve done, and what you’ve never done

2.40 Do the task Read the instructions aloud.

• Ss do the task individually. • Play the audio for Ss to listen and check their answers.

Answers 1 open a social media account 2 join groups/a group 3 make a video 4 message someone 5 add someone as a friend 6 check your messages

2.41 Read the instructions aloud.

• Ss do the task individually. • Play the audio for Ss to listen and check their answers.

C Read the instructions aloud. Ask Ss if they know the past participles of any verbs in exercise 1A without looking them up. • Model the task by writing a sentence with information that is true for you.

Answers 7 build a website 8 change your password 9 click on a link 10 swipe left or right

• Ss write their sentences individually. • Ss read the information in the Accuracy check box and then check their sentences for accuracy.

C Direct Ss to page 175 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-156. D

• Ss tell a partner what they have and haven’t done. • Ss tell the class what things they’ve done that are the same.

PAIR WORK Read the questions aloud. Ask a volunteer to read the example aloud.

Answers Past participles of the verbs in exercise 1A on page 128. * indicates the form is different from simple past: bought, found, *gotten, had, learned, lived, moved, *run, taught, traveled, *written

• In pairs, Ss discuss the questions. • Have a class discussion to see what Ss’ grandparents have in common.

GRAMMAR: Present perfect for experience

A Introduce the task On the board, write Jan made a lot of videos last week. Jan has made a lot of videos. Ask What is the tense of the first sentence? (simple past) Ask In the second sentence, do we know exactly when Jan made the videos? (no) Ask if Ss know what tense the second sentence is (the present perfect). Explain that the present perfect is used to talk about something that happened in a general time in the past, usually over a period of time. Point out that the present perfect is: have/has + the past participle. • Read the sentences in the grammar box aloud. • Do the task Ss do the task individually. • Check answers with the class. • Review the task Write some common verbs on the board, and/or go through this unit and write the verbs that are used. Ask Ss to come to the board and write the past participles of the verbs. Then ask them to use the verbs in present perfect sentences.

Answers 1 have 2 simple past 3 general past 4 ever 5 never Examples of present perfect in the interview on page 128: you’ve done; You’ve lived …, met … owned … , taught … ; I’ve watched; I’ve helped; I’ve seen; you haven’t slowed down; I haven’t; has opened; I’ve added … , joined; Have you ever wanted; I’ve always loved; I’ve never been

B Direct Ss to page 163 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-153.

TEACHER DEVELOPMENT ACTIVITY 1 The chain game This simple memory game tests and develops Ss’ ability to remember lists of language items. It can be used to practice many different kinds of language, but in this lesson, the focus is on life achievements and the present perfect for experience. • Say to the class: In my life, I’ve done a lot. I’ve had a baby and run a marathon. • Choose a student to continue the chain. He/she repeats your sentence and adds one more achievement in the present perfect form: In my life, I’ve done a lot. I’ve had a baby, run a marathon, and written a song. Then he/she chooses the next student to continue. Ss can use the expressions from exercise 1A or their own ideas. If there are any grammar mistakes, encourage Ss to correct each other right away. • Continue until someone forgets what was said, and the chain breaks. When this happens, start a new chain. Play four or five times. Try to find out which student can remember the longest chain.

SPEAKING •

GROUP WORK

Read the instructions aloud.

• Model the task. As a class, think of one or two questions to ask. Volunteers ask you the questions. • Ss write their questions individually. • In small groups, Ss ask and answer their questions. • Ask groups to share the results of their questionnaire with the rest of the class. • Workbook Unit 11.1 • Worksheets: Grammar 11.1; Vocabulary 11.1

41 41

Complete the verb–noun phrases using the words from the box. Listen and check. Were you right? 2.37

a website

left or right

on a link

your password

7 build 8 change C

9 click 10 swipe

Now do the vocabulary exercises for 11.1 on page 151.

PAIR WORK Do your parents or grandparents use the internet. What do they do? What don’t they do? Use the verb-noun phrases from exercise 2.

GRAMMAR: Present perfect for experience

Circle the correct options to complete the rules. Use the sentences in the grammar box to help you. Underline other examples of the present perfect in the interview on page 108. 1 To make the present perfect, use have / make + past participle. 2 For some verbs, the participle is the same as the simple past / present form. 3 The sentences are about experiences in the present / general past. 4 To ask if something has happened at any time in the past, use . in your answer. 5 To give a negative response, use

My grandfather checks his messages once a week. He doesn’t want to open a social media account.

Present perfect for experience I’ve made lots of videos. I’ve added 200 people as friends. B C

Have you ever wanted to go back in time? I’ve never been happier!

Now go to page 139. Look at the grammar chart and do the grammar exercise for 11.1. Look at the list of activities in exercise 1A on page 108. Which have you done? Which haven’t you done? Find the past participle of the verbs. Write five sentences that are true for you. Check your accuracy. Tell your partner. Have you done the same things? I’ve learned to drive, but I haven’t bought a car.

SPEAKING

Use never + an affirmative verb. Don’t use not with never.

Write a questionnaire with the activities in exercise 1A on page 108. Ask your classmates the questions and write down who has done each thing. Who has done the most things? Who has done the things you want to do?

I’ve not never built a website. ✗ I’ve never built a website. ✓

GROUP WORK

Have you run a marathon? Great! What’s your name?

442 2

ACCURACY CHECK

Yes, I have.

11.2

SOCIAL MEDIA LIKES

LANGUAGE IN CONTEXT

Answer the questions with a partner. A Have you ever crowd-sourced information? B Have you ever built an app?

LESSON OBJECTIVE ■

talk about what you’ve done, and when

PAIR WORK

C Have you ever made a video that went viral? D Have you, or anyone you know, ever found love online?

Listen to three people talk about their online experiences. Which three questions from exercise 1A does the interviewer ask? 1 Alex 2 Padma 3 Sara

Listen again. Complete the second question the interviewer asks each person. Check your understanding with a partner.

2.38

PAIR WORK

2.38 Audio script

1 Alex

Not viral really, but my friend and I uploaded a video that got about 7,500 views. Interviewer What ? Alex Last year. It was about what music people have on their phones. A guy from the local newspaper even wrote an article about us. 2 Padma I haven’t, but my friend has. Interviewer What ? Padma Well, my friend, Ananya, thought she found her cousin Rohan on Facebook. She added him as a friend, but he wasn’t her cousin. Same name, different person. She messaged him about the mistake, and he messaged her back, and it continued. Then they decided to meet. They got married last year! 3 Sara Yes, I have. Interviewer What ? Sara We wanted to go to Florida on vacation, but didn’t know where to go and what to do. So I put the question out there. I follow a photographer from Florida on Instagram, and she messaged me with lots of great travel tips: places to see, really good restaurants, that sort of thing. We got a lot of good suggestions from people, but her advice was the best.

Read the answers again. Which person … ? 1 has a friend whose husband and cousin both have the same name 2 has been in the local newspaper 3 got travel advice from strangers online

43 43

11.2 1

SOCIAL MEDIA LIKES

LANGUAGE IN CONTEXT • Introduce the task On the board, write upload. Ask What kinds of things do you upload to social media accounts? Do you enjoy sharing events in your life on social media?

PAIR WORK Ask volunteers to read the questions aloud. Ask What are examples of information that a person gets through social media?

• Ss discuss the questions in pairs. • Ss share their partners’ answers with the class. B

2.42 Read the instructions aloud.

• Ss read the interviews individually and then discuss the questions with a partner. • Play the audio. Ss check answers in pairs. • Check answers with the class.

Answers Waleed: C

Padma: D Sara: A

2.42 PAIR WORK

in pairs.

Play the audio. Ss check answers

• Check answers with the class.

Answers Waleed: What was it about, and when did you make it? Padma: What happened? Why are you laughing? Sara: What did you ask about?

44 44

LESSON OBJECTIVE ■

talk about what you’ve done and when

D Ss reread the interviews and answer the questions individually. • Check answers with the class.

Answers 1 Padma

2 Waleed

3 Sara

EXTRA ACTIVITY Tell Ss to write one or two comprehension questions about each person interviewed and exchange them with a partner. Ss take turns answering each other’s questions.

VOCABULARY: Using social media verbs

Introduce the task Explain that Ss will learn verbs that are used in social media. Tell them to write down any words that they think they will learn in this part of the lesson. A FIND IT

• Introduce the task Ask When we use the present perfect, are we talking about the past, present, or future? (past) What helping verb do we use with the present perfect? (have) What tense is the helping verb in? (the present) Review some past participles. Say the present tense form and ask volunteers to say the past participle form.

2.43 Ss cover the words in the box and write down their guesses for what each symbol means, but don’t check their answers yet.

• Ask volunteers to read the vocabulary in the box. Ask Ss to say any of the words they already know. Ask if they included any of them on their lists from the activity in the introduction.

A Do the task Give Ss time to read the sentences in the grammar box. • Ss do the task individually. • Check answers with the class. Ask Which sentence is in the present perfect? (the first one)

• Do the task Read the instructions aloud. • Ss do the task individually.

Answers

• Play the audio for Ss to check their answers.

TEACHER DEVELOPMENT ACTIVITY 2 Can you remember? Alternative instructions for exercise 2A

1 present perfect 2 simple past

B Direct Ss to page 163 to complete the grammar exercise. Teacher tips for grammar exercises are on page T-153. C

• Ss share their partners’ sentences with the class.

MIXED ABILITY Work with weaker Ss as a group to write a sentence for each verb. Encourage stronger Ss to ask followup questions about their partners’ sentences during their conversation.

• When all ten pictures are on the board, tell Ss to look at them and silently try to remember all the verbs.

Answers 1 download 2 search for 3 log in 4 follow 5 like 6 upload 7 share 8 block 9 go viral 10 bookmark

B Direct Ss to page 175 to complete the vocabulary exercises. Teacher tips for vocabulary exercises are on page T-156.

Read the instructions aloud.

• Ss do the task in pairs.

• Books closed. One at a time, draw pictures of icons 1–10 from exercise 2A on the board and elicit/teach the social media verbs. As you proceed, leave the pictures on the board but don’t write the verbs.

• Finally, draw/uncover the icons and elicit the verbs again, this time writing them up so that Ss can check their spelling.

PAIR WORK

• Give Ss time to write their sentences individually.

This traditional memory game can be used to introduce or review any set of vocabulary that can be represented by pictures or real-life objects.

• Erase/cover the pictures. Ss write down all the verbs they can remember then compare their lists in pairs. Find out which pair has the longest list.

GRAMMAR: Present perfect and simple past

SPEAKING

GROUP WORK Read the instructions aloud. Ask volunteers to read the questions aloud.

• Ss take turns asking each other all of the questions. Tell Ss to take notes on each other’s answers to use in the next task. B Read the questions aloud. • Ss share their groups’ answers with the class. • OPTIONAL ACTIVITY Ss use their phones to access the video and then discuss whether their online use is the same as Osama's. REAL STUDENT

I'm Osama Al Sawyan. I'm from Jeddah, city in Saudi Arabia. I went online today five to eight times. I watched the news and then I … I visit the university website to check my exam time, and I … and I also watched my favorite show. That's it. • Workbook Unit 11.2 • Worksheets: Grammar 11.2; Vocabulary 11.2; Speaking 2

45 45

VOCABULARY: Using social media verbs

Match the internet icons with the words in the box. You can use your phone to help you. Listen and check.

FIND IT

2.39

block like B

bookmark log in

download search for

follow share

go viral upload

Now do the vocabulary exercises for 11.2 on page 151.

GRAMMAR: Present perfect and simple past

Circle the correct options to complete the rules. Use the questions in the grammar box to help you. Then find other examples of the present perfect and simple past in the text in exercise 1B on page 110. 1 We use the simple past / present perfect to talk about past experiences not at a specific time. 2 We use the simple past / present perfect to talk about a specific time in the past.

Present perfect and simple past Have you ever made a video that went viral? What was it about, and when did you make it? B C

Now go to page 139. Look at the grammar chart and do the grammar exercise for 11.2. Write five present perfect sentences about yourself with these verbs. Then give details about each one with the simple past. Tell your partner. Have you done any of the same things? PAIR WORK

eat

lose

break

read

see

SPEAKING

Ask your classmates the questions on the right. Make a note of their answers.

GROUP WORK

Who has been online the most? Who is the biggest user of social media? For ideas, watch Allison’s video. Did you go online as much as Allison today?

IN THE LAST WEEK … ?

How many times have you logged in to your social media account? How many people have you stopped following on social media?

Tell me about one comment that you have posted.

What’s the most embarrassing thing you have shared on social media? Have you bookmarked anything?

46 46

11.3

CAN I USE YOUR PHONE?

LESSON OBJECTIVE

make and respond to requests

■

FUNCTIONAL LANGUAGE

2.40 PAIR WORK Look at the pictures. What has happened in picture A? What are the people doing in picture B? Read and listen to check. A

2.40 Audio script

2 A B A B A B A B

Complete the chart with expressions in bold from the conversations above.

Making requests

Responding to requests

Asking someone to do something Would you 1 (looking at my phone)? 2 / Could you (fix it)?

Accepting Sure. No 5 Yeah, that’s 6

Asking for permission

Refusing

Do you mind your phone)? Can / 4 more)? C

PAIR WORK

. .

INSIDER ENGLISH When a phone battery has no power, you can say that it’s dead. The battery is dead. My phone died.

I (use I (take a few

I’m 7 No, I’m sorry.

not.

Practice the conversations in exercise 1A with a partner. 4747

11.3 1

CAN I USE YOUR PHONE?

FUNCTIONAL LANGUAGE • Introduce the task On the board, write request. Explain that a request is something you ask someone to do for you, or someone asks you to do for them. Ask When was the last time you had to make a request of someone? What was the request? What was their response?

LESSON OBJECTIVE ■

B Direct Ss’ attention to the headings in the chart. Check understanding. • Ss complete the task individually.

Answers 1 mind 2 Can 7 afraid

• Explain that in this lesson, Ss will learn ways to make and respond to requests. A

2.44 PAIR WORK

make and respond to requests

3 if

4 Could

5 problem

6 fine

MIXED ABILITY Tell stronger Ss to cover the text of the conversations from exercise 1A and try to fill in the blanks from memory. For other Ss, allow them to re-read the conversations first, and then fill in the blanks.

Read the instructions aloud.

• Give Ss time to look at the pictures and think of their answers before they compare their guesses with a partner. • Play the audio as Ss read along. • Direct Ss’ attention to the Insider English box and read the information aloud. Ask if there is an equivalent saying in Ss’ own language. • Play the audio again, if necessary. Tell Ss to write down their answers for each conversation. • Ss work in pairs to see if their guesses were correct and then check answers with the class.

Answers Picture A: The woman has broken her phone screen. Picture B: The people are taking pictures on vacation.

MIXED ABILITY Tell stronger Ss to cover the conversations at the beginning of the exercise and answer the question by just listening to the conversations, not reading them. Play the audio twice, if necessary.

48 48

• While Ss are completing the task, write the sentences on the board, including the blanks. • Ask volunteers to come to the board to fill in the blanks for the class to check answers. C

PAIR WORK

exercise 1A.

Pairs practice the conversations in

• Ask pairs to perform one of the conversations for the class.

REAL-WORLD STRATEGY • Introduce the task Tell Ss that they will learn a way to ask for help when they don’t know or remember a word in English.

D Put Ss in pairs and assign who will be Student A and who will be B.

2.45 Audio script p. 000 Read the instructions and the question aloud.

• Give them time to read the instructions. Check understanding of the task. Ask What do you do first? (fill in the blanks in the questions) How many questions do you ask your partner? (3) Where do you find the answers to the questions? (in the box)

• Play the audio.

• Ss do the task in pairs.

• Check the answer with the class.

Answers

Answer

Student A 1 do you call it Student B 1 do you call it

The customer’s laptop screen is broken.

2.45 Audio script p. 000 Read the instructions

aloud.

• Tell Ss to write their answers as they listen to the conversation. • Play the audio. • Go over the answers with the class.

3 What do you call

2.47 Play the audio. Pause the audio after each group of words and tell Ss to repeat. Ask: Do your /n/ and /m/ words sound the same or different? 2.48 Give Ss time to read the conversations.

• Ss circle the words that end in the /m/ sound. Play the audio and check answers.

• Ss fill in the blank individually.

• Ss practice the conversations in pairs, focusing on the words that end in the /m/ sound.

• Play the audio for Ss to check their answers. • Check the answer with the class.

Answers

Answer

1 problem, I’m 2 name 3 warm, them Your mouth should be closed to make the /m/ sound.

what’s her name

Write about ten everyday items on separate pieces of paper (toothpaste, a magazine, etc.). Make one set for each pair of Ss. The “customer” chooses one of the papers but doesn’t show it to anyone. Then pairs role-play a customer and a person working at the information booth in a mall. The person in the information booth has to guess what the item is from the customer’s description.

2 do you call them

PRONUNCIATION: Saying final /n/ and /m/ sounds

2.46 Read the instructions aloud.

EXTRA ACTIVITY

3 ’s/is his name

Answer What do you call it?

2 do you call them

SPEAKING •

PAIR WORK Read the instructions aloud. Model the task with a volunteer.

• Ss do the task in pairs. • Ask pairs to say their conversations for the class. • Workbook Unit 11.3

Customer: Hi. I need to buy a … what do you call it? Information: Can you describe it? Customer: Well, it’s ______, etc.

49 49

REAL-WORLD STRATEGY

A B

2.41

Listen to a conversation in a repair shop. What’s the problem?

Read the information in the box about remembering words. Then listen to the conversation again. What question from the box does the customer use? 2.41

REMEMBERING WORDS When you can’t remember a word, someone’s name, or don’t know how to say something in English, you can ask a question: What’s his/her name? What do you call it/them? C A B A B D

Complete another conversation with a question from the box. Listen and check. I uploaded a photo of that actor I saw. Who? You know, ? The really good one. She won an award last year. Oh, yeah. With all the hair. I know who you mean. What is her name?

2.42

Student A: Go to page 158. Student B: Go to page 160. Follow the instructions.

PRONUNCIATION: Saying final /n/ and /m/ sounds

Listen to the words. Focus on the sound of the bold letters. Practice saying them. Do you make the /n/ and /m/ sounds? /n/ phone broken won /m/ problem program name

2.44 Circle the words that end in the /m/ sound. Listen and check. Practice the conversations with a partner. Is your mouth open or closed when you say the /m/ sound? 1 A What’s the problem? 3 A It’s warm in here. B My phone is broken. Can you fix it? B The windows are closed. A I’m afraid not. A Do you mind if I open them? 2 A What’s his name? B That’s fine. B It’s Robin.

SPEAKING

2.43

Would you mind taking a photo of us? Sure. No problem. Thanks a lot. Just press here. 50 50

11.4

LESSON OBJECTIVE

SELFIES

■

write comments about an infographic

READING

PAIR WORK How often do you take selfies? Find a selfie that you love or hate. Talk about where, when, and how you took the picture.

READ FOR MAIN IDEAS

1 2 3 4

About

Diana Garcia

Blog Images

@dgarcia

Archive

Posted 3:15 p.m.

SELFIES IN NUMBERS WHO’S TAKING SELFIES? FEMALES

MALES

36%

64%

AGE

19%

65%

19 20

21 and over

10%

HOW WE SHARE Facebook 30%

“I don’t share” 9%

Snapchat 24% Other 16%

30% 34% 20% 16% 30% 18% 52%

+ Comment

I have used an app to …

at a party/on a night out

… change my hair 37%

on vacation … add glasses or a silly mustache 32%

at school in front of the mirror

… add a special filter 25%

with a friend/a group of friends with a boyfriend/ girlfriend

… change my eye color 6%

alone TOP REASONS FOR SELFIES

1 3

CHANGING SELFIES

TOP SITUATIONS FOR SELFIES

Twitter 12% Instagram 9%

Thanks to all my friends (174!) who answered my questions about selfies. Here’s the result – it’s a mini-project for my Media and Communication course. I hope you like it – comments welcome!

to remember a happy moment because you look good

because you feel good

to share information about your life

FUN FACT!! PEOPLE TAKE TWO SELFIES

A DAY ON AVERAGE.

✓

Read the blog again. Which sentences are true? Correct the false ones. 1 Teenagers take the most selfies. 4 People often take selfies when they’re happy. 2 Parties are the most popular place for selfies. 5 Most people share their selfies on social media. 3 People take selfies with friends the most. 6 Apps are popular for changing eye color. READ FOR DETAIL

5151

11.4 1

SELFIES

READING • Introduce the task Ask What is an infographic? (a picture or diagram that shows or explains information) What are some ways the information in an infographic is presented? (bar graphs, lists, bullet points, charts, pictures, etc.) • OPTIONAL ACTIVITY Let Ss do a quick search on their phones or tablets to find examples of infographics and share them with the class. Talk about how the information is presented. • Explain that Ss will read an infographic about selfies and write a comment about it.

PAIR WORK Ask What is a selfie? (a photo that you take of yourself, usually with your phone)

• Read the question aloud. Give each student time to think of his/her own answer individually before sharing with a partner. • Ss share their answers with the class. B READ FOR MAIN IDEAS Ss read the blog page silently. • Answer any questions about unfamiliar vocabulary. • Ss do the task individually. • Check answers with the class.

Answers 1 3 5 7 8

52 52

LESSON OBJECTIVE

how often people take selfies selfies and social media the age of people who take selfies why people take selfies where people take selfies

■

write comments about an infographic

C READ FOR DETAIL Ss do the task individually. • Check answers with the class. • Discuss the format of the different topics and how they are presented. Ask Ss which information is in a pie chart, a bar graph, a list, percentages, or icons.

Answers 1 2 3 4 5 6

true false – Vacations are the most popular situation for selfies. false – People like taking selfies alone the most. true true false – Most people have not used an eye-color app.

EXTRA ACTIVITY Play a memory game. Give Ss one minute to memorize the information in the infographic and then close their books. Say a number from the infographic and tell Ss to write down the information that the number pertains to. Alternatively, divide the class into teams. Say the number. The first S to raise his/her hand and say the correct answer gets a point for his/her team.

PAIR WORK

in pairs.

THINK CRITICALLY Ss discuss their ideas

B WRITING SKILLS Read the instructions aloud. • Ss do the task individually.

• Pairs share their answers with the class.

• Check answers with the class.

Answer

Answers

B They’re about sharing positive experiences.

1 to say something positive: I think it’s interesting that … (I loved this infographic! / It’s so good to see … / This infographic has so much interesting information.) 2 to say something negative: Who cares? (This infographic is such a waste of time. / Can we have some real information, please?) 3 to say that you had a different idea before: I always thought … (I was surprised that …)

HOMEWORK IDEAS Ss research other infographics about selfies or social media. Have them bring the infographic to class and summarize the information for the class. C

WRITING

• Have a class discussion about the infographic on page 134. Ask Ss to say what their partner thought was the most and least interesting information, and keep a tally on the board. Ask What other information could Diana have included in the infographic? What format could that information be presented in?

• Introduce the task Ask What is good and bad about presenting information in an infographic? Do you prefer to read an article or look at an infographic? What blogs do you usually read? Do any of them use infographics? Do you write comments on the information you read on a blog?

HOMEWORK IDEAS

A Read the instructions aloud. • Ss read the comments silently.

Tell Ss to research other information about selfies or social media that is not in infographic form. Have them put it in infographic form and share it with the class. Ask the other Ss to write a one-sentence comment on each infographic.

• Direct Ss’ attention to the Register check. Give them time to read the information. • Check understanding. Ask What do the emojis mean? (The first emoji means the writer is making a joke about the information in the blog. The second emoji means the writer is angry because he doesn’t think the information in the blog is important.)

WRITE IT

• Ss discuss the question in pairs. • Ss share their answers with the class. Ask them to say which words or phrases in each comment gave them the answer.

Answers Maia-gio’s and Tech-Yazeed's comments are positive. Tim Popa’s comment is negative.

PAIR WORK Read the instructions aloud. Ss discuss their opinions in pairs.

D Read the instructions aloud. • Ss do the task individually. Encourage Ss to use the phrases from exercise 2B in their comments. E

PAIR WORK Ss share their comments with their partners and write a reply.

• Ss share their comments with the class. • Workbook Unit 11.4

53 53

Choose the statement that best summarizes Diana’s infographic about selfies. Discuss your ideas with a partner. A People take them because they are lonely. C They’re not fashionable now. B They’re about sharing positive experiences. D They’re a good way to make friends.

WRITING

Look at the comments about Diana’s infographic. Which are positive, and which are negative?

PAIR WORK

THINK CRITICALLY

Victor Victor This infographic is such a waste of time. 32% add a silly mustache! 16% take selfies in front of the mirror! Who cares? Can we have some real information, please?

Who cares? (informal) = it isn’t useful or important.

Tim Popa B

Look at the phrases in the box. Match them to their uses. Find more examples in the comments in exercise A.

WRITING SKILLS

I always thought …

I think it’s interesting that …

Who cares?

1 to say something positive: 2 to say something negative: 3 to say that you had a different idea before: C

PAIR WORK Look at the infographic on page 114 again. Which information do you think is most interesting? Which information is not interesting? Why?

WRITE IT D

E 54 54

Show your comment to a partner. Write a reply to your partner’s comment.

1.5

TIME TO SPEAK Things you have in common

DECIDE Answer the questions with what you think. (Answers are at the bottom of the page.) Are you surprised? 1 Imagine you have a group of 23 people. What is the probability that two people have the same birthday? a 50% b 23% c 0.056% 2 Imagine you have a group of 30 people. What is the probability that two people have the same birthday? a 25% b 70% c 4% 3 Now imagine you have 60 people. What is the probability that two people have the same birthday? a 50% b 10% c 99%

AGREE Think of your answers to the questions below.

LESSON OBJECTIVE ■

talk about what you have in common

Then ask and answer the questions in a small group. When you have something in common with another person, put a check (✓). Where are your grandparents from? When is your birthday? How many brothers and sisters do you have? What’s in your bag? What is your favorite possession? Who’s your favorite famous person? Are you the first/second/third-born child? How many friends do you have on Facebook? What city are your parents from?

Count the checks in your group. Tell the class what you and the others in the group have in common. How many people have the same birthday in your group? In the class?

DISCUSS Work in groups of four. Find more things you have in common and write the information below. Use the questions and phrases at the bottom of the page to help you. 3 Two people 1 Everyone 2 Three people 4 One person

PRESENT Read your sentences to the class. Don’t say the names! Can they guess who the people are?

To check your progress, go to page 153.

Answers: 1 a 2 b 3 c

USEFUL PHRASES DECIDE I think … Because … Do you agree?

AGREE Me, too! / Same here! Not me. / I don’t.

DISCUSS What’s your favorite … ? Do you like … ? What’s your … called? How many … do you have?

Do you have a/an … ? When is … ? Where are your … from?

55 55

11.5

ACADEMIC SKILLS

Information technology: The internet of things

READING

PREDICT Write the internet of things on the board, and ask Ss to choose the best definition (to check the meaning of connected, use mime!).

• Before Ss read to check their answer, you may want to pre-teach the following vocabulary. VOCABULARY SUPPORT connected (adj) joined, linked; when you’re online, you’re connected to the internet

stream (v) receive (e.g., a TV show) directly over the internet tire (n) the black rubber part round a wheel, filled with air drone (n) a small flying machine controlled by someone on the ground make an appointment (v + n) decide on a time to do something or meet someone feature (n) an important point about something or part of something B Ss read the article quickly to check their answer.

Answer 1

READ FOR MAIN POINTS AND EXAMPLES

article again and check the main points. • Ss compare answers in pairs. • Elicit answers as a class.

Answer Main points: 1, 3, 4, 6, 8

56 56

Ss read the

LESSON OBJECTIVE ■

expand notes on an item of technology into a paragraph

THINK CRITICALLY The aim of this exercise is to help Ss use what they already know to support their reading. Ss read the article and note down two things they knew and two new things.

VOCABULARY SUPPORT speed (n) how fast

something moves

• In pairs, Ss compare their notes.

heart rate (n) how many times your heart beats a minute

• Elicit answers as a class, building up notes on the board in two columns, known and new, if you wish.

calorie (n) a unit of energy, often used to measure the amount of energy you get from food

• Ask Ss to look at Question 2, and then discuss this together and bring out the points below.

Answers 1 go for a run 2 comfortable to wear 3 information 4 speed 5 run 6 you are 7 your body 8 calories 9 phone calls

Answers (expected) a You know about the topic, but you may not know all the words. b It’s easier to guess the meaning of words if you already know about the topic. c Being able to predict the content makes it easier to read. d You need to read the text to see whether there is any new information, but you can probably read the parts you know more quickly.

LANGUAGE FOCUS: Giving examples

A Put Ss in pairs to discuss the questions together. • Elicit answers as a class and bring out the points below.

Answers 1 For example 2 Nouns (or noun phrases) 3 Yes (it means the same) 4 No – such as is only used before nouns 5 of – you can say An example of …, Another example of …, This is a good example of …, etc.

WRITING

A Read through the notes with the class. Remind Ss of the main features when writing notes: key words and phrases, no full sentences, lists of points under headings. • Check Ss understand the meaning of speed, heart rate, and calories. • Working alone, Ss complete the paragraph with words and phrases. • Ss compare answers in pairs.

B Working alone, Ss choose a device or app and write notes. Monitor and give help where necessary. C Ss write a paragraph. Remind Ss to include expressions from exercise 3A. D

PAIR WORK Put Ss into pairs to read each other’s paragraphs and ask and answer questions.

• At the end, ask a few Ss what their partners wrote and give feedback.

STUDY SKILLS: Evaluating your progress The purpose of this section is to encourage Ss to reflect on their own progress near the end of this book and before they go on to Level 3. • Ss work alone and give each item a star rating from 1 (not so happy) to 5 (very happy). These ratings reflect their own personal feelings. Encourage them to consider the reasons for their ratings. • They can compare their ratings in pairs if they wish. • If you wish, you can elicit feedback as a class, or you can talk to each S about their ratings later. • Ss then answer questions 1 and 2 in pairs. • Elicit answers as a class, so Ss can share useful ideas about what helped them in the past and how they plan to improve in the future.

Answers Answers may vary.

• Elicit answers as a class, and write them on the board.

57 57

WRITING

Read the email. Does the writer follow the advice from the comments on page 8?

Look at the email again and circle the capital letters. Write the words with capital letters. I a pronoun (I, you, he, she, etc.) b the beginning of a sentence c names (people and organizations) d titles (Mr., Dr., Prof.) e places (countries, nationalities, towns) f days of the week, months

WRITING SKILLS

Forward

To: r.johnson65@listmail.net From: lilymartin@mymail.org Subject: Internship – Lily Martin

Dear Mr. Johnson, Your daughter Abigail is my classmate at the University of Toronto. In October and November every year, students in our class do an internship. I would like to do an internship in your company, Grallen Technologies. I attach my résumé to this email. Thank you very much for your time. Best wishes, Lily Martin

GLOSSARY

Rewrite the email below with capital letters in the correct places. Reply

Forward

internship (n) a period of time that a young person works in a company to get experience in a job

dear ms. ali, my name is amanda barron. i work with your sister at first city bank in salvador. now i would like a new job. can we meet on tuesday and talk about your company? sincerely, amanda barron

WRITE IT D E

58 58

Think of a situation and write a formal email to someone you don’t know. Include a connection to someone you both know and the reason for writing. Look at the examples in this lesson for help. PAIR WORK

Exchange emails with another student. Write a reply.

11.5

TIME TO SPEAK Online videos

LESSON OBJECTIVE ■

create a video or vlog

Look at the types of videos on sites like YouTube. Which ones have you watched? Do you know any others? Add them to the list. ■ music videos ■ food or travel vlogs ■ beauty and fashion advice ■ ■ “how-to” videos ■ ■ cute animal videos ■

RESEARCH Think of a famous YouTuber. What do they make videos about? Can you describe them to the class? Why do you think they are popular?

DISCUSS Imagine you’re going to make a video. What is it going to be about? Think of something you want to tell people, for example: ■ something you have done ■ somewhere you have been

■ ■

something you are interested in something you know how to do

PRESENT Show your video to your classmates, and watch their videos. What do you like about each video? Do you think there are any future YouTube celebrities in your class?

To check your progress, go to page 156.

USEFUL PHRASES DISCUSS Have you heard of … ? I really like watching his/her/ their videos because …

PREPARE I have a good idea. I think we should … How about … ?

PRESENT This is our video. That’s really cool/funny/interesting. You’ve done a really good job! I think you’ll be famous one day! 59 59

11.6

TIME TO SPEAK

INDIVIDUALLY

Ss do the task individually.

PAIR WORK Pairs discuss their answers. Encourage them to recommend any videos or vlogs that they think are very good. RESEARCH

Aim: Ss talk about their favorite YouTuber.

• Read the instructions aloud. •

•

LESSON OBJECTIVE ■

create a video or vlog

Online videos

• Introduce the task Aim: Introduce the concept of vlogs

•

INDIVIDUALLY If possible, let Ss use their phones to research the questions. Alternatively, let Ss share whatever they know about a famous YouTuber with the rest of the class. WHOLE CLASS

Ss share what they found with the

B C

Time on each stage

PRESENT Aim: Ss show their videos to their classmates and discuss them.

• Tell Ss that they should take notes during each presentation and video to help them discuss it with the class. •

WHOLE CLASS

Ss take turns presenting their video.

PROGRESS CHECK • Direct students to page 180 to check their progress. • Go to page T-160 for Progress check activity suggestions.

class. • Preparation for speaking* Give Ss time to think silently about what they are going to say. C

DISCUSS

video.

Aim: Ss discuss a topic for their group’s

• Read the instructions aloud. Ask a volunteer to read the bullet points aloud. • D

GROUP WORK Give groups time to answer the questions to plan their vlog. PREPARE

Aim: Groups make their video.

• Read the instructions aloud. •

GROUP WORK Ss work in groups to prepare their video and presentation. Make sure they understand that each person in the group must be involved in making the video (star, director, cameraperson, scriptwriter, etc.).

USEFUL PHRASES

60 60

UNIT 11 LANGUAGE SUMMARY UNIT 11 LANGUAGE SUMMARY Verbs Internet phrases add someone as a friend build a website / an app change your password check your messages click on a link join a group make a video message someone open a social media account swipe left/right Talking about what you’ve done, and what you’ve never done I’ve made lots of videos. I’ve added 200 people as friends. Have you ever wanted to go back in time? I’ve never been happier! Talking about what you’ve done, and giving more details Have you ever made a video that went viral? What was it about, and when did you make it?

Social media block bookmark download follow go viral like log in search (for) share upload

Insider English Verbs The battery is dead. Social media Internet phrases add someone as a friend My phone died. block bookmark build a website / an app download change your password follow check your messages go viral click on a link like join a group log in make a video search (for) message someone share open a social media account upload swipe left/right

comments about anresponding to requests Making and responding to requests Talking about what you’veWriting done, and Making and never done infographic Asking someonewhat to doyou’ve something Asking someone to do something I always thoughtWould … madeat lots videos. Would you mindI’ve (looking myofphone)? you mind (looking at my phon I think it’s interesting that/… I’ve added 200 people as friends. Can you / Could you (fix it)? Can you Could you (fix it)? Have you ever wanted to goWho backcares? in Asking for permission Asking for permission time?your phone)? Do you mind if I (use Do you mind if I (use your phone)? Useful phrases I’veanever beenphotos)? happier! Can I / Could I (take few more Can I / Could I (take a few more photo Have you heard of … ? Accepting Accepting Talking about what you’veI done, andwatching really like his/her/their videos Sure. Sure. giving more details because … No problem. No problem. Have you ever made a videoI that havewent a good idea. Yeah, that’s fine. viral? I think we shouldYeah, … that’s fine. Refusing Refusing What was it about, and when did you How about … ? I’m afraid not. make it? This is our video.I’m afraid not. No, I’m sorry. No, I’m sorry. That’s really cool/funny/interesting. Remembering words What’s his/her name? What do you call it/them?

T-179

Evolve Level 2 Teacher’s Edition PHOTOCOPIABLE

You’ve done a really good job! Remembering words I think you’ll be famous one day! What’s his/her name? What do you call it/them?

EVOLVE Special Edition LEVEL 1 (A1) CONTENTS Learning objectives ■ ■

Unit 1 I am …

■ ■ ■ ■

Say where you’re from Ask for and give personal information Check in to a hotel Write a profile Present ranked data in a chart Meet new people

Grammar ■ ■

I am, you are What’s … ?; It’s …

Vocabulary ■ ■ ■ ■ ■ ■

Unit 2 Great people

■ ■ ■ ■ ■ ■

■

Unit 3 Come in

■ ■ ■ ■ ■

Talk about your family Describe friends and family Talk about ages and dates Write a post about friends in a photo Write a profile of a famous person Compare information about friends and family

■

Talk about your home Talk about furniture Offer and accept a drink and snack Write an email about an apartment to rent Write a description of your neighborhood Choose things for a home

■

■ ■

is / are in statements and yes/no questions is not / are not Prepositions of place

■ ■ ■ ■ ■

■

Possessive adjectives; possessive ’s and s’ It is (statements and questions with short answers) Information questions with be

■

Simple present statements with I, you, we Simple present yes/no questions with I, you, we a/an; adjectives before nouns

■

Simple present statements with he, she, they Questions in the simple present

■

There’s, There are; a lot of, some, no

■

Pronunciation

Countries and nationalities The alphabet Personal information Numbers (1–10) Jobs Greetings, introductions, and goodbyes

■

/ɪ/ and /i/ vowel sounds

Family Numbers (11–100) Adjectives to describe people

■

Saying numbers Listening for short forms

■

really / very

Dates

Rooms in a home Furniture ■ Drinks and snacks ■ Building materials Academic language focus ■ Expressions with prepositions

■

/k/ at the start of a word

Technology Words for using technology

■

Stressed words Listening for the end of a sentence

Days and times of day Everyday activities Telling the time Stress collocations

■

Syllables in words

Places in cities Nature

■

/ɪr/ and /er/ sounds Listening for important words

■

Review 1 (Review of Units 1–3) ■

Unit 4 I love it

■ ■ ■ ■

Unit 5 Mondays and fun days

■

Unit 6 Zoom in, zoom out

■

■ ■ ■ ■ ■

Talk about your favorite things Say how you use technology Talk about how you communicate Write product reviews Write a blog post about your favorite things Talk about great apps

■

Talk about weekday and weekend activities Tell the time and talk about your routines Show you agree and have things in common Write a report about your activities Introduce a presentation about stress Compare different work weeks

■

Talk about places in the city Talk about nature in your area Ask for and give directions Write a fact sheet about a place in nature Write an article about an interesting city Plan a new neighborhood for a city

■

Review 2 (Review of Units 4–6) 62

■ ■

■

Count and non-count nouns

■

■ ■ ■

■

Functional language

Listening & Reading

Writing

Speaking

Check in to a hotel Real-world strategy ■ Check spelling Academic language focus ■ Ranking data

Reading Meet the artists ■ Profiles of two artists Academic skills ■ An article about popular names

A profile ■ A personal or work profile ■ Capital letters and periods Academic skills ■ A chart ranking popular names

■

Ask about and say people’s ages and dates of birth; ask about and give today’s date Real-world strategy ■ Correct yourself

Listening Here’s my team ■ A conversation between friends

A post ■ Describe the people in a picture ■ A post about friends in a ■ Talk about your family ■ Describe your friends and family photo ■ and to join words and ■ Talk about ages and dates sentences Time to speak Time to write ■ Talk about things in common ■ A profile of a famous person ■ Capital letters and periods review; question marks

Make and reply to offers Real-world strategy ■ Ask about words you don’t understand

Reading An apartment to rent in Dubai ■ Emails about an apartment Academic skills ■ A description of a city neighborhood

An email ■ An email about an apartment for rent ■ Question marks review Academic skills ■ A description of your neighborhood

■

Ask about a new topic; ask for a response Real-world strategy ■ Show you are listening

Listening Product reviews ■ A radio program about product reviews

A review ■ A product review ■ but and because Time to write ■ A blog post about your favorite things ■ The verb be (am, is, are)

Talk about things that you love or like Talk about your favorite technology ■ Discuss what phone plan is good for you ■ Talk about how you communicate with people Time to speak ■ Talk about great apps

Show you agree or have things in common Real-world strategy ■ Short answers with adverbs of frequency Academic language focus ■ Explaining new words and ideas ■ Presentation introductions

Listening Academic skills ■ An introduction to a presentation about stress Reading Work, rest, and play ■ An article about worklife balance

A report ■ A report about your activities ■ Headings and numbered lists

■

Ask for and give directions Real-world strategy ■ Check information

Listening Walk with Yasmin ■ A podcast about a place in nature

A fact sheet ■ A fact sheet ■ Order size and opinion adjectives Time to write ■ An article about an interesting city ■ Noun and verb agreement

■

Introduce yourself Say where you’re from ■ Say and spell personal information ■ Arrive at a hotel and check in Time to speak ■ Talk to people at a conference ■

Describe a house in a picture Talk about rooms in your home ■ Talk about unusual furniture ■ Offer a drink or snack Time to speak ■ Discuss what furniture to buy for a new home ■

■ ■

Talk about your fun days Say when and how often you do things ■ Talk about your daily routine ■ Compare information about your activities Academic skills ■ Introduce a presentation about stress Time to speak ■ Talk about the best week for your body clock ■

Describe a picture of a city Talk about good places in your neighborhood ■ Talk about nature in your area ■ Give directions to a visitor Time to speak ■ Talk about a good place to live ■

Learning objectives Unit 7 Now is good

■ ■ ■ ■ ■ ■ ■

Unit 8 You’re good!

■ ■ ■ ■ ■

Unit 9 Places to go

■ ■ ■ ■ ■ ■

Grammar

Talk about activities around the house Ask and answer questions about travel Share news on the phone Write a blog about things happening now Write a balanced evaluation of a form of transportation Ask what people are doing these days

■

Talk about your skills and abilities Say what you can and can’t do at work or school Say why you’re the right person for a job Write an online comment with your opinion Write a report on people’s skills and abilities Talk about what people in your country are good at

■

Talk about travel and vacations Make travel plans Ask for information in a store Write a description of a place Give a presentation about destination marketing Plan a vacation for someone

■

Vocabulary

Present continuous statements Present continuous questions

■

can and can’t for ability; well can and can’t for possibility

■

this and these like to, want to, need to, have to

■

Statements with be going to Questions with be going to

■

Statements with was and were Questions with was and were

■

Simple past statements Simple past questions; any

■

Pronunciation

Activities around the house Transportation

■

-ing at the end of the word

Verbs to describe skills Work

■

Saying groups of words Listening for can and can’t

■

Travel Travel arrangements

■

Saying prices

Going out Clothes Seasons

■

The letter s Listening for going to

Adjectives to describe people, places, and things Colors

■

/oʊ/ and /ɑː/ vowel sounds

Snacks and small meals Food, drinks, and desserts

■

/h/ and /r/ sounds Listening for Do

Review 3 (Review of Units 7–9) ■

Unit 10 Get ready

■ ■ ■ ■ ■

Unit 11 Colorful memories

■ ■ ■ ■ ■ ■

Unit 12 Stop, eat, go

■ ■ ■ ■ ■ ■

Make outdoor plans for the weekend Discuss what clothes to wear for different trips Suggest plans for evening activities Write an online invitation Write a blog post about an important event Plan and present a fun weekend in your city

■

Describe people, places, and things in the past Talk about colors and memories Talk about movies and actors Write an email about things you keep from your past Write a paragraph describing and justifying your learning preferences Talk about TV shows from your childhood

■

Talk about snacks and small meals Talk about meals in restaurants Offer and accept food and drink Write a restaurant review Write an account of a special meal Create a menu for a restaurant

■

■ ■

■

64 64

■

you want to… ?

Review 4 (Review of Units 10–12) Grammar charts and practice, pages 153–164

■

Vocabulary exercises, pages 165–175

Functional language

Listening & Reading

Writing

Speaking

Answer the phone and greet people; ask how things are going Real-world strategy ■ React to news Academic language focus ■ Listing good points and problems

Reading Jamie’s blog ■ A blog about a difficult place Academic skills ■ An article about electric cars

A blog post ■ A blog about a busy place ■ and, also, and too Academic skills ■ A paragraph evaluating a form of transportation

■

Ask for and give for opinions Real-world strategy ■ Explain and say more about an idea

Listening Technology Talks ■ A podcast about computers

A comment ■ Comments about an online post ■ Quotations Time to write ■ A report on people’s skills and abilities ■ Common spelling mistakes

■

Ask for and give information Real-world strategy ■ Ask someone to repeat something Academic language focus ■ Talking about aim and purpose

Listening Academic skills ■ A presentation about destination marketing Reading Places to go near Puno ■ A travel guide

A description ■ A description of a place ■ Imperatives to give advice

Talk about a place you like Describe people and places in a picture ■ Talk about organizing a trip ■ Ask for information at an airport store ■ Give a presentation about destination marketing Time to speak ■ Talk about planning a vacation

Make, accept, and refuse suggestions Real-world strategy ■ Say why you can’t do something

Listening Manama ■ A TV travel show

An invitation ■ An event invitation ■ Contractions Time to write ■ A description of an important event ■ Nouns and pronouns

■

Express uncertainty Real-world strategy ■ Take time to think Academic language focus ■ Giving reasons

Reading Picturing memories ■ An article about things people keep Academic skills ■ An article about learning preferences

An email ■ An email to a friend ■ Paragraphs and topic sentences Academic skills ■ A paragraph describing and justifying your learning preferences

■

Offer, request, and accept food and drink Real-world strategy ■ Use so and really to make words stronger

Listening Where do you want to eat? ■ A conversation about restaurants on a food app

A review ■ A restaurant review ■ Commas in lists Time to write ■ An account of a special meal ■ Difficult spellings

Describe a good meal you had Talk about snacks and small meals you like ■ Talk about a meal you had in a restaurant ■ Ask for food in a restaurant or at a friend’s house Time to speak ■ Design a menu for a new restaurant

■

Talk about the lives of people in a picture Talk about good and bad times to call someone ■ Tell a friend what you are doing right now ■ Talk about your news Time to speak ■ Talk about your life these days ■

Discuss activities you do Talk about skills you have ■ Talk about what you can and can’t do at work ■ Ask and answer questions in a job interview Time to speak ■ Discuss national skills ■

■ ■

Talk about your plans for the future Talk about outdoor activities in your city ■ Talk about clothes to take for a trip ■ Talk about where to go out for dinner Time to speak ■ Plan a fun weekend in your home city ■

Describe a happy time in your life Talk about things you remember ■ Talk about colors you remember from when you were a child ■ Talk about people in a movie Time to speak ■ Present your memories of a TV show from your past ■

■ ■

EVOLVE Special Edition LEVEL 2 (A2) CONTENTS Learning objectives Unit 1 Connections

■ ■ ■ ■ ■ ■

Unit 2 Work and study

■ ■ ■ ■ ■ ■

Unit 3 Let’s move

■ ■ ■ ■ ■ ■

Grammar

Vocabulary

Talk about the people in your life Talk about possessions Greet people and start a conversation Introduce yourself in an email Write a ”first impression” profile Talk about what you have in common

be (affirmative, negative, questions); possessive adjectives ■ Whose…?; possessive pronouns; possessive ’s Academic language focus ■ and and but

■

Talk about what you do every day, on the weekend, etc. Talk about your workspace Explain communication problems Write your opinion about a podcast Write posts giving and responding to opinions Give advice about useful apps for work and study

■

Simple present for habits and routines (affirmative, negative, questions) This / that one; these / those ones

■

Talk about what you’re doing at the moment Talk about sports and exercise Ask for information Write short messages to a company Give a presentation explaining attitudes Create a fitness program

■

Present continuous Simple present and present continuous

■

Present continuous for future plans (affirmative, negative, questions) Object pronouns

■

■ ■

■

Pronunciation

People you know Everyday things Personality adjectives

■

/l/ at the end of a word

Expressions with do, have, and make Work and study items

■

/h/ at the beginning of a word Listening for contractions

■

Sports Exercising

■ ■

/oʊ/ and /ɔ/ vowel sounds Listening for linking sounds

Review 1 (Review of Units 1–3) Unit 4 Good times

■ ■ ■ ■ ■ ■

Unit 6 Buy now, pay later

Unit 5 Firsts and lasts

■ ■ ■ ■ ■ ■

Talk about your plans Talk about giving and receiving gifts Make and respond to invitations Write an online event announcement Write an informal email about a special day Choose gifts for your host

■

Talk about past events in your life Ask questions about the past Congratulate and sympathize with people Write a comment agreeing or disagreeing with an online post Talk about a person’s history Summarize a story

■

Plan a shopping trip Talk about shopping habits Describe what you want in a store Write a script for a vlog Write a post asking for advice about shopping Present an idea for a new invention

Review 2 (Review of Units 4–6) 66

■

Simple past Simple past negative and questions Academic language focus ■ Past time expressions

■ ■

be going to Determiners

■

Pop culture Gift items

■ ■

/v/ in the middle of a word Listening for single sounds

Opinions and feelings Life events

■

Word stress

Money Shopping

■

Stressing important words Listening for weak words

■

Functional language

Listening & Reading

Writing

Speaking

Greet someone for the first time; greet someone who you know; start conversations Real-world strategy ■ Show interest and surprise

Reading Email introductions ■ Read and correct an email Academic skills ■ An article about first impressions

Explain, check, and solve a technology problem Real-world strategy ■ Ask for repetition

Listening How to be successful ■ A podcast about what successful people do

■ Ask for information Real-world strategy ■ Check information Academic language focus ■ Giving reasons

■

A work email A formal email to someone you don’t know ■ Punctuation: capital letters Academic skills ■ A “first impressions” profile

■

Talk about people you know Ask and answer questions about people in your life ■ Talk about things you have in your bag ■ Say hello and start a conversation Time to speak ■ Talk about things in common

A short post on a website A comment on a website post ■ Spelling Time to write ■ Posts giving and responding to opinions ■ Count and non-count nouns

■

Listening Bike sharing ■ A report about cycling in Mexico City Academic skills ■ A presentation about attitudes toward fitness

A short social media message ■ A message to a bike sharing program ■ and, but, and so

■

Make and accept invitations; plan where and when to meet Real-world strategy ■ Give general excuses

Listening Waiting for something special ■ A news report about an important event

React to good and bad news Real-world strategy ■ Check your understanding

Listening Academic skills ■ A presentation about family history and migration Reading First impressions ■ Posts about experiences in a new place

Explain your language problem; explain the function of the thing you want Real-world strategy ■ Ask for words in English

Listening Money lessons ■ Stories about money problems

■

Talk about your busy life Talk about what you do every day, etc. ■ Talk about work spaces ■ Talk on the phone/online Time to speak ■ Talk about apps for work or study

Talk about sports that are popular in your country ■ Describe who you see ■ Describe exercise routines ■ Ask for information about a swimming pool Academic skills ■ Talk about people’s attitudes Time to speak ■ Talk about fitness programs

An invitation to an event An event announcement ■ too, also, and as well Time to write ■ An informal email about a special day ■ Capital letters review

■

Online comments A comment on a message board ■ Agree and disagree

■

Talk about celebrations in your country Arrange to meet after English class ■ Choose gifts ■ Invite someone to an event Time to speak ■ Talk about gifts for a trip Talk about a special picture of you as a child Talk about a special day in your life ■ Ask and answer questions about last weekend ■ Respond to good and bad news Academic skills ■ Talk about a person’s history Time to speak ■ Talk about a famous event in the past ■

Top tips to save money ■ Talk about where you shop A vlog script with suggestions ■ Plan a shopping trip ■ Talk about shopping habits for saving money ■ Using referencing: one and ■ Explain what you want them Time to speak Time to write ■ Present a new invention ■ A post asking for advice about shopping ■ Difficult spellings ■

Learning objectives ■

Unit 7 But first, food

■ ■ ■ ■ ■

■ ■

Unit 8 Trips

■ ■ ■ ■

Unit 9 Looking good

■ ■ ■ ■ ■ ■

Grammar

Vocabulary

Talk about your favorite comfort food Design a food truck Explain what you want in a restaurant Write a comment about an online article Talk about food and diet using facts and opinions Plan a celebration

■

Quantifiers Verb patterns Academic language focus ■ Generalizations

■

Discuss what to do in your town Talk about a trip you went on Give advice and make suggestions Write advice on living in another country Write an account of a trip Plan a short trip

■

if and when Giving reasons using to and for

■

Compare stores and what they sell Talk about people in photos Ask for and give opinions Write a paragraph describing a photo Talk about ideas for a presentation on an environmental issue Create and present an ad

■

Comparative adjectives Superlative adjectives

■

have to Making predictions

■

Present perfect for experience Present perfect and simple past

■

be like Relative pronouns: who, which, that

■

Pronunciation

Naming food Describing food

■

/ʤ/ and /g/ sounds

Traveling Transportation

■

Long and short vowel sounds Listening for intonation

■

Accessories Appearance

■

/ɜ/ vowel sound

Jobs Health problems

■

Final consonant sounds

Verb-noun internet phrases Social media verbs

■

Final /m/ and /n/ sounds

Weather Landscapes and cityscapes

■

/w/ at the beginning of a word Listening for t when it sounds like d

Review 3 (Review of Units 7–9) Unit 10 Risky business

■ ■ ■ ■ ■ ■

Unit 11 Me, online

■ ■ ■ ■ ■ ■ ■

Unit 12 Outdoors

■ ■ ■ ■ ■

Talk about how to avoid danger at work Make predictions about your future Describe a medical problem and ask for help Write an email to your future self Write a post about jobs in the future Plan a TV show

■

Talk about what you’ve done and what you’ve never done Talk about what you’ve done, and when Make and respond to requests Write comments about an infographic Expand notes on an item of technology into a paragraph Create a video or vlog

■

Talk about the weather Describe places, people, and things Ask for and give directions Write simple instructions Write a fact sheet about a famous place in your country Create a tourism campaign for your country

■

Review 4 (Review of Units 10–12) Grammar charts and practice, pages 153–164 68 68

Vocabulary exercises, pages 165–176

Functional language

Listening & Reading

Writing

Speaking

Order food; take an order; ask questions about food; ask for the check Real-world strategy ■ I mean

Listening Academic skills ■ A presentation about why people become vegan Reading Foods ■ An article about the Impossible Burger

Comments on Impossible Foods ■ A comment on an article ■ I (don’t) think; If you ask me; For me

■

Give advice and make suggestions; respond to advice and suggestions Real-world strategy ■ Echo questions

Listening Leaving home ■ A radio show about living in another country

Ask for an opinion; give a positive opinion; give a negative or neutral opinion Real-world strategy ■ I guess Academic language focus ■ Agreeing and disagreeing

Listening Academic skills ■ A conversation about a presentation on fashion and the environment Reading Image is everything ■ An article about advertising

Offer help; ask for information about the problem; ask someone for help Real-world strategy ■ It’s like / It feels like

■

Talk about special meals Talk about your favorite comfort food ■ Talk about a food truck ■ Order food from a menu Academic skills ■ Talk about food and diet using facts and opinions Time to speak ■ Talk about the perfect celebration ■

Listeners’ comments A comment on advice from listeners ■ Phrases to respond to advice Time to write ■ An account of a trip ■ Giving reasons using to and for review

■

Talk about a good vacation Talk about your town ■ Talk about a long trip you took ■ Give advice to a visitor in your town Time to speak ■ Talk about planning a trip

Advertising contest An email submission to a contest ■ Punctuation: periods, capital letters, and commas

■

Reading Face your fears ■ An article about a personal experience

An email to myself An email giving advice ■ anyway, by the way Time to write ■ A post about jobs in the future ■ Prepositions

■

Make requests; respond to requests; ask for permission; refusing Real-world strategy ■ Remember words Academic language focus ■ Giving examples

Reading Selfies ■ An infographic Academic skills ■ An article about “The internet of things”

Positive and negative comments ■ A short comment on selfies ■ Saying something positive or negative Academic skills ■ A paragraph about an item of technology

■

Ask for directions; give directions Real-world strategy ■ Correct yourself

Listening Guerrilla gardening ■ An interview with a guerrilla gardener

How to … A list of instructions on how to do something ■ first, then, next, now, finally Time to write ■ A fact sheet about a famous place in your country ■ Word order with adverbs

■

Talk about appearance Compare clothes stores ■ Talk about your best photos ■ Give your opinion of clothes Academic skills ■ Talk about ideas for a presentation on an environmental issue Time to speak ■ Talk about making an ad

Talk about things you’re afraid of Talk about dangers at work or study ■ Predict future events ■ Explain a medical problem Time to speak ■ Talk about TV

Talk about screens Ask and answer questions about experiences ■ Ask and answer questions about online habits ■ Make requests in specific situations Time to speak ■ Talk about online videos ■

Talk about hot and cold weather Talk about weather in different cities in the world ■ Talk about people, objects, and places ■ Ask for directions, check you understand Time to speak ■ Talk about advertising your country ■

EVOLVE Special Edition LEVEL 3 (B1) CONTENTS Learning objectives ■

Unit 2 So much stuff

Unit 1 Who we are

■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■

Unit 3 Smart moves

■ ■ ■ ■ ■ ■

Grammar

Talk about people’s personalities Ask and answer questions about people Make introductions and get to know people Write an email to get to know someone Talk about spending money using contrasting points Ask questions to test a leader’s personality

■

Talk about things you’ve had for a while Talk about things you own Switch from one topic to another Write an ad for something you want Write a brief life story of a person Discuss items to take when you move

■

Ask and answer questions about your city Talk about how to get from one place to another Ask for and give directions in a building Write a personal statement for a job application Write a paragraph based on statistics Give a presentation about a secret spot in your city

■

Vocabulary

Information questions Indirect questions

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Present perfect with ever, never, for, and since Present perfect with already and yet

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Articles Modals for advice

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be going to and will for predictions will for sudden decisions; present continuous for future plans

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Simple past Past continuous and simple past

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Quantifiers Present and future real conditionals

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Pronunciation

Describing personality Giving personal information

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Stressing new information

Describing possessions Tech features

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Saying /t/ at the start of words Listening for /w/ sounds

City features Public transportation

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Saying consonant clusters at the start of a word

Describing opinions and reactions Making decisions and plans

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Saying /p/ at the start of a word Listening for linked sounds – final /n/

Losing and finding things Needing and giving help

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Showing surprise

Urban problems Adverbs of manner

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Unstressed vowels at the end of a word Listening for weak words

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Review 1 (Review of Units 1–3) ■

Unit 4 Think first

■ ■ ■ ■ ■

Unit 5 And then …

■ ■ ■ ■ ■ ■

■

Unit 6 Impact

■ ■ ■ ■ ■

Describe opinions and reactions Make plans for a trip Offer and respond to reassurance Write an email describing plans for an event Write a travel post Choose activities for different groups of people

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Talk about lost and found things Talk about needing and giving help Talk about surprising situations Write a short story Define new words and terms in a presentation Tell and compare stories

■

Talk about urban problems Talk about problems and solutions Express concern and relief in different situations Write a post giving your point of view Write a post expressing your feelings and opinions Decide if a “green” plan will work

■

Review 2 (Review of Units 4–6) 70

■

Functional language

Listening & Reading

Writing

Speaking

Make introductions; say how you know someone; end a conversation Real-world strategy ■ Meet someone you’ve heard about Academic language focus ■ Making contrasting points

Listening Academic skills ■ A presentation about happiness and spending money Reading We’re family! ■ An email to a cousin in a different country

A message introducing yourself ■ An email to a relative in another country ■ Paragraphs

■

Introduce new topics; change the subject; stay on track Real-world strategy ■ Use short questions to show interest

Listening It’s useless, right? ■ A podcast interview with a collector

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Ask for directions; give directions Real-world strategy ■ Repeat details to show you understand Academic language focus ■ Describing changes and trends

■

Talk about questions you ask new people Ask and answer questions about famous people ■ Introduce yourself and ask questions ■ Describe someone’s personality Academic skills ■ Talk about spending money using contrasting points Time to speak ■ Decide what makes a good leader ■

An online advertisement An ad requesting something you want ■ one and ones Time to write ■ A brief life story of a person ■ The present perfect

■

Reading Maybe you can help ■ An ad for volunteer jobs Academic skills ■ An article about global tourism trends

A volunteer application ■ A personal statement for an application ■ Checking punctuation, spelling, and grammar Academic skills ■ A paragraph based on statistics

■ Ask and answer city questions ■ Talk about routes to places in your city ■ Give directions to places at school or work ■ Talk about a volunteer job Time to speak ■ Discuss “secret spots” in your city

■

Offer reassurance; respond to reassurance Real-world strategy ■ Use at least to point out the good side of a situation

Listening Business and pleasure ■ Colleagues discussing plans for a fun event for students

An email with an event schedule ■ An email describing plans for an event ■ Linking words to show order Time to write ■ A travel post ■ Past tense forms

■

Give surprising news; react with surprise Real-world strategy ■ Repeat words to express surprise Academic language focus ■ Defining new language

A true story Listening ■ A story Academic skills ■ A presentation about ■ Expressions for storytelling selfies as a social ritual Reading Storytelling ■ An article about how to tell a good story

Express concern; express relief Real-world strategy ■ Use though to give a contrasting idea

Listening Beating the traffic ■ A podcast about drone deliveries

■

Online comment reacting to a podcast ■ Comment about a podcast ■ Using questions to make points Time to write ■ A post expressing your feelings and opinions ■ Choosing prepositions

Talk about the “history” of personal objects Talk about how long you’ve had items ■ Talk about personal interests ■ Talk about someone’s reasons for collecting Time to speak ■ Discuss things to take in a move

Talk about your plans for the week and weekend ■ Make plans for a weekend trip ■ Talk about difficult situations ■ Choose the best group activity Time to speak ■ Plan a “microadventure” Talk about things you have lost or found Describe a time you helped someone ■ Talk about surprising personal news ■ Say what makes a story good Academic skills ■ Define new words and terms in a presentation Time to speak ■ Share “amazing but true” stories ■ ■

Discuss the impact of urban problems Talk about city problems and solutions ■ Talk about worrisome situations ■ Evaluate someone’s ideas Time to speak ■ Discuss making cities “green” ■ ■

Learning objectives Unit 7 Entertain us

■ ■ ■ ■ ■ ■

Unit 8 Getting there

■ ■ ■ ■ ■ ■

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Unit 9 Make it work

■ ■ ■ ■ ■

Grammar

Vocabulary

Discuss your changing tastes in reading materials Talk about TV shows and movies Refuse invitations and respond to refusals Write a movie review Expand notes about children and technology into a paragraph Talk about changing tastes

■

used to Comparisons with (not) as … as Academic language focus ■ this and these

■

Talk about what you’ve been doing Talk about progress Catch up with people’s news Write a post about managing your time Write an email to a friend about a new hobby Decide on better ways to use your time

■

Present perfect continuous Present perfect vs. present perfect continuous

■

Talk about college subjects Discuss rules for working and studying at home Express confidence and lack of confidence Write the main part of a résumé Talk about language learning using main points and supporting examples Decide how to use your skills

■

Modals of necessity Modals of prohibition and permission

■

Simple present passive Simple past passive

■

Pronunciation

Reading materials TV shows and movies

■

Saying /m/ in I’m

Describing experiences Describing progress

■

Saying /ɑ/ and /æ/ vowel sounds Listening for weak forms of didn’t

■

College subjects Employment

■

Grouping words

Describing materials Production and distribution

■

Saying /u/, /aʊ/, and /ʊ/ vowel sounds Listening for contrastive stress

Review 3 (Review of Units 7–9)

Unit 10 Why we buy

■ ■ ■ ■ ■ ■

Unit 12 Life’s little lessons

Unit 11 Pushing yourself

■ ■ ■ ■ ■ ■

Say what things are made of Talk about where things come from Question or approve of someone’s choices Write feedback about company products Write an ad for a local product Design a commercial

■

Talk about how to succeed Talk about imaginary situations Give opinions and ask for agreement Write a personal story Take turns in a discussion about phobias Talk about a person you admire

■

Talk about accidents Talk about extreme experiences Describe and ask about feelings Write an anecdote about a life lesson Write a story about an extreme experience Plan a fun learning experience

■

Phrasal verbs Present and future unreal conditionals

■

Indefinite pronouns Reported speech

■

Succeeding Opportunities and risks

■

Saying /ʃ/ and /ʤ/ sounds

Describing accidents Describing extremes

■

Saying -ed at the end of a word Listening for ‘ll

■

Review 4 (Review of Units 10–12) Grammar charts and practice, pages 153–164 72 72

Vocabulary exercises, pages 165–176

Functional language

Listening & Reading

Writing

Speaking

■

Refuse invitations; respond to a refusal Real-world strategy ■ Soften comments

Reading Animation for all ages ■ An online article about animated movies and TV shows Academic skills ■ An article about children and computer games

A review of an animated movie ■ A movie review ■ Organizing ideas Academic skills ■ A paragraph about children and technology

■

Say how long it’s been; ask about someone’s news; answer Real-world strategy ■ Use that would be to comment on something

Listening A time-saving tip ■ A podcast interview about time management

A post about a podcast ■ A post about time management ■ Time expressions Time to write ■ An email to a friend about a new hobby ■ who and which

■

Express confidence; express lack of confidence Real-world strategy ■ Focus on reasons Academic language focus ■ Making main points

Listening Academic skills ■ A podcast discussion about bilingual education Reading A job search ■ An online job ad and a résumé for the job

A résumé ■ Experiences and activities for a résumé ■ How to write a résumé

■

Question someone’s choices; approve someone’s choices Real-world strategy ■ Change your mind

Listening Not just customers – fans ■ A podcast about customers as fans

Online customer feedback about products ■ Feedback about products ■ However and although to contrast ideas Time to write ■ An ad for a local product ■ Expressions with be

■

Ask for agreement; agree Real-world strategy ■ Soften an opinion Academic language focus ■ Sharing ideas – taking turns

Listening Academic skills ■ A group discussion about phobias Reading Outside the comfort zone ■ An online article about benefits of leaving your comfort zone

A story about a challenging new activity ■ A story about pushing yourself ■ Comparing facts

■

Describe your feelings; ask about or guess others’ feelings Real-world strategy ■ End a story

Listening Lessons learned? ■ An expert presentation about life lessons

A story about learning a lesson ■ An anecdote about a life lesson ■ Using different expressions with similar meanings Time to write ■ A story about an extreme experience ■ Noun and pronoun subjects

■

Talk about how tastes in reading materials have changed ■ Compare favorite movies/TV shows ■ Invite someone to an event and refuse an invitation ■ Talk about humor in animated movies Time to speak ■ Discuss changing tastes in entertainment Talk about what you’ve been doing recently Explain what you’ve been spending time on ■ Talk to a friend you haven’t seen for a while ■ Talk about someone’s new habits Time to speak ■ Prioritize tasks to improve balance ■

Talk about subjects in school that prepare you for the future ■ Present rules for working or studying at home ■ Discuss plans for doing challenging activities ■ Identify what job an ad is for Academic skills ■ Talk about language learning using main points and supporting examples Time to speak ■ Describe skills for an ideal job

Describe how materials affect the environment ■ Share where things you own were produced ■ Talk about things you want to buy ■ Talk about companies you like Time to speak ■ Discuss reasons why people buy things Talk about a failure and its effects Discuss what you might risk for money ■ Express opinions about topics with two sides ■ Talk about pushing yourself Academic skills ■ Take turns in a discussion about phobias Time to speak ■ Discuss what makes people successful ■

Talk about a small, amusing accident Describe an extreme experience ■ Talk about emotions associated with an experience ■ Talk about learning from mistakes Time to speak ■ Talk about activities to learn new skills ■

EVOLVE Special Edition LEVEL 4 (B1+) CONTENTS Learning objectives Unit 1 And we’re off!

■

Unit 2 The future of food

■

■ ■ ■ ■

■ ■ ■ ■ ■

Unit 3 What’s it worth?

■ ■ ■ ■ ■ ■

Grammar

Talk about personal achievements Discuss good employee qualities Make and respond to introductions Write a comment on a blog post Give a presentation on sports Practice a job interview

■

Talk about trends Talk about preparing food Make offers in social situations Write the results of a survey Write about a traditional dish Create a plan to improve a restaurant Discuss time and money Discuss the value of things Apologize for damage or loss Write a product review Write a paragraph about work-life balance Respond to a negative review

■

Vocabulary

Tense review (simple and continuous) Dynamic and stative verbs

■

Real conditionals Clauses with after, until, when Academic language focus ■ Using the

■

too and enough Modifying comparisons

■

Pronunciation

Describing accomplishments Describing key qualities

■

Saying the letter y

Describing trends Preparing food

■

Saying the vowel sounds /aɪ/, /i/, and /eɪ/ Listening for deleted /t/ sounds

■

■ ■

Talking about time and money Talking about prices and value

■

Saying /s/ at the beginning of a word

Talking about advertising Talking about people in the media

■

Saying the vowel sounds /ɔ/ and /ɑ/ Listening for topic organization

Describing stories Making and breaking plans

■

Saying consonants at the end of a word

Discussing good works Describing good deeds

■

Saying /b/ or /v/ in the middle of a word Listening for /j/ between words

Review 1 (Review of Units 1–3) Unit 4 Going glocal

■ ■ ■ ■ ■ ■

■

Unit 5 True stories

■

Unit 6 Community action

■

■ ■ ■

■ ■ ■ ■ ■

Speculate about a picture Talk about viral stories Exchange and discuss opinions Write a response to a post Write an opinion post about advertising Design an ad for a product

■

Discuss different types of stories Talk about changes to plans React to bad news Write a formal apology Give an introduction to a presentation Tell a story about a chance meeting

■

Discuss charities and volunteer work Discuss acts of kindness Offer, refuse, and accept help with something Write a report about a community project Write messages with offers and requests Design a community project

■

Review 2 (Review of Units 4–6)

Modals of speculation ■ Subject and object relative clauses Time to write ■ Linking words: and, because, and when

■ ■

Past perfect was/were going to; was/were supposed to

■

Present and past passive ■ Passive with modals Time to write ■ The passive

■

Functional language

Listening & Reading

Meet someone you don’t know; introduce someone to others Real-world strategy ■ Respond to an introduction Academic language focus ■ Giving examples

Listening Talent identification ■ A presentation about children in sports Reading Flipping your job interview ■ An article on interview skills

Make, accept, and refuse offers in social situations Real-world strategy ■ Acknowledge an acceptance

Listening Cool food ■ A conversation between friends Reading Henna night ■ A post about wedding traditions

Make an apology and explain what happened Real-world strategy ■ Respond to an apology

Reading Buyer beware! ■ Short stories about good and bad online shopping experiences Managing workplace stress ■ An essay on stress at work

Exchange and discuss opinions about possible actions Real-world strategy ■ Make opinions more emphatic

Listening Building a brand ■ A news report about a local company that went global Reading Easy to use ■ A review of a phone

React to problems and try to find a solution Real-world strategy ■ Accepting bad news Academic skills ■ Presentation introductions

Listening The history of sign language ■ An introduction to a presentation on sign language Reading The perfect apology ■ An article about corporate apologies

Make, refuse, and accept offers of help Real-world strategy ■ Imposing on somebody

Listening Painting safer streets ■ A podcast about a community art project Reading Step Together Challenge / Toothbrush drama ■ Online ‘news in brief’ stories

■

Writing

Speaking

A comment A comment on an article ■ Agreeing and disagreeing Academic skills ■ Notetaking ■ A paragraph on sports

■

Talk about a new activity Talk about personal achievements ■ Describe your personal qualities ■ Play an introduction game Academic skills ■ Give a presentation on sports Time to speak ■ Ask and answer interview questions

A report The results of a survey about eating habits ■ Reporting research results Time to write ■ Write about a traditional dish

■

Talk about fusion foods Discuss ideas to avoid food waste ■ Explain a favorite recipe ■ Offer food and drink to others Time to speak ■ Present a restaurant rescue plan

A product review Product reviews ■ Expressing opinions about product features Academic skills ■ Notetaking from reading texts ■ Topic sentences ■ Write a paragraph about worklife balance

■

Discuss things money can’t buy Talk about quality of life ■ Talk about relative value ■ Talk about a past apology Time to speak ■ Repair a customer relationship

A response A social media post ■ Writing about reasons and consequences Time to write ■ Write a post on your opinion on advertising

■

An apology A letter of apology from a company ■ Using referents to avoid repetition

■

Talk about all the signs we see Speculate about a picture ■ Talk about viral stories ■ Give and support opinions Time to speak ■ Create and present an ad Discuss good storytellers Tell someone’s life story ■ Tell the story of a change of plans ■ Act out situations with bad news Academic skills ■ Give an introduction to a presentation Time to speak ■ Connect events to tell the story ■

■ Talk about acts of kindness A report A report on a community ■ Discuss charity organizations ■ Discuss helping others project ■ Using quotes as support ■ Make offers of help to strangers Time to write Time to speak ■ Write messages with offers and ■ Discuss helping your community requests ■

Learning objectives ■ ■

Unit 7 Can we talk?

■ ■ ■ ■

■

Unit 8 Lifestyles

■ ■ ■ ■ ■

Unit 9 Yes, you can!

■ ■ ■ ■ ■ ■

Grammar

Discuss messaging apps Discuss written vs. spoken communication Recount conversations, news, and stories Write an email in formal and informal register Discuss and answer questions on your area of study or interests Create and conduct a survey

■

Talk about different work lifestyles Talk about wishes and regrets Talk through options to reach a decision Write a comment about a podcast Write a post with advice Plan a digital detox weekend

■

Present unreal conditionals I wish Time to write ■ The present perfect

■

Talk about rules and regulations Discuss rules and regulations in the past Make generalizations Write a letter of complaint Write a case study on urban regeneration Discuss improvements to your town

■

Prohibition, permission, obligation (present) Prohibition, permission, obligation (past)

■

Reported statements Reported questions

Vocabulary ■ ■

■

Pronunciation

Describing communication Communicating online

■

Saying /s/ or /z/ at the end of a word

Describing jobs Talking about work/life balance

■

Saying the vowel sounds /ɜ/ and /u/ Listening for emphasis

■

Talking about places ■ Talking about rules Academic skills ■ Time expressions

■

Saying /d/ at the beginning of a word

Talking about discoveries Discussing right and wrong

■

Saying long and short vowel sounds Listening for weak words

Talking about college education Talking about science

■

Stressing long words

Talking about the senses Describing memories

■

Saying consonant clusters Listening for transitions

Review 3 (Review of Units 7–9) ■

Unit 10 What if … ?

■ ■ ■ ■ ■

■

Unit 11 Contrasts

■ ■ ■ ■ ■

Unit 12 Looking back

■ ■ ■ ■ ■ ■

Speculate about events in the past Talk about alternatives and possibilities Keep your listener engaged Write comments in an online discussion Write a post about a turning point in your life Share the story of an influential discovery or invention

■

Past unreal conditionals Modals of past probability Time to write ■ Infinitives with and without to

■

Discuss college life Discuss scientific facts Discuss alternatives and give recommendations Write a comment presenting an argument Give a presentation with visuals about diet Present a proposal to solve a problem

■

Gerund and infinitive after forget, remember, stop Causative verbs help, let, make

■

Describe a special photo and the story behind it ■ Adding emphasis Discuss childhood memories ■ Substitution and Recall and share past experiences referencing Write a pros and cons analysis on zoos Time to write Write an article about a tradition from your ■ Formal linking words: country although, however, and Recall and discuss a national moment therefore

■

■ ■

Review 4 (Review of Units 10–12) Grammar charts and practice, pages 129–140 76 76

Vocabulary exercises, pages 141–152

■

Functional language Listening & Reading

Writing

Speaking

Recount conversations and stories to another person Real-world strategy ■ Get back on track Academic skills ■ Checking understanding: confirming a point

Listening Academic skills ■ A discussion about the effects of social media Reading The emoji code ■ An article about how social media is changing language

Talk through options; encouraging actions Real-world strategy ■ Offer a warning

Listening Digital detox ■ A podcast debating the benefits of a digital detox Reading The pearls of Bahrain ■ An article about pearl diving

Make generalizations Real-world strategy ■ Give contrasting information

Reading The story of the ramp ■ An article about the independent living movement Urban regeneration ■ A case study of New Orleans

Keep your listener engaged Real-world strategy ■ Show interest in a story

Listening I can’t live without it! ■ A podcast about the impact different inventions have had on our lives Reading Islamic banking ■ A fact file about Islamic banks

Discuss alternatives and respond to suggestions Real-world strategy ■ Give a personal recommendation Academic skills ■ Using presentation slides

Listening A response ■ A response to an opinion The human diet ■ A presentation about the piece development of the human diet ■ Transition phrases Reading Academic skills Embrace the technological ■ Give a presentation with revolution? Not me! visuals about diet ■ An opinion piece about technological advances

■

Recall a memory Real-world strategy ■ Share experiences

Listening Keeping animals in zoos ■ A student debate about zoos Reading The Bedouin of Jordan ■ An essay about the Bedouin

■

Emails Short emails to a friend and coworker ■ Changing language to match register

■

A comment A response to two comments ■ Referencing another argument in your writing Time to write ■ Write a post giving practical advice ■ Write a post with advice

■

Talk about when not to use your phone Talk about social media apps ■ Talk about the way you prefer to communicate ■ Tell and react to stories Academic skills ■ Group discussions ■ Discuss and answer questions on your area of study or interests Time to speak ■ Talk about your attitudes to social media Discuss the work-lifestyle connection Talk about unusual jobs ■ Talk about wishes and regrets ■ Offer advice and discuss options Time to speak ■ Plan a digital detox ■

A message ■ Talk about street art and graffiti A complaint about a business ■ Talk about rules for work or school ■ Communicating attitude ■ Talk about unusual laws from the past ■ Talk about different customs and Academic skills cultures ■ Different ways of taking notes Time to speak ■ Write a case study on urban ■ Discuss how to make life easier for regeneration people with special needs ■

A comment A comment on the podcast ■ Using words and phrases for similarity and contrast Time to write ■ Write a post about a turning point in your life ■

A summary and response A summary of and response to an opinion ■ Linking contrasting ideas Time to write ■ Write an article about a tradition from your country ■

Share photobombing stories Talk about hypothetical past events ■ Speculate about the past events that led to current situations ■ Tell and react to a story about something that is hard to believe Time to speak ■ Discuss significant inventions and discoveries in human history ■ ■

Talk about appearances Describe an event you’ll never forget ■ Talk about folk remedies ■ Role play giving recommendations Time to speak ■ Reach a compromise to resolve a problem ■

Test your memory and compare results Tell the story behind a photo ■ Discuss childhood memories ■ Retell a personal story Time to speak ■ Share your experience of a national moment ■

SPECIAL EDITION

Regionally inspired for global success. EVOLVE Special Edition is a four-level English course for adults and young adults, taking students from beginner to intermediate levels (CEFR A1 – B1+). Drawing on insights from language teaching experts and real students in your region, EVOLVE Special Edition gets students writing and speaking with confidence. This student-centered course covers all skills and focuses on the most effective and efficient ways to progress in English. It includes insights from the Cambridge Life Competencies Framework and the Cambridge English Corpus.

• Peer models and content from real students • Extensive general and academic writing support • Mobile phone activities specially designed for the classroom You spoke. We listened.

SPECIAL EDITION

STUDENT'S BOOK

Leslie Anne Hendra, Mark Ibbotson, Kathryn O’Dell, and Alex Tilbury

Lindsay Clandfield, Ben Goldstein, Ceri Jones, Philip Kerr, Leslie Anna Hendra and Alex Tilbury

Leslie Anna Hendra, Mark Ibbotson, Kathryn O’Dell and Alex Tilbury

Ben Goldstein, Ceri Jones, Leslie Anna Hendra and Alex Tilbury

CEFR

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EVERYTHING YOU NEED, FROM CAMBRIDGE

See how research with students and teachers helped shape EVOLVE. Pages 2 to 9.

SPECIAL EDITION

• • • • •

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