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Shaftesbury Road, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA

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477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 103 Penang Road, #05-06/07, Visioncrest Commercial, Singapore 238467

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We share the University’s mission to contribute to society through the pursuit of education, learning and research at the highest international levels of excellence.

www.cambridge.org Information on this title: www.cambridge.org/9781009797511

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This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press and Assessment.

First published 2014 Second Edition 2019 Second Edition update published 2021 Third Edition 2025

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4

Printed in the United Kingdom by A Printer Ltd, Cambridge

A catalogue record for this publication is available from the British Library

ISBN 978-1-009-79751-1 Reading, Writing and Critical Thinking Student’s Book with Digital Pack 2 ISBN 978-1-009-80483-7 Reading, Writing and Critical Thinking Student’s eBook with Digital Pack 2 Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.

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CONTENTS

Map of the book

4 8

UNIT 1

Places

UNIT 2

Festivals and celebrations

UNIT 3

The internet and technology

Sports and competition

102

UNIT 6

Business

124

UNIT 7

People

146

UNIT 8

The universe

168

Glossary

190

Video scripts

202

Acknowledgements

207

Unlock Advisory Panel

208

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UNIT 5

Weather and climate

UNIT 4

Your guide to Unlock

MAP OF THE BOOK

VIDEO

1 PLACES

Destination Jakarta

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UNIT

Reading 1: Rise of the megacities (Geography)

Reading 2: Homestay holidays: a home away from home (Travel and Tourism)

3 THE INTERNET AND TECHNOLOGY Reading 1: Internet cookies: the fight for your personal information (Information Technology)

China’s livestreamers

Key reading skills: Reading for main ideas Making inferences

Additional skills: Understanding key vocabulary Scanning to predict content Reading for main ideas Reading for detail Using your knowledge Distinguishing fact from opinion Synthesizing

Unusual types of weather

Key reading skills: Reading for detail Using your knowledge to predict content Additional skills: Understanding key vocabulary Reading for main ideas Recognizing text type Synthesizing

Vocabulary to describe the internet and technology (e.g. a computer program, a smartphone) Compound nouns

Collocations with temperature

Vocabulary to describe a graph

Reading 2: Surviving the sea of sand: how to stay alive in the Sahara Desert (Environmental Science)

Additional skills: Using your knowledge Understanding key vocabulary Reading for main ideas Reading for detail Recognizing text type Scanning to predict content Synthesizing

Reading 1: Living in the wettest place on Earth (Geography)

Vocabulary to describe festivals (e.g. culture, highlight, history, lucky, traditional)

4 WEATHER AND CLIMATE

Key reading skill: Previewing a text

Vocabulary to describe places (e.g. cheap, expensive, modern, noisy)

Reading 2: Video games for kids: good or bad? (Information Technology)

Additional skills: Understanding key vocabulary Using your knowledge Reading for main ideas Reading for detail Scanning to find information Working out meaning from context Making inferences Synthesizing

VOCABULARY

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Reading 2: Muscat Nights (Cultural Studies)

Key reading skill: Scanning for numbers

New Year celebrations across the UK

Reading 1: Celebrate! (Sociology)

U 2 FESTIVALS AND CELEBRATIONS

READING

GRAMMAR

CRITICAL THINKING

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Evaluating positives and negatives

Nouns and adjectives: • Adjectives • Countable and uncountable nouns • Articles: a, an or zero article

WRITING Academic writing skill: Capital letters and punctuation

Writing task type: Write descriptive sentences Writing task: Describe the place where you live. Write about its positives and its negatives.

Quantifiers

Grammar for writing: Simple sentences 1: Subject + verb There is / There are

Grammar for writing: Simple sentences 2: • Objects and extra information • Prepositional phrases

Giving opinions Grammar for writing: Connecting ideas: • And, also and too • Compound sentences • However

Academic writing skill: Organizing sentences into a paragraph

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Identifying important information

Prepositions of time and place Adverbs of frequency

Identifying appropriate answers

Writing task type: Write a descriptive paragraph

Writing task: Describe a festival or special event.

Academic writing skill: Topic sentences

Writing task type: Write a one-sided opinion paragraph Writing task: The internet wastes our time. It does not help us do more work. Do you agree or disagree?

Analyzing graphs

es Academic writing skills: Topic sentences for descriptive paragraphs about a graph Supporting sentences Giving examples: like, such as and for example

Grammar for writing: Comparative and superlative adjectives

Writing task type: Write a paragraph describing data from graphs Writing task: Compare the weather in two places, using information from graphs.

UNIT

5 SPORTS AND COMPETITION

VIDEO

READING

VOCABULARY

A 96-year-old bungee jumper

Key reading skill: Scanning to predict content

Vocabulary to describe sport

Additional skills: Understanding key vocabulary Reading for main ideas Reading for detail Recognizing text type Previewing Working out meaning from context Synthesizing

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Reading 1: Five unusual sports (Sports Science)

Reading 2: Tough Guy: A race to the limit (Sports Science)

6 BUSINESS

Co 7 PEOPLE Reading 1: Real-life superheroes (Sociology) Reading 2: More real-life superheroes (Sociology)

Key reading skill: Skimming

Adjectives to describe people

Additional skills: Understanding key vocabulary Reading for main ideas Reading for detail Working out meaning from context Identifying purpose Using your knowledge Synthesizing

Going back to the moon

Key reading skill: Identifying the author’s purpose

Additional skills: Understanding key vocabulary Using your knowledge Reading for main ideas Reading for detail Skimming Making inferences Distinguishing fact from opinion Synthesizing

Vocabulary for giving evidence and supporting an argument

The gold prospector

Reading 2: Life on other planets (Space Science)

Additional skills: Understanding key vocabulary Skimming Reading for main ideas Reading for detail Identifying audience Scanning to predict content Making inferences Synthesizing

Reading 1: The rise of commercial space travel (Space Science)

Collocations with business Business vocabulary

8 THE UNIVERSE

Key reading skills: Working out meaning from context Annotating a text

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Reading 2: The story of ChatGPT and OpenAI (Business)

Reading 1: Are you ready for the world of work? (Human Resources)

Circular businesses

GRAMMAR

CRITICAL THINKING Analyzing a diagram

Prepositions of movement Grammar for writing: Subject and verb agreement

WRITING Academic writing skills: Ordering events in a process Removing unrelated information

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Writing task type: Write a process paragraph Writing task: Describe the Sydney Triathlon.

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Grammar for writing: The present simple and the past simple Time clauses with when to describe past events

Organizing events in time order

Academic writing skill: Adding details to main facts

Writing task: Write a narrative paragraph about the history of a business.

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Writing task type: Write a narrative paragraph

Noun phrases with of Grammar for writing: Modals of necessity

Categorizing ideas

Academic writing skill: Concluding sentences

Writing task type: Write an explanatory paragraph Writing task: Who do you think is a good role model? Why? Write a paragraph explaining the qualities that make that person a good role model.

Evaluating arguments

Academic writing skill: Essay organization

Writing task type: Complete an opinion essay

Grammar for writing: That clauses in complex sentences Infinitives of purpose Because and so

Writing task: Should governments spend more money on space exploration? Give reasons and examples to support your opinion.

YOUR GUIDE TO

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UNLOCK YOUR ACADEMIC POTENTIAL

Unlock Third Edition is a six-level, academic-light English course created to build the skills and language students need for their studies (CEFR Pre-A1 to C1). It develops students’ ability to think critically in an academic context right from the start of their language learning. Every level has inspiring videos on a range of academic topics.

CRITICAL THINKING

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Unlock Third Edition includes the right mix of lower- and higher-order thinking skills development in every unit, with clear learning objectives. Students are better prepared for their academic studies and have the confidence to apply the critical thinking skills they have developed. Critical thinking in Unlock Third Edition:

CREATE

EVALUATE

ANALYZE

REMEMBER

UNDERSTAND

APPLY

• is informed by a range of academic research from Bloom in the 1950s, to Krathwohl and Anderson in the 2000s, to more recent considerations relating to 21st Century Skills • has a refined syllabus with a better mix of higher- and lowerorder critical thinking skills • is measurable, with objectives and self-evaluation so students can track their critical thinking progress • is transparent so teachers and students know when and why they’re developing critical thinking skills • is supported with professional development material for teachers so teachers can teach with confidence

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TEACHER RESOURCES

We’ve carried out research with teachers across the world to understand their needs and how we can better meet them with Unlock. All teacher resources can be accessed on our learning platform, Cambridge One cambridge.org/one.

• Fully interactive presentation software, Presentation Plus, with pop-up activities to type or automatically display answers. • Downloadable Model Answer Booklet with model answers for all end-of-unit productive activities and example answers for all ‘Answers may vary’ activity types in the Student’s Book. • Variations of unit tests, mid- and end-of-course tests give teachers options when assessing student understanding and progress. • Teacher Manual and Development Pack supports your teaching with flexible lesson plans with timings for every unit. • Digital Workbook with videos to assign additional DIGITAL practice for your students whenever you see this symbol WORKBOOK

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RESEARCH

Unlock Third Edition is informed by consulting with a global advisory panel and comprehensive review of the material so you can be assured of the quality of every lesson. • extensive market research with teachers and students to fully understand their needs throughout the course’s development • consulting academic research into critical thinking • refined vocabulary syllabus using our exclusive Corpus research

es 9

AND CLIMATE

HOW

WORKS

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WATCH AND LISTEN 1

YOUR KNOWLEDGE

1 Match the types of weather in the box to photos a–d. cloud (adj)

fog (n)

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snow (n)

wind (n)

2 What is your favourite type of weather? Why? 3 What is your least favourite type of weather? Why? 4 Look at the large photo. What type of weather do you see?

WEATHER AND CLIMATE

Unlock your knowledge

Encourages discussion around the themes of the unit with inspiration from interesting questions and striking images.

Watch and listen POST-READING

Features an engaging and motivating video which generates interest in the topic and develops listening skills.

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Write one sentence to describe how the weather is the same in both places and one GLOSSARY sentence to describe how it is different.

crystal (n) a piece of something, for example salt or ice, that is solid with a regular shape common (adj) found often in many places form (v) to begin to exist

rotate (v) to turn in a circle

PREPARING TO READ

atmosphere (n) the mixture of gases around the Earth PREPARING TO READ

3 Likes

Reading 1 21

Comments

(adv) nearly but not exactly (v) to lie on the surface of something (adj) able to harm or hurt somebody or something (v) continued for a period of time (n) a flash of bright light in the sky during a storm (n) the sudden loud noise that comes after a flash of bright light in the sky during a storm 7 (adj) very big 3 4 5 6

You can understand something better if you connect it to what you already know. Before you read something, first think about what you already know about the topic.

82 UNIT 4

1 You are going to read about the Sahara Desert. Before you read, try to answer the questions. 1 Where is the Sahara Desert – South Africa or North Africa? 2 Is the weather there hot and dry, or cold and wet?

2 Write the words in bold next to the definitions (a–f). 1 It was sunny all day, so it was a shock when it started to rain. 2 The temperature will rise in the summer and drop in the winter. 3 Let’s wait and see what the weather is like tomorrow. Then we’ll decide if we want to go to the beach or to a museum. 4 Be careful when you drive on icy roads and go slowly. 5 Mawsynram, India has the most precipitation in the world. It gets almost 12,000 millimetres of rain every year.

Provides a different angle on the topic and a (adj) paying attention to what you do so that you don’t accident serves ashaveaanmodel text for the writing task. b c d e f

Nov

Dec

1 Look at the graphs (A and B). Complete the sentences (1–4) with words from the box.

Language development high

low

maximum

minimum

Consolidates and expands on the language 1 The temperature is 32 °C, in July. 2 The temperature is 3 °C, in December. presented in3 Inpreparation for the writing task. July there are temperatures. 4 In December, there are

temperatures.

DESCRIBING A GRAPH You can use certain words and phrases to talk about graphs. Use the verbs rise, drop, fall and reach and the nouns increase and decrease to describe changes

1 Every year the people living in the state of Meghalaya, in north-east India, spend many months preparing for heavy rain. The rains, called the summer monsoon1, can last for days or weeks without stopping. The Guinness Book of World Records says that Meghalaya, which means ‘abode of clouds’, is one of the wettest places on Earth. It gets almost 12,000 millimetres (about 470 inches) of rain each year. Compare this to the Sahara Desert, the world’s largest hot desert, which gets between 100 and 250 millimetres (4–10 inches). Summer monsoons usually last from April until October. They can change the lives of a fifth of the world’s population.

place on Earth

. Landslides2 are dangerous because they can badly damage buildings or even whole villages. They can also damage roads and stop access to water. This means there is not enough clean water for people to drink. In 2021, there was a landslide in Mumbai, India. It fell on people’s homes as they were sleeping, and several people died.

QR codes

Allows students to easily access the audio of the reading passages. .

2 They do this so that the noise from the rain falling on their roof, windows and walls is not

. They still go to work and shops open. In Mawsynram, people make things called knups, using bamboo and grass. Knups are like umbrellas, but they are a bit bigger and shaped like a tortoise. One knup takes about an hour to make. A knup can keep somebody

30 °C 20 °C

40 °C

Oct

Living in the

20 °C

1 What kind of weather do you usually have where you live? 10 °C 2 Does the weather in your country change throughout the year? 0If°C so, how? April May June July 3 Do you prefer the weather in summer or winter? Why?

Sept

wettest

30 °C

3 Work with a different partner. Discuss the questions.

0 °C

(v) to decrease; to fall or go down (v) to choose between one possibility and another (n) a big, unpleasant surprise (v) to increase; to go up (n) water that falls to the ground as rain or snow

READING 2

1 Have you ever watched a huge and storm that lasted for several hours? If not, would you like to? LANGUAGE DEVELOPMENT 2 In your country, does snow ever the ground? If not, would you like toWITH see that? COLLOCATIONS TEMPERATURE 3 In your country, can people drive on the roads after a storm or is it A 40 °C too ? Give reasons.

10 °C

UNDERSTANDING KEY VOCABULARY

Reading 2

questions.

USING YOUR KNOWLEDGE

Offers students the opportunity to develop the reading skills required to process academic texts, and presents and practises the vocabulary 2 Work with a partner. Complete the questions with words from USING YOUR needed to comprehend text itself. Exercise 1. You do not the need every word. Then discuss the KNOWLEDGE

Using your knowledge to predict content

SKILLS

1 You are going to read a text about weather. Before you read, look at your friend’s update on social media. Then match the bold words to the definitions below (1–7). Hey everyone, Studying in Scotland is amazing. The weather is very different from home, though. Last night there was a huge storm! The rain lasted for eight hours. The thunder was so loud it scared the dog, and the lightning, though scary, was beautiful when it flashed in the sky. I didn’t get to sleep until almost 4 am! I’m sure water will cover many of the local roads this morning, which means that driving might be dangerous. We’ll need to be careful on the way to school.

84 UNIT 4

1 A tornado is a dangerous example of which type of weather? a rain b wind c snow 2 Where are tornadoes common? 3 Have you ever watched a thunderstorm? 4 Why are some people scared of storms?

READING 2 rise (v) to move upwards

READING 1 UNDERSTANDING KEY VOCABULARY

1 Work with a partner. Discuss the questions below.

DISCUSSION 2 Look at the photos from the video. Circle the ideas you think the PREDICTING 8 Work in small groups.video Discuss questions below. your answers with a partner. willthe include. Then discuss CONTENT USING 1 Has the weather in your country changed in recent years? 1 Information about different weather. VISUALS 2 Will the weather in your the future? 2 Thecountry weatherchange in one in country. 3 How people prepare for snowstorms. 4 How rainbows happen. WRITING 5 The reasons why some places have certain weather. 9 Think about the weather in your country andainbeautiful anothersunset. country. 6 The best place to see

READING READING

PREPARING TO WATCH ACTIVATING YOUR KNOWLEDGE

EVALUATE

5 Look at the graphs and the tables again and answer the questions. 1 Which months have the highest temperatures in each place? 2 Which months have the lowest temperatures in each place? 3 Which months have the most precipitation in each place? 4 Which months have the least precipitation in each place? 5 What extreme weather do you think these places might have? 6 What problems might this cause for the people who live there? 7 Research more information online about questions 5 and 6. Share your information with a partner. Discuss the most interesting information.

WRITING WRITING

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CRITICAL THINKING

GRAMMAR FOR WRITING

At the end of this unit, you will write a paragraph describing data from graphs. Look at this unit’s writing task below.

SKILLS

Analyzing graphs

3 Look at the fact files Cuba andyou Iceland. Complete You can use graphs to show numbers orfor data. When look at a graph, the you can see sentences, using the word in brackets make comparative the most interesting information quickly and easily. When to you writea about graphs,or look at the highestsuperlative and lowestadjective. numbers and then choose the most interesting information to write about.

Cuba

Iceland

Maximum temperature: °C graph in Reading Maximum temperature: 14 °Cthe 1 Look back 32 at the 2 on page 89 and answer questions.18 °C Minimum temperature: Minimum temperature: –2 °C Average rainfall: 173 mm 94 mm 1 What do the numbers on theAverage left siderainfall: of the graph show? 2 What the numbers bottom of the graph Average sunshine: 7.5do hours a day at theAverage sunshine: 3.4show? hours a day 3 What does the highest point in the graph show? 4 What does the lowest point in the graph show? 1 Cuba has a maximum temperature than Iceland. (high)

UNDERSTAND

Critical thinking

2 Iceland is graphs (A–D). than Cuba. (cold) 2 Look at the What kind of information does each one 3 Iceland has your the answers with temperature show? Check a partner. of the two countries. (low) 4 Cuba is than Iceland. (wet) 5 Iceland is than Cuba. (dry) A Precipitation 6 over a year B Temperature over a year Cuba is the of the two countries. (rainy) in Svalbard,7Norway in Svalbard, Norway Cuba is than Iceland. (sunny)

ANALYZE

Precipitation

Use comparative adjectives to compare two or more things. Use than to compare one thing with another. For one-syllable adjectives, add -er. Spain is warmer than Norway. For one-syllable adjectives which end in one vowel and one consonant, double the consonant and add -er. Do not double the consonant w. For one-syllable adjectives ending in -y, remove the -y and add -ier. London is wetter than Rome. Precipitation in July is lower than in March. Rome is drier than London. Use two comparatives and and to describe how somebody or something increases or decreases in a particular way. The weather got hotter and hotter. Use more or less before almost all adjectives with two or more syllables. Madrid is less beautiful than Paris. For two-syllable adjectives which end in -y, remove the -y and add -ier. Today was rainier than yesterday. Some comparative adjectives are irregular. good → better bad → worse Use as + adjective + as to say that two nouns are similar or the same. Use not as if the two nouns are not similar or the same. Cairo is as hot as Dubai. London is not as hot as Cairo.

Grammar for writing

Presents and practises grammatical structures and features needed for the writing task.

Avg high temp

10 °C

Avg low temp

ACADEMIC WRITING SKILLS

WRITING TASK

30 mm

TOPIC SENTENCES FOR0 °CDESCRIPTIVE PARAGRAPHS ABOUT A GRAPH

Compare the weather in two places, using information from graphs.

40 mm

20 mm

PLAN

-10 °C

When writing about a graph, use the phrase the graph shows in the topic sentence to describe the information in the graph. -20 °C

10 mm

Oct

Dec

Nov

Jul

Sept

Jun

Jan

Feb

Mar

Oct

Dec

Nov

Jul

Sept

Jun

Aug

Apr

May

Jan

Feb

Mar

-30 °C The graph shows + what is measured + time period + place.

0 mm

1 Complete the topic sentences about graphs A and B on page 92 in the Critical thinking section. 1 Graph A shows the in . 2 Graph B shows the in

92 UNIT 4

1 Read the information about writing topic sentences about a graph

94 UNIT 4 on page 96 again. Then look back at the graphs for the places in

the Critical thinking section on pages 92–93. Write a topic sentence

to describe the data in the graphs. OBJECTIVES REVIEW

Aug

Notice how the following order is used:

Apr

The graph shows the temperature in degrees Celsius over 24 hours in the Sahara Desert. May

SKILLS

Comparative adjectives

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Develops the lower- and higher-order thinking skills required for the writing task.

GRAMMAR

COMPARATIVE AND SUPERLATIVE ADJECTIVES

Compare the weather in two places, using information from graphs.

in millimetres over one

in degrees Celsius over one

1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

3 = very well 2 = well 1 = not so well 2 Work with a partner. Share your topic sentences. Does your topic Isentence can … describe the information in the graphs? Make changes to your topic sentence if necessary. watch and understand a video about unusual types of weather. 3 Work with a partner. Discuss the most interesting fact about read for detail. temperature for each place. Then discuss the most interesting fact about forpredict each place. use myprecipitation knowledge to content.

Academic writing skills

Writing task 4 Write a sentence about each of your facts about temperature.

Practises all the writing skills needed for the writing task.

Use data to support your statements. Uses the skills and language learned throughout use comparative and superlative adjectives. topic sentences for descriptive paragraphs about the write unit to support students in drafting, graph. a sentence about each of your facts about precipitation. 5 aWrite producing and editing Use data to support your statements. a piece of academic write supporting sentences. give examples such unit’s as and for example. writing. Thiswithislike,the main learning objective.

96 UNIT 4

OBJECTIVES REVIEW

write a paragraph describing data from graphs. 6 Refer to the Task checklist on page 100 as you prepare your paragraph. 2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective. 2 = well

WORDLIST

watch and understand a video about unusual types of weather. read for detail. use my knowledge to predict content.

= high-frequency words in the Cambridge Academic Corpus

use comparative and superlative adjectives.

WRITING TASK

write supporting sentences.

Objectives review give examples with like, such as and for example.

Wordlist

Allows students to evaluate how well they 2 Use mastered the Unlock Digital Workbook for morecovered practice with thisin unit’s have the skills the unit. learning objectives. write a paragraph describing data from graphs.

DIGITAL WORKBOOK

WORDLIST

write topic sentences for descriptive paragraphs about a graph.

fall (v) huge (adj) increase (n, v) last (v) lightning (n) maximum (adj) minimum (adj)

analyze graphs.

precipitation (n) reach (v) rise (v) shock (n) thunder (n)

7 Write a first draft of your paragraph. almost (adv) fall (v) careful (adj) huge (adj) cover (v) increase (n, v) dangerous (adj) last (v) decide (v) lightning (n) decrease (n, v) maximum (adj) drop (v) minimum (adj)

1 = not so well

I can …

almost (adv) careful (adj) cover (v) dangerous (adj) decide (v) decrease (n, v) drop (v)

DIGITAL WORKBOOK

WRITE A FIRST DRAFT

3 = very well

analyze graphs.

Lists the key vocabulary from the unit. The most 101 frequent words used at this level in an academic context are highlighted with this icon OBJECTIVES REVIEW

precipitation (n) reach (v) rise (v) shock (n) thunder (n)

= high-frequency words in the Cambridge Academic Corpus

COMPONENTS

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Unlock offers 70–90 hours per Student’s Book, which is extendable with the Digital Pack, and other additional activities in the Teacher’s Manual and Development Pack.

Unlock is a paired-skills course with two separate Student’s Books per level. For levels 1–5 (CEFR A1 – C1), these are Reading, Writing and Critical Thinking and Listening, Speaking and Critical Thinking. They share the same unit topics so you have access to a wide range of material at each level. Each Student’s Book includes access to the Digital Pack.

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Unlock Basic has been developed for pre-A1 learners. Unlock Basic Skills integrates reading, writing, listening, speaking and critical thinking in one book to provide students with an effective and manageable learning experience. Unlock Basic Literacy develops and builds confidence in literacy. The Basic books also share the same unit topics and so can be used together or separately, and Unlock Basic Literacy can be used for self-study.

STUDENT COMPONENTS

All material in the Student’s Digital Pack (Levels 1–5) can be accessed on Cambridge One, our learning platform using the unique code printed on the inside front cover of the Student’s Book. Description

Student’s Book with Digital Pack

• 8 units per level (Levels 1–4); 10 units (Level 5) • QR codes for students to easily access the Class Audio • Levels 1–5 includes access to the Digital Pack: – Interactive eBook with videos – Digital Workbook – Downloadable audio for listening activities and pronunciation (Listening and Speaking strand) – Downloadable audio for reading passages (Reading and Writing strand) • Unlock Basic Skills comes with downloadable audio and video (11 units) • Unlock Basic Literacy comes with downloadable audio (11 units)

Interactive eBook with videos

• Levels 1–5 • Digital version of the Student’s Book with auto-graded activities • Student’s Book videos for students to watch on their own

Digital Workbook with videos

• Levels 1–5 • Extension activities to further practise the language and skills learned • Additional video comprehension and extension activities that are different from the activities in the Student’s Book.

Resource

TEACHER COMPONENTS

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All teacher components can be accessed on Cambridge One, our learning platform. Teachers can access the Digital Workbook with videos by creating an account. To access the Teacher’s Resources and Presentation Plus, please request an access code from your local Cambridge representative.

br Resource

Audio

Description

• Downloadable audio for listening activities and pronunciation (Listening and Speaking strand) • Downloadable audio for reading passages (Reading and Writing strand) • Flexible lesson plans with timings, lesson objectives and lesson observation templates • Downloadable Model Answer Booklet with model and example answers for productive skills • Supplementary classroom materials for Levels 1–4 • Common student errors • Developing critical thinking skills in your students, a teacher development material with clear objectives, in-practice activities and opportunities for review and self-evaluation.

Teacher Development Resources

Additional materials which can be used for professional development: • Peer-to-peer training workshop materials with PowerPoint presentations • In-session worksheets, trainer’s notes • Pre- and post- workshop quizzes

Presentation Plus

• Fully interactive presentation software, with pop-up activities to type or automatically display answers • Embedded audio and video for easy access to play in class

Tests

• Unit, mid- and end-of-course tests for the assessment of student understanding and progress

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Teacher’s Manual and Development Pack

This online training course gives you a thorough knowledge of how Unlock works, what it includes and acquaints teachers with the methodological principles behind the course.

TEACHING WITH UNLOCK THIRD EDITION

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IT N U

PLACES

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about Jakarta.

Reading skill Scan for numbers.

Critical thinking Evaluate positives and negatives.

Grammar

Write descriptive sentences.

Writing task

Use capital letters and punctuation.

Academic writing skill

Use nouns and adjectives; use countable and uncountable nouns; use quantifiers; write simple sentences; use there is / there are.

UNIT 1 PLACES

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es YOUR KNOWLEDGE

Look at the photo of a city. Discuss the questions below in groups.

1 Where do you think this place is? 2 How similar or different is it to your town or city? 3 Would you like to live in this place? Why / Why not?

PLACES

WATCH AND LISTEN 1

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PREDICTING CONTENT USING VISUALS

1 Work in small groups. Discuss the questions.

1 What is the capital city of your country? Is it a popular destination for tourists? Why / Why not? 2 Do you know what a megacity is? What do you think the three biggest megacities in the world are? 3 Which big cities in your country have a harbour? Why are harbours important to cities?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Look at the photos. Circle all the words you think are true. Compare your answers with a partner.

1 I think this is a city in Europe / Asia / Africa. 2 I think the city is a megacity / popular destination / capital city. 3 I think this city has an old town / a harbour / beautiful parks.

GLOSSARY

destination (n) the place where somebody or something is going tower (n) a very tall, thin building or part of a building

harbour (n) an area of water by the coast used to keep ships safe

16 UNIT 1

fireworks (n) small objects which explode to make a loud noise and bright colours in the night sky

goods (n) things that people sell

monument (n) a special building to make people remember an event in history or a famous person

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WHILE WATCHING

Watch the video. Check your ideas in Exercise 2.

Watch again. Choose the best answer to each question.

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1 How many people live in Jakarta? a 9 million b 11 million 2 What style of buildings can you see in the old town? a Indonesian b European 3 What can you see at Sunda Kelapa harbour? a ships from Europe, China and India b Indonesian ships 4 What is under the national monument? a a golden flame b the National Museum 5 What is soto? a meat and vegetable soup b a fried rice dish

UNDERSTANDING MAIN IDEAS

Watch again. Work with a partner. Discuss the questions below.

6 Work in small groups. Discuss the questions.

DISCUSSION

MAKING INFERENCES

1 Why does Jakarta have very busy roads? 2 Why did Jakarta grow into a big city? 3 Why are there European-style buildings in Jakarta? 4 How long have people lived in Indonesia? 5 Who is the video for – tourists or business people? Why?

UNDERSTANDING DETAIL

1 Compare Jakarta to another city you know well. How is it similar or different? 2 Imagine you are making a video about your capital city for tourists. What information and places would you include? 3 What different information would you include in a video for business people? WATCH AND LISTEN

READING READING 1 45

Number of Megacities

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12%

of the population

1960

1970

1980

1976

1990

2000

2010

2007

2020

2030

2040

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1950

PREPARING TO READ USING YOUR KNOWLEDGE UNDERSTANDING KEY VOCABULARY

1 You are going to read an article. Look at the information in the infographic. Tell a partner what you think the article is about. 2 Read the definitions. Complete the statements (1–6) with one of the words in bold. (There are two words you do not need.) population (n) the number of people living in a place

expert (n) somebody who has a lot of skill in or knowledge about something countryside (n) land that is not in towns or cities and may have farms and fields opportunity (n) a chance to do something

pollution (n) damage caused to water, air and land by harmful materials or waste modern (adj) designed and made using the most recent ideas and methods traffic (n) the cars, lorries and other vehicles using a road

capital (n) the most important city in a country or state; where the government is

18 UNIT 1

1 In some modern cities there is a lot of from cars and factory smoke. This is a big problem for the world today. 2 Living in the is boring. It is better to live in a city or town. 3 A city is planning a new road. The city does not need to ask an to help them plan the new road. 4 Studying in another country gives students an to learn about a new culture and speak a new language. 5 There are lots of ways to reduce heavy in capital cities like Riyadh and London. The best way is to stop people driving to work in the morning and home in the evening. 6 Cities that have a of over 10 million are very exciting places to live.

Rise of the

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MEGACITIES id

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Megacity: a city with more than 10 million people

1 The number of megacities is growing very quickly. In the 1950s, there were only two megacities in the world. 1 2 Today, 12% of the world’s urban population lives in megacities. Studies show that there will be 8.5 billion people in the world in 2030. Experts say that there will be 40 megacities. 3 Today, more than 35 cities in the world are megacities. The majority are in Asia, South America and Africa. More and more people around the world are leaving their homes in the countryside and moving to the city. 4 Many megacities have better opportunities, such as more jobs and a choice of schools and universities. Megacities are also exciting places to live – there are lots of different people, languages and restaurants, and there are many interesting things to do. 5 However, megacities have problems, too. The cities are very big and this can cause problems like pollution or poor housing2.

Tokyo, Japan 37.4 MILLION

Cairo, Egypt

29.4 MILLION

20.5 MILLION

7 Delhi is in the north of India. It has many beautiful monuments, interesting museums and modern restaurants. There is an exciting mix of different cultures in the city, and there are four official languages: Hindi, Urdu, Punjabi and English. However, there are not enough houses in some parts of Delhi. This means that many people live in large slums in the city.

8 Cairo is the capital of Egypt and is the second-largest city in Africa. Cairo has important car and film industries. The city is the centre of many government offices and has many universities, one of which is over 1,200 years old.

6 Tokyo is an exciting, modern city in the east of Japan. There are lots of jobs because most big companies in Japan are in Tokyo. It is also an excellent place to study – 18% of Japan’s universities are in the city. However, Tokyo is very busy and the traffic is very bad. More than 7.5 million people use the Tokyo Metro every day.

Delhi, India

urban (adj) relating to towns and cities housing (n) places to live, such as apartments or houses 1 2

READING 1

WHILE READING 3 Write T (true) or F (false) next to the statements. Then correct the false statements. Compare your answers in groups. For any answers that are different, give reasons for your choices.

READING FOR MAIN IDEAS

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1 There are more megacities now than in 1950. 2 There are many opportunities to study in megacities.

3 Many people leave the countryside and move to a city.

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4 Almost 35 cities in the world are megacities. 5 Most megacities are in Europe.

4 Work with a partner. Read the article again. Then write the words in the box in the correct place in the table. (Some words may fit in more than one place.)

READING FOR DETAIL

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6 Finding a nice place to live is easy in megacities.

busy trains good place to study housing problem important industries interesting places to visit lots of jobs mix of different people bad traffic

Tokyo

SKILLS

Cairo

Delhi

20 UNIT 1

Scanning for numbers Readers often scan a text to find important numbers, percentages and dates. When scanning a text, look for specific information and details instead of reading the whole text.

5 Scan the article quickly and circle all the numbers.

SCANNING TO FIND INFORMATION

6 Work with a partner. Complete the student’s notes with the correct numbers from the article.

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1 number of megacities in 1950 = 2 predicted number of megacities in 2030 = 3 percentage of urban population in the world that lives in megacities = % billion 4 expected global population in 2030 = million 5 number of people who use the Tokyo Metro = % 6 percentage of Japanese universities in Tokyo = million 7 number of people living in Delhi = 8 number of official languages spoken in Delhi =

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READING BETWEEN THE LINES

7 Look at the word slums underlined in the article. What do you think it means? Circle the correct answer. a a very poor and crowded area in a city b a very unclean house c a very expensive area in the centre of a city

WORKING OUT MEANING FROM CONTEXT

POST-READING DISCUSSION

8 Work with a partner. Do the activity below.

Student B You live in the countryside. Talk to Student A about the disadvantages of living in a megacity. Use two ideas from Reading 1 and two of your own ideas.

Student A You live in a megacity. Talk to Student B about the advantages of living in a megacity. Use two ideas from Reading 1 and two of your own ideas.

WRITING 9 Answer the question below. Use some of the ideas you and your partner talked about in Exercise 8. What are the advantages and disadvantages of living in a megacity?

POST-READING

READING 2 PREPARING TO READ

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UNDERSTANDING KEY VOCABULARY

1 Read the definitions. Complete the sentences with the words in bold.

area (n) a region or part of a larger place, like a country or city cheap (adj) not expensive, or costs less than usual city centre (n) the main or central part of a city expensive (adj) costs a lot of money; not cheap local (adj) relating to a particular area, city or town noisy (adj) loud; makes a lot of noise quiet (adj) makes little or no noise

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1 My hotel is and calm. It is not in the busy part of the city, so it isn’t loud at night. 2 Central Park is a nice to visit in New York. 3 When people visit new cities, it’s a good idea to ask people for the best restaurants. They know the most about their city. 4 Since the airline was new, it offered flights from Hong Kong to Bangkok. A lot of new customers bought tickets because of the low prices. 5 In Manchester, we took the bus to the . That is where the main tourist sites in the city are located. 6 It’s getting more to live in big cities, so people who can’t pay the high prices are moving away. 7 There was a lot of traffic on my street last night. It was too loud to sleep because of all the cars.

2 Look at the introduction in the homestay webpage in Exercise 3. What do you think a homestay holiday is? Discuss in pairs or groups.

WHILE READING

3 Read the introduction in the homestay webpage again. Underline the words and phrases that answer the questions below. Then write the answers to the questions. 1 Who offers homestays? 2 Are homestays expensive? 3 What do homestays give guests the chance to do? 4 Who are homestays popular with and why?

4 Compare your answers in Exercise 3 with a partner. 22 Unit 1

SCANNING TO FIND INFORMATION

USING YOUR KNOWLEDGE

HOMESTAY

HOLIDAYS A H O M E A W AY F R O M H O M E

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Location: Add place

Places to stay

Check in: Add date

Check out: Add date

Guests: Add guests

Homestays are becoming more and more popular, and people around the world are offering their homes as places to stay. Homestays offer cheap places to stay and the chance for guests to see the area like local people. They are very popular with students who want to stay in another country and learn a language. We asked three families who run homestays to tell us about where they live.

Stay in the mountains

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The Atal family

A Our family home is in the north of Nepal, in the Himalayan Mountains, in the village of Manang. The village is small and very quiet. It is a very friendly place. The mountains are extremely beautiful. You can go for long walks and swim in the rivers, but there are no shops, cinemas or cafés.

A house by the sea Kate and Julian Foxton

City holiday

C Our home is near the historic city centre of Beirut, Lebanon, a large city in the Middle East. There are lots of cafés and restaurants, which are open late at night. We love it here because it’s so friendly and you can always find what you need. Lots of people come here to learn Arabic and French. There are also a lot of jobs and businesses here. However, it can be noisy at night and there is a lot of traffic during the day. The best thing about Beirut is the weather. It is nice all year round; it rains in the winter, but there is no snow.

Chafic and Asma Halwany

B Our two-bedroom house is by the sea in the south-west of England. It is 15 minutes’ drive to the nearest village of Portreath. There are lots of beaches, rivers and forests, and it is very quiet. We spend a lot of time reading books, watching films and going for walks. Our area is great for sports like surfing, kayaking and mountain biking. However, the houses here are expensive, which can be a problem for local people. There are no buses or trains here, so it can be difficult to get around without a car.

READING 2

5 Work in groups of three students. Read your text, A, B or C. Then write the answers to the questions in the table.

READING FOR DETAIL

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1W hat is the name of the family? 2 Where is the homestay?

3W hat kind of places are there near the homestay? (e.g., beaches, cinemas, etc.)

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hat can visitors do in the 4W area?

6 Work in your groups from Exercise 5. Use your answers in the table to tell each other about the place in your text.

READING BETWEEN THE LINES MAKING INFERENCES

7 Work in your groups from Exercise 5. Use your notes and your text to discuss these questions. 1 Which place would be great for somebody who wants to practise English? 2 Which place would be good for business travel? 3 Which places are good for people who like long walks and nature? 4 Which place would be good for somebody who enjoys city life? 5 Which place would be good for somebody who doesn’t have a car? 6 Which place would be good for somebody who loves sport?

1 Would you like to go on holiday to the city or the countryside? Why? 2 Which homestay in Reading 2 would you like to stay in and why? 3 Would you like to live in the city or the countryside? Why? 4 Think of a large city that you know. What do local people do for fun? What do people who visit the city on holiday do for fun? Do you think local people and tourists do the same things? 24 Unit 1

8 Work with a partner. Use ideas from Reading 1 and Reading 2 to discuss the questions below.

SYNTHESIZING

DISCUSSION

POST-READING

LANGUAGE DEVELOPMENT NOUNS AND ADJECTIVES

noun

adjective

noun

big,

crowded

city with his family.

noun

Abdullah lives in a

GRAMMAR

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A noun refers to a person, place or thing: girl, teacher, city, bus, homestay An adjective describes a noun: tall, historic, busy, slow, expensive

1 Look at the sentence from Reading 1. Underline the nouns and circle the adjectives.

GRAMMAR

Adjectives

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Tokyo is an exciting, modern city in the east of Japan.

Adjectives describe nouns. Use the structure adjective + noun.

Beirut is an There are many

adjective

+ noun

interesting excellent

city. restaurants.

Adjectives also come after the verb be. The city is beautiful in the summer. Adjectives are never plural. a different place ➞ some differents places ✘

some different places ✔

2 Work with a partner. Match the adjectives to the photos. You may use the adjectives more than once.

beautiful boring cheap clean expensive interesting noisy polluted quiet ugly

3 Complete the table with the adjectives in Exercise 2. positive (+)

negative (–)

(+) or (–)

beautiful LANGUAGE DEVELOPMENT

There are two kinds of nouns in English: countable (C) and uncountable (U). Countable (C) nouns are nouns that we can count. They can be singular or plural. one house ➞ two houses Uncountable (U) nouns are nouns that we cannot count. Uncountable nouns often refer to food, liquids and ideas. Uncountable nouns only have a singular form. informations ✘ information ✔

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GRAMMAR

Countable and uncountable nouns

4 Work with a partner. Decide if these nouns are countable or uncountable. Write C (countable) or U (uncountable).

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U 2 building

1 food

3 water

4 park

GRAMMAR

5 Work with a partner. Look at Reading 2, Paragraph C (City holiday). Find two countable nouns and two uncountable nouns in the text.

Articles: a, an or zero article

Use a or an before a singular countable noun. a house

Use a before a countable noun that starts with a consonant. a café

Use an before a countable noun that starts with a vowel (a, e, i, o, u). an area

Do not use a or an before a plural countable noun or an uncountable noun. This is the zero article. buildings information

6 Complete the sentences with a or an. Write X for zero article.

26 UNIT 1

1 They brought bicycles to go to the mountains. 2 In a cinema, there is usually sign for the exit. 3 I love to try different kinds of food when I visit new cities. 4 You can easily take train from Paris to Brussels. 5 I check my email in internet café. 6 I usually travel with friend. 7 Large cities often have air pollution.

QUANTIFIERS

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quantifiers with countable nouns

quantifiers with uncountable nouns

a lot of / lots of many some a few

a lot of / lots of

some a little

GRAMMAR

Use a quantifier before a noun to describe the amount or number of something. Some restaurants are closed today. Use different quantifiers with countable and uncountable nouns.

In negative sentences, use many with countable nouns and much with uncountable nouns. My city doesn’t have many tall buildings. My city doesn’t have much traffic.

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7 Read the email from your friend Karina. Circle the correct words.

Tokyo is great. There are (1) lots of / much cafés and other places to eat. As you know, my town is small and only has (2) a few / a little restaurants. (3) Many / Much people live here and there is (4) many / a lot of public transport. Go online if you want to find (5) some / a little things to do in the city when you visit me in the summer. Send me an email and tell me (6) a few / a little information about your town or city.

8 Write a short email to Karina. Tell her three things about your town or city. Use phrases from columns A and B with quantifiers. A My town/city has We have I have

traffic at night. people.

neighbours.

Hi Karina,

LANGUAGE DEVELOPMENT

WRITING CRITICAL THINKING

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At the end of this unit, you will write six descriptive sentences. Look at this unit’s writing task below. Describe the place where you live. Write about its positives and its negatives.

1 What is the main difference between the places described in Reading 1 and the places in Reading 2?

br UNDERSTAND

EVALUATE

2 Read the section about living in a city (Beirut) from Reading 2 on page 23. Which features are positive (+) and which are negative (−)?

SKILLS

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1 lots of cafés and restaurants 2 places stay open late at night 3 a lot of traffic 4 it can be noisy 5 a lot of jobs and businesses

Evaluating positives and negatives

Identifying and evaluating positive and negative features is very important. This can help you to understand arguments better and decide what you agree and disagree with. This skill is important in the classroom and in general life. Following this process can help you to form your opinion about something. You can use a T-chart to write about positives (+) and negatives (–). Write about the positives in one column and the negatives in the other column.

3 Write the features from Exercise 2 in the correct place in the T-chart below. negative (–)

positive (+)

28 UNIT 1

4 Think of two more positives and two more negatives about living in a city. Write them in the T-chart in Exercise 3.

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5 Complete a T-chart for one of the places in Reading 2. Add information you think might be true for that place. Look on the internet if you need more information. If you’re not sure whether something is positive or negative, discuss with a partner. positive (+)

negative (–)

br beautiful

not many buses or trains

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6 Share your T-chart with a group. Do you agree or disagree with each other? Explain your opinion.

7 Think about where you live or where you are from. What are the positives and negatives about this place? Think about the things in the list below and create a T-chart like the one in Exercise 5. • things to do • jobs

• transport • people

APPLY

• houses

GRAMMAR FOR WRITING SIMPLE SENTENCES 1

verb

subject (noun or noun phrase)

Our family home

does not have

a big garden.

My friend

lives

in a crowded megacity.

A simple sentence is a complete thought or idea. It includes a subject and a verb. The subject of the sentence can be a noun or a noun phrase. A noun phrase is a small group of words that acts like a noun. London (noun) The city of London (noun phrase) A verb can also be one word or a group of words.

GRAMMAR

Subject + verb

Remember that a sentence is a complete thought. ✓ My friend lives in a crowded megacity. ✗ Lives in a crowded megacity. (missing a subject) ✗ My friend in a crowded megacity. (missing a verb)

GRAMMAR FOR WRITING

1 Underline the subject and circle the verb in the sentences.

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1 Paris is a beautiful city. 2 The town does not have a park. 3 I live in a small town. 4 Istanbul has many attractions.

2 Work with a partner. Read the sentences. Write a tick (✔) if the sentences are correct or a cross (✘) if the sentences are not correct.

1 The countryside is not very exciting. 2 Studies business at university in Dubai. 3 My lives in a busy and modern city. 4 The houses here are very expensive. 5 The village very quiet. 6 The megacity of Tokyo lots of restaurants.

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3 Write three simple sentences about a city or town you know. Write (S) next to the subject and (V) next to the verb.

GRAMMAR

THERE IS / THERE ARE

Use there is (not) / there are (not) to explain what is in a place. These sentences do not use a subject.

There is a small beach with white sand. There are many local cafés.

Contractions: there’s, there isn’t, there aren’t

Use there is (not) to talk about one thing (singular) and there are (not) to talk about many things (plural). there is (not) / there are (not) singular

There isn’t

a lake. / some traffic. a cinema.

a lot of shops.

There aren’t

many beaches.

There are

plural

There is

noun / noun phrase

30 UNIT 1

4 Circle the correct answer to complete the sentences.

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1 There isn’t / aren’t many traffic jams in my town. 2 There is / are an excellent museum. 3 There isn’t / aren’t people from many different countries. 4 There is / are a lot of apartments in the centre. 5 There is / are a beach. 6 There isn’t / aren’t many jobs.

5 Work with a partner. Rewrite the sentences with the correct form of there is (not) / there are (not).

1 Many restaurants are not in my town. There aren’t many restaurants in my town. 2 A famous museum is in my city.

3 A lake is not in my town.

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4 A lot of cars are in my city.

5 Many expensive shops are in my city. 6 A few big hotels are in my town.

7 Many people are not in my town.

6 Work in small groups. Discuss whether the sentences in Exercise 5 are true for you.

es Grammar for writing

7 Read the fact file about the city of Abu Dhabi in the United Arab Emirates. Then write one sentence for each item, using there is (not) / there are (not).

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Abu Dhabi, United Arab Emirates

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some sports stadiums a lot of museums many universities 10 ports one airport many five-star hotels a palace

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1 There are some sports stadiums. 2 3 4 5 6 7

ACADEMIC WRITING SKILLS

Use a capital letter at the beginning of a sentence. Use a full stop (.) at the end of a sentence. He lives in Abu Dhabi..

Use commas (,) to separate three or more items in a list. Marta likes to read,, exercise and play video games.

SKILLS

CAPITAL LETTERS AND PUNCTUATION

32 UNIT 1

I live in London.

Use a capital letter with a proper noun (the name of a specific person, place or thing). France Istanbul July Saturday Always use a capital letter for I.

1 Work with a partner. Correct the punctuation and capital letters in the paragraph.

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Ii live in montreal it is a city in canada it is a beautiful city there are many shops and

restaurants the people are friendly there is an art festival in june people in montreal speak both french and english it is very crowded with tourists in the summer in the winter people

like to ice-skate cross-country ski and play ice hockey

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WRITING TASK

PLAN

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Describe the place where you live. Write about its positives and its negatives.

1 Look at the paragraph about Montreal again. Write P next to the things that are positive and N next to the things that are negative. 2 Look at the T-charts you made in the Critical thinking section and the answer you wrote in Reading 1, Exercise 9. Then choose three positive things you are going to write about and three negative things.

3 Write one adjective and one noun or noun phrase for each thing you are going to write about in the table. There are two examples to help you. positive (+)

modern transport system

negative (–)

crowded shopping centre

WRITE A FIRST DRAFT 4 Write three sentences describing positive features and three sentences describing negative features about where you live.

WRITING TASK

REVISE 5 Use the Task checklist to review your sentences for content and structure.

✔

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TASK CHECKLIST Did you write about the place where you live?

Did you write six sentences?

Are there three positive sentences?

Are there three negative sentences?

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6 Make any necessary changes to your sentences.

EDIT

7 Give your sentences to a partner. Use the Language checklist to edit your partner’s sentences for language errors. LANGUAGE CHECKLIST

✔

Did your partner use nouns and adjectives correctly?

Did your partner use countable and uncountable nouns correctly? Did your partner use articles correctly?

Did your partner use the correct form of there is / there are?

Did your partner use capital letters, commas and full stops correctly?

Does every sentence have a subject and a verb?

8 Work with a different partner. Help each other make any necessary changes to your sentences.

34 Unit 1

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about Jakarta.

scan for numbers.

evaluate positives and negatives. use nouns and adjectives.

identify and use countable and uncountable nouns.

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use a, an and the zero article. use quantifiers.

write simple sentences. use there is / there are.

use capital letters and punctuation. write descriptive sentences.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

opportunity (n) polluted (adj) pollution (n) population (n) quiet (adj) traffic (n) ugly (adj)

countryside (n) expensive (adj) expert (n) interesting (adj) local (adj) modern (adj) noisy (adj)

area (n) beautiful (adj) boring (adj) capital (n) cheap (adj) city centre (n) clean (adj)

DIGITAL WORKBOOK

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

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IT N U

FESTIVALS AND CELEBRATIONS

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about New Year celebrations in England and Scotland.

Reading skill Preview a text.

Critical thinking Identify important information.

Writing task Write a descriptive paragraph.

Organize sentences into a paragraph.

Academic writing skill

Use prepositions of time and place; use adverbs of frequency; write simple sentences.

Grammar

UNIT 2 FESTIVALS AND CELEBRATIONS

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U YOUR KNOWLEDGE

es 1 Work in groups. Discuss the questions below.

1 Look at the large photo. Where is the place? What is happening? 2 Look at the small photos. What is happening in each of them? Which countries are the people from?

2 Walk around the class. Find somebody who . . . 1 recently ate a special meal with their family. 2 recently bought something special for a family member. 3 recently went to a wedding or an anniversary party. FESTIVALS AND CELEBRATIONS

WATCH AND LISTEN 1

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1 Work with a partner. Look at the words in the box and read the glossary. Discuss the questions.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

crowds of people fireworks midnight parties processions

1 Are each of the things in the box above part of New Year’s celebrations in your country? If yes, what happens exactly? 2 What do you know about New Year’s celebrations in other countries? PREDICTING CONTENT USING VISUALS

2 You are going to watch a video about New Year’s celebrations in London, England and Edinburgh, Scotland. Work with your partner. Look at the photos and describe what you can see in each one.

GLOSSARY

regret (v) to feel sorry about a situation, especially something that you did not do

torch (n) a long stick with fire at the top of it, used as a light

procession (n) a long line of people, and sometimes cars and trucks, which moves forward slowly along the street, for example during a festival

38 UNIT 2

unique (adj) different from everybody and everything else

media coverage (n) when a newspaper, television programme, etc. shows a particular thing happening

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Watch the video. Write L (London), E (Edinburgh) or B (both).

1 Crowds of people watch fireworks at midnight. 2 People wait for a long time by the river. 3 People walk in a line through the city.

Watch again. Match each number (1–4) with what it describes in the video (a–d). 1 12,000 2 100,000 3 three days 4 8,000

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

a how long Hogmanay lasts b people in the procession in Edinburgh c people watched by the River Thames d fireworks in London

UNDERSTANDING DETAIL

Watch again. Write T (true) or F (false) next to the statements. Then correct the false statements.

DISCUSSION

WORKING OUT MEANING FROM CONTEXT

‘A time for looking backwards, looking forwards and for looking up.’

6 Work with a partner. Discuss what the three expressions in bold mean.

1 It was a cloudy night in London. 2 The woman from Buenos Aires was pleased she came to London. 3 In Edinburgh, people threw fireworks in the streets.

7 Work in a small group. Discuss the questions below. 1 Have you ever been part of a procession? If yes, when, why and what was it like? 2 Why, do you think, are fireworks popular for festivals and celebrations? 3 Is New Year about looking backwards or forwards? Why? WATCH AND LISTEN

READING READING 1

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PREPARING TO READ 1 Work in groups. Do the quiz.

USING YOUR KNOWLEDGE

1 In Japanese culture, which number is lucky because its written shape ( ) looks like something growing? a 8 b9 2 How do people celebrate New Year’s Eve in Spain? a They break 12 plates. b They eat 12 grapes. 3 What does the bride put in her glove at a traditional Greek wedding? a money b sugar 4 In which country can you see colourful fireworks light up the night sky on 4 July? a The United States b India 5 At Chinese New Year, what special gift do families give to each other? a red flowers b money in red envelopes

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UNDERSTANDING KEY VOCABULARY

2 Look at the quiz questions again. Write each of the words in bold next to the correct definition. 1

(v) to do something enjoyable because it is a special

occasion 2 3

Before you read, look at the photos, title and subtitles. This gives you a lot of information about the topic of the text. If you know about the topic before you read, you will understand the text better.

40 UNIT 2

3 Look at the photos, title and subtitles in the article. Circle the topic of the article, a or b. Then read the article and check your answer. a celebrations around the world b weddings around the world

PREVIEWING A TEXT

SKILLS

Previewing a text

(n) the habits, traditions and beliefs of a country (n) small objects which explode to make a loud noise and bright colours in the night sky 4 (n) something that you give to somebody 5 (adj) causing good things to happen 6 (adj) following ways of behaving or doing things that have continued in a group of people for a long time

CELEBRATE! Piñatas

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1 In Mexico, people often have piñatas at their parties.

Parents put chocolates and other sweets inside the piñata and hang it on a tree. Children hit the piñata with a stick. It breaks and the sweets fall out onto the ground.

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Noodles 2 In China, people celebrate weddings with an eight-course meal,

because the word eight in Chinese sounds like the word for good luck. The last dish of the meal is always noodles. The noodles are long and thin. You have to eat them in one piece – you can’t cut them. In Chinese culture, long noodles are lucky. Long noodles mean you will have a long life.

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U Mother’s Day

3 Many people around the world honour their mothers on Mother’s Day. In the

UK, Mother’s Day is celebrated in March or April. Sons and daughters like to give their mother a day to rest, so they might surprise her by cleaning the house or cooking a nice meal for her. They also give her gifts such as flowers or jewellery. Many families take their mother to a restaurant for lunch or dinner.

New Year’s Eve

4 London celebrates New Year’s Eve in a big way. Thousands of people go

to the River Thames, and then, when it is dark outside, fireworks light up the sky and Big Ben, the bell in London’s famous clock tower, chimes1 at midnight. The next day, people eat a big meal with family and friends, go for a walk or just relax at home.

5 In Japan, people celebrate Coming of Age Day, or Seijin no Hi, on

chimes (v) makes a clear ringing sound take on (phr v) accept responsibility for something 3 ceremony (n) a formal event that people go to, often for a holiday or to celebrate somebody or something

the second Monday in January. On this holiday, Japan congratulates people who have turned or will turn 20 years old between 2 April of the past year and 1 April of the current year. In Japanese culture, this is the age when teenagers become adults and take on2 the responsibilities of being an adult. Young women usually wear a traditional furisode kimono, while young men often wear Western-style suits, and they attend a ceremony3 in their area. They receive small presents and celebrate with their friends after the ceremony.

Coming of Age Day

1 2

READING 1

WHILE READING 4 Read the article again. Write the name of the country next to the description of the celebration.

READING FOR MAIN IDEAS

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1 use a stick to get sweets 2 eat long noodles 3 watch the fireworks

5 Work with a partner. Write T (true) or F (false) next to the statements. Then correct the false statements. Use the article to check your answers.

READING FOR DETAIL

1 Piñatas have flowers inside them. 2 Long noodles are unlucky in Chinese culture. 3 Mother’s Day in the UK is in June or July. 4 On New Year’s Day, some people eat with family and friends.

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READING BETWEEN THE LINES RECOGNIZING TEXT TYPE

6 Where would you find this article? Circle the correct answer. a in a magazine b in an academic journal

7 Work with a partner. Discuss which of these features helped you find the answer. colour and design of the article length of paragraphs number of paragraphs photos title

8 Work with a partner. Discuss the questions below.

1 What special days do you celebrate? 2 What do you do on these days?

DISCUSSION

POST-READING

WRITING 9 Read the question below. Then write a paragraph that answers the question. Use at least three of the words from Exercise 2 on page 40. What is your favourite celebration? Why? 42 Unit 2

READING 2 PREPARING TO READ

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1 You are going to read about an event in Oman called ‘Muscat Nights’. Before you read, look at the email you have received from your friend Meera about an event she went to. Complete the email with one of the words in bold from the box below.

UNDERSTANDING KEY VOCABULARY

activities (n) things people do for fun highlight (n) most enjoyable part history (n) something that has been done or experienced repeatedly over a long period popular (adj) liked by many people take part (phr v) do an activity with other people visitors (n) people who go to see a person or place

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Hi,

I promised I’d write and tell you about how my family celebrated Diwali this year.

of Diwali goes back hundreds of years. This As you know, the (1) year there was a big celebration in the park. Lots of people came, including local people and (2) . At the event, there was traditional music and food. The food was (3) because it was delicious and cheap. There (4) were some for children, like making coloured lanterns. There was a race in the afternoon, and I decided to (5) . I’m glad I did because I won! For me, the fireworks at night were the (6) amazing! Love, Meera

of the event. They were

2 Quickly read paragraph 1 in the text on page 44 and circle the proper nouns. Check your answers with a partner.

SKILLS

es Proper nouns (e.g. names, countries, cities, days and months) begin with a capital letter. They can help you find information when you are scanning a text because they are easy to see.

SCANNING TO PREDICT CONTENT READING 2

WHILE READING 3 Read the text. Write the correct paragraph number (1–5) next to the main ideas (1–2). Then discuss with a partner which sentences contain the main idea.

READING FOR MAIN IDEAS

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1 People from many different countries come to the event. Paragraph 2 The different things that visitors to Muscat Nights can do. Paragraph

MUSCAT NIGHTS ge

of the most important festivals in Oman 1 One is Muscat Nights. The festival lasts for about

different food and music. For example, you can taste traditional types of food at the Oman Food Festival. The Muscat Art Festival also offers Arabic music, concerts and plays, and other entertainment for the whole family. The Festival of Lights is one of the most popular events at Muscat Nights.

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one month and takes place in February every year. During the festival, many activities are available for people to take part in.

highlights of Muscat Nights 4 Other include the chance to experience

numbers of people, including local 2 Large Omanis and visitors to Oman, go to the

different events. The events are a celebration of both Omani and international history and traditions. The events happen in different places across the country. Many businesses show their products for people to look at and buy.

Nights also includes the very popular 3 Muscat six-day Tour of Oman cycle race. Professional

cyclists from around the world take part in the race. The race is 1,000 kilometres long, and it takes the cyclists up the beautiful Jabal Al Akhdar – the Green Mountain.

Nights is an international 5 Muscat event, with people visiting from

countries as far away as Brazil and Cuba. Visitors also arrive from Italy, India, Russia, South Korea, Spain, Tunisia and Türkiye, as well as many other countries. They enjoy the amazing clothes, food and music. Some people just enjoy the mix of different cultures.

44 UNIT 2

4 Work with a partner. Check the information in the sentences below with the text. Cross out information that the text does not mention and write what is in the text.

READING FOR DETAIL

1 Muscat Nights is in the month of February.

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2 The Tour of Oman is a six-day event. 3 Cyclists race for 1,000 kilometres.

4 The English name for Jabal Al Akhdar is the Green Mountain.

5 The Festival of Lights is popular with adults and children.

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6 Visitors like the food and music.

READING BETWEEN THE LINES

5 Work with a partner. Read the questions and circle the correct answers. Discuss your answers with another pair. 1 What type of text is this? a a news article b an academic essay c an article from a cultural website 2 Who is the text for? a students b tourists

RECOGNIZING TEXT TYPE

c teachers

POST-READING DISCUSSION

6 Work in groups. Discuss the questions below.

WRITING

1 Would you like to go to Muscat Nights? Why / Why not? 2 What are the most popular cultural events in your country? 3 Compare the celebrations in Reading 1 and Reading 2 with other celebrations you know. How are they the same? How are they different?

SYNTHESIZING

7 Work in groups. Think about an interesting cultural event in your country/countries. Create a poster about the event. Include the following information: • the name of the festival • when it is • what visitors can do there • where it is POST-READING

LANGUAGE DEVELOPMENT Use on with a specific date or day. The celebrations are on 1 June / on Saturday.

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GRAMMAR

PREPOSITIONS OF TIME AND PLACE

Use in with a month, year or season and with the morning, the afternoon and the evening. Use in with a country, city or town. Use in with a location within a larger area. The event was in December. I was born in 2001. We visited the museum in the morning. I went to Muscat Nights in Oman.

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Use at with a specific time or with night and the weekend. Use at with a single, specific place. Use at with school, college, university, work and home. We went to a café at lunchtime. I will meet you at the park. I wrote an essay at school.

1 Read the sentences and circle the correct preposition. 1 We had a big family meal at / on Friday. 2 My cousin took part in the Tour of Oman cycle race in / at February. 3 We will go to the concert at / in the weekend. 4 I will meet you at / on the train station. 5 There are a lot of traditional festivals at / in Japan.

46 UNIT 2

Dates: 6th–29th May

Events: The Theatre, Saturdays 12:00–14:00 Live cooking sessions; the Park, daily, 19:00–21:00 – live music

City: Athens

Country: Greece

The food festival is in Greece. 1

1Oth International GRςςK FOOD FESTIVAL

2 Look at the poster for a food festival. Use the information in the poster and write four sentences using the prepositions in, on and at. Think about times and places.

ADVERBS OF FREQUENCY

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GRAMMAR

We use adverbs of frequency to talk about how often something happens. In a sentence the adverb of frequency usually goes: 1 before the main verb. 2 after the verb be. 3 between don’t or doesn’t and the main verb. In Mexico, children often have piñatas at their parties. I’m usually busy until six o’clock at the weekend. We don’t always eat our meals together.

br 0%

sometimes

often

never

usually

always 100%

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3 Work with a partner. Complete the sentences with adverbs of frequency. Use the Reading 1 text on page 41 to help you decide which adverb to use. 1 In China, people 2 Children in the UK Mother’s Day. 3 Families in the UK Mother’s Day. 4 In London, fireworks Year’s Eve.

cut their noodles at a wedding. clean the house or cook a meal on

take their mother to a restaurant on light up the night sky on New

4 Choose celebrations from the box and write three sentences that are true for you, using adverbs of frequency. Use some vocabulary from Reading 1 and Reading 2. Mother’s Day

weddings

special occasions

New Year

5 Work in groups. Discuss the sentences you wrote in Exercise 4. What is the same and what is different?

I always buy my mum a special gift on Mother’s Day. 1 2 3

LANGUAGE DEVELOPMENT

WRITING CRITICAL THINKING

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At the end of this unit, you will write a descriptive paragraph. Look at this unit’s writing task below. Describe a festival or special event.

SKILLS

Identifying important information

Before you write, you need to decide what information is important to your topic. One way to do this is by categorizing information. One way to categorize information is with an ideas map.

1 Work with a partner. You are going to complete the ideas map with information from Reading 2 on page 44.

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APPLY

FOOD & DRINKS: Oman Food Festival – traditional food

WHERE:

ACTIVITIES: taste traditional food

NAME:

VISITORS: Large numbers of people Local Omanis

1 Write the name of the event in the centre of the ideas map. 2 Write some information for each topic. There are some examples included to help you. 3 Compare your ideas map with another pair. Did you include the same information? Add and change your information if necessary.

48 UNIT 2

WHEN:

2 Think about an event or a celebration you know about. Tell a partner about the event or celebration. Talk about:

ANALYZE

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– The name of the event or celebration. Where is it? When is it? – What can people do there? What food or drink is there? – Who comes to the event or celebration?

3 Complete another ideas map with information about your festival or celebration from Exercise 2.

CREATE

FOOD & DRINKS:

id ge ACTIVITIES:

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WHERE:

NAME:

WHEN:

VISITORS:

4 Work with a partner. Look at each other’s idea maps from Exercise 3. Do any topics need more information? Find more information from the internet and complete it.

es Critical thinkinG

GRAMMAR FOR WRITING Objects and extra information

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GRAMMAR

SIMPLE SENTENCES 2

A simple sentence needs to have a subject and a verb. The verb comes after the subject. Many verbs use an object as well as a subject. The object usually comes after the verb. Like the subject, the object is usually a noun or noun phrase. You can also add extra information by using an adjective or a prepositional phrase.

verb

noun phrase

cleaned

the house.

verb

adjective

will be

interesting.

verb

prepositional phrase

in May.

subject

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subject

The event subject

The cultural festival

1 Underline the subject and circle the verb in each sentence. 1 The children wear traditional clothes. 2 My family and I watch the fireworks. 3 I visit my aunt and uncle. 4 People in the UK usually celebrate university graduation. 5 We bought a gift for our parents’ anniversary.

50 UNIT 2

1 My family eat at home. 2 The wedding costumes are beautiful. 3 We exchange gifts. 4 I celebrate in the evening. 5 The festival is traditional.

2 Underline the words that come after the verb in each sentence. Then write N for noun, A for adjective or P for prepositional phrase.

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3 Work with a partner. Look at the photos and write sentences. Make sure you use a subject and a verb. Use a noun phrase, an adjective or a prepositional phrase to add extra information.

People in London celebrate New Year. 1 2 3

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Sometimes a sentence can have an object and a prepositional phrase. The prepositional phrase comes after the object. noun phrase (subject) People in Mexico

verb

noun phrase (object)

prepositional phrase

eat

a special meal

in the evening.

GRAMMAR

Prepositional phrases

The prepositional phrase can also come at the beginning of the sentence, followed by a comma. prepositional phrase In the evening,

noun phrase (subject)

verb

noun phrase (object)

people in Mexico

eat

a special meal.

1 In India, people celebrate the Magh Bihu festival. 2 Children sometimes clean their bedrooms on Mother’s Day. 3 Children often have parties at school. 4 On Saturday, we will watch the parade.

4 Underline the prepositional phrase and circle the object in each sentence.

GRAMMAR FOR WRITING

ACADEMIC WRITING SKILLS In written English, sentences are organized into paragraphs. A paragraph is a group of sentences about the same topic. A new topic should be put in a new paragraph.

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SKILLS

ORGANIZING SENTENCES INTO A PARAGRAPH

A paragraph has a topic sentence, supporting sentences and a concluding sentence. A paragraph is often written in this order: 1 The topic sentence describes what the paragraph is about. It is usually the first sentence in a paragraph. 2 The supporting sentences say more about the topic and give details and examples. They are in the middle of the paragraph. 3 The concluding sentence ends the paragraph. It usually summarizes the main idea in the paragraph. The concluding sentence often starts with phrases like In conclusion, In summary or To summarize. Some short paragraphs do not have a concluding sentence.

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1 Look at the sentences. They are from two different paragraphs. Paragraph 1 is about a city. Paragraph 2 is about a festival. Organize the sentences into two paragraphs. Write 1 or 2 next to each sentence. a Janadriyah is a cultural festival in Saudi Arabia. 2 b It is a very noisy city. 1 c People watch the camel-racing event. d In the summer, it is very hot. e It happens in February or March. f I live in Taipei. g There are lots of shops and restaurants. h People listen to traditional poetry. i It’s a great place to live.

2 Read the paragraph and follow the steps.

52 UNIT 2

When I was a child, my classmates and I always celebrated International Teacher’s Day. It was my favourite day of the year. We brought gifts for our teacher. We ate special food and we usually played games. The teachers loved Teacher’s Day and the students loved it, too. To summarize, I have very special memories of Teacher’s Day.

1 Circle the topic sentence and write T next to it. 2 Underline the supporting sentences and write S next to them. 3 Highlight the concluding sentence and write C next to it.

3 Read the sentences. Write T next to the topic sentence, S next to the supporting sentences and C next to the concluding sentence.

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a Holi usually lasts for two days and people laugh, have fun and forget their troubles. b Holi is an ancient festival that celebrates the beginning of spring. c India celebrates the Festival of Colours, also known as Holi. d In conclusion, this festival is an interesting Indian celebration.

e During this festival, friends and family get together and throw coloured water and powder at each other – this activity celebrates the beautiful colours that come with spring.

4 Read the supporting sentences again. Circle the details and examples in the sentences that tell you more about the topic.

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5 Look again at Organizing sentences into a paragraph on page 52. Write the sentences about Holi in the correct order.

es Academic writing skills

WRITING TASK Describe a festival or special event.

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PLAN 1 Work with a partner. Look at the ideas map. Use the information to complete the model paragraph below. Compare your answers with another pair and make changes to your answers as necessary.

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ACTIVITIES: Watch a parade, walk to the beach, fireworks, have a party

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WHERE: Valencia, Spain

FOOD & DRINKS: Paella – rice & seafood

WHEN: 17–20 March

NAME: Las Fallas

VISITORS: People – large numbers Where from – all over the world

In Valencia, Spain, people celebrate Las Fallas. Las Fallas is in the and month of (1) March every year. It starts on the (2) in the streets. In the ends on the 20th. People watch a (3) and has a party. There are evening, everyone walks to the (4) . It is a meal of (6) fireworks. People also eat (5) and seafood. Large numbers of (7) come from all . In conclusion, Las Fallas is an enjoyable over the (8) festival in Spain with fun activities, great food and interesting traditional clothing.

2 Work with a different partner. Look at the paragraph in Exercise 1 again. Write T next to the topic sentence, S next to the supporting sentences and C next to the concluding sentence.

54 UNIT 2

3 Look back at the ideas map you completed for Exercise 3 in the Critical thinking section on page 49. Use your notes to write a topic sentence in the paragraph planner below. Write the name of the event you chose and where it takes place.

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topic sentence: name and place

supporting sentence (1): when

supporting sentence (2): activities

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supporting sentence (3): food and drinks supporting sentence (4): visitors concluding sentence

4 Use your notes to write four supporting sentences about the details of the festival (when it takes place, activities, food and drinks, and visitors) in the planner. If you need help, you can refer to the paragraphs on pages 52 and 54.

6 Work with a partner. Read each other’s sentences. Do your supporting sentences give details and examples? Does your concluding sentence summarize the main idea? Make changes to your sentences if necessary.

5 Write your concluding sentence in the planner. It should summarize the main idea of the paragraph.

WRITE A FIRST DRAFT 7 Use the sentences in the paragraph planner to write a paragraph.

Writing task

REVISE 8 Give your paragraph to a partner. Use the Task checklist to review your partner’s paragraph for content and structure.

✔

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TASK CHECKLIST Did your partner describe a festival or special event?

Are the sentences organized in a paragraph?

Does the paragraph start with a topic sentence stating the name of the event and where people celebrate it?

Does the paragraph say when the event is?

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Does the paragraph have supporting sentences about the activities, food and drinks, and visitors? Does the paragraph have a concluding sentence?

9 Work with a partner. Make any necessary changes to your paragraph.

EDIT

10 Use the Language checklist to edit your paragraph for language errors. You can look back at the relevant pages in the unit or ask your classmates to help you. LANGUAGE CHECKLIST

11 Make any necessary changes to your paragraph.

56 Unit 2

Did you use prepositional phrases correctly?

Did you use correct sentence structure?

Did you use adverbs of frequency correctly?

Did you use on, in and at correctly?

✔

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about New Year celebrations in England and Scotland. preview a text.

identify important information.

use prepositions of time and place. use adverbs of frequency.

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write simple sentences.

organize sentences into a paragraph. write a descriptive paragraph.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST activity (n) celebrate (v) culture (n) fireworks (n)

gift (n) highlight (n) history (n) lucky (adj)

DIGITAL WORKBOOK

popular (adj) take part (phr v) traditional (adj) visitor (n)

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

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IT N U

THE INTERNET AND TECHNOLOGY

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about livestreaming in China.

Reading skills Read for main ideas; make inferences.

Critical thinking Identify appropriate answers.

Writing task Write a one-sided opinion paragraph.

Write topic sentences.

Academic writing skill

Give opinions; connect ideas.

Grammar

UNIT 3 THE INTERNET AND TECHNOLOGY

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1 Look at the photo and answer the questions. 1 Where do you think the people are? 2 What are they using their smartphones for? Why? 3 How much time do you spend on the internet every day? 4 What do you use the internet for? 5 What is your favourite piece of technology?

es YOUR KNOWLEDGE

THE INTERNET AND TECHNOLOGY

WATCH AND LISTEN 1

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1 Look at the live events in the box. Which of these live events do you do online? Compare your answers with a partner.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

family or social events gaming shopping talks and presentations webinars work meetings

USING YOUR KNOWLEDGE

2 Circle the correct word to complete the definitions.

1 A livestream / livestreamer is a video of an event, with sound, that is sent out on the internet as it happens. 2 A livestream / livestreamer is a person who makes a video and sends it out on the internet at the same time as they are making it.

3 Work with a partner. What are some advantages and disadvantages of livestreaming: • for viewers?

• for livestreamers?

• for companies?

GLOSSARY

celebrities (n) people who are famous, especially in shows, in films or on television

viewers (n) people who watch something, especially television, film or video

advice (n) an opinion or suggestion that somebody gives you about what you should do compete (v) to try to be more successful than somebody or something else notice (v) to see or become aware of somebody or something

60 UNIT 3

encourage (v) to make somebody more likely to do something

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Watch the video. What is the main idea of the video?

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

a It can be hard for livestreamers to make money. b Some livestreamers work at night.

Watch the video again. Circle the correct answer.

1 How many people used livestreaming apps in China in 2023? a about 730 million b about 68 million 2 How many more products can livestreamers sell for companies? a about 300% b about 200% 3 How much money can popular Chinese livestreamers make? a millions of dollars every month b millions of dollars every day 4 What time does Qiao Ya finish livestreaming? a nine o’clock in the morning b three o’clock in the morning

6 Work with a partner. The speaker says, ‘Viewers might feel if we’re outside and alone, late at night, that’s very hard for us.’ What does the speaker mean?

1 Would you like to be a livestreamer? Why / Why not? 2 Some people think it is bad for companies to use livestreamers to sell their products. Do you agree? Give reasons. 3 Why do some celebrities livestream? Do you ever watch celebrity livestreams? Why / Why not?

7 Work in a small group. Discuss the questions below.

MAKING INFERENCES

DISCUSSION

UNDERSTANDING DETAIL

WATCH AND LISTEN

READING READING 1

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PREPARING TO READ

UNDERSTANDING KEY VOCABULARY

1 You are going to read an article about the internet. Read the statements (1–7). Match the bold words to the definitions below (a–g). agree

disagree

strongly disagree

1 I know what information the websites I use collect and remember about me.

2 I know why internet companies record my online activities.

3 I know how internet companies make money from websites that are free for me to use.

4 I know why I see adverts selling the same thing on many different websites.

5 I know how social media companies find out what my interests are, for example, that I like sport or technology.

6 I know how people can steal my secret log-in information, for example, my online username and password.

7 I know about internet security. For example, I know I can delete my browser history to help keep my personal information private.

strongly agree

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U a b c

62 UNIT 3

(adj) not known or seen by other people (n) things you enjoy doing or learning about (n) pictures, short films, etc. that tell people about things they can buy d (n) the things that are done to keep somebody or something safe e (v) to store sounds, pictures or information on a camera, computer, smartphone or other device so that they can be used in the future f (v) to get things from different places and bring them together g (adj) costing no money

INTERNET COOKIES The fight for your personal information

Do you know how websites remember your sign-in information or just give you a personal feel? The answer is internet cookies. A cookie is a small piece of information that a website puts on your computer. Some cookies are needed for websites to work properly. For example, they collect and remember things about you, like what language you prefer. Other cookies are used by companies to try to sell you things.

Continue

Smart watch

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The simple job of a cookie is to record your online activities. A website owner uses a cookie, called a first-party cookie. This is a necessary cookie. It keeps you signed in and follows you as you use the website. For example, if you shop online, a cookie remembers what you put into your shopping basket. When you visit the website again, it knows that you are the same person. The website feels more personal and is quicker to use because the cookie knows the changes you made to the website when you visited it before.

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If you use websites that share information with a social media account then you might receive a social media cookie. The main job of social media cookies, like third-party cookies, is to decide what adverts are best for you. Social media cookies can build a profile3 of you by collecting information about your habits and interests, even if you do not have a social media account – for example, if you go to a news website and click on a video link from a social media company. If you do not agree to receive social media cookies, then some parts of the website, like video sharing, may not work.

browse (v) to look at information on the internet targeted (adj) aimed at a particular person 3 profile (n) a description of a person’s life, personality, work, etc. 4 hacker (n) a person who illegally gets into a computer system 1

Cookies cannot steal passwords but there are security problems. For example, cookie scraping is when a hacker4 steals information from a cookie. This information gives the hacker your secret log-in information and the hacker can sign in to a website as you. You can, however, reduce the number of cookies on your computer and keep your personal information more private. Website owners must ask you to accept cookies when you use their website, so you can choose not to accept advertising or other third-party cookies. You can also delete cookies saved in your browser history.

Some cookies belong to someone other than the website owner, usually an advertising company. These are called third-party cookies. People want to use free websites, so website owners make money by ‘renting’ website space to companies. Third-party cookies can follow you between websites and record your browsing history. For example, you browsed1 the internet one day for a new smartphone. You looked at some different websites but decided not to buy a phone. A few days later, you see adverts for smartphones on many websites you visit. You see targeted2 adverts because a third-party cookie is on your computer.

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DECLINE

READING 1

2 Read the statements in the table on page 62 again and circle the number that is true for you. Discuss your answers in groups. 3 Before you read, look at the title and the subtitle of the article on page 63. Circle the best description of the topic of the article.

SCANNING TO PREDICT CONTENT

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a why people use the internet b the benefits of using the internet c the dangers of using the internet

4 Read the first sentence of each paragraph and check your answer.

Reading for main ideas

It is important to understand the main ideas, or main points, of a text when reading. Remember that each paragraph has one topic. The main idea of each paragraph is the most important thing the author wants you to know about the topic. Most of the time you can find the main idea in the topic sentence. The topic sentence is usually the first sentence in a paragraph. Understanding the main idea is key to understanding what you are reading because it links all the information together and helps the details to make sense.

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SKILLS

WHILE READING

READING FOR MAIN IDEAS

6 Read the article again. Circle the correct ending (a or b) for each sentence (1–3).

1 Website owners use first-party cookies to remember … a the changes you make to a website. b the cookies you want to receive. 2 Social media cookies may be necessary if you want to use … a some parts of a website. b any parts of a website. 3 A hacker can use internet cookies to … a find out your private log-in information. b stop you logging in to your account.

64 UNIT 3

a Third-party cookies belong to advertising companies and are used to follow your online activities and collect personal information about you. b People often use the internet to search for things they want to buy, for example a new smartphone. c If you use free websites, it is important to delete your browsing history regularly.

READING FOR DETAIL

5 Read the whole text on page 63 quickly. Circle the statement that best describes the main idea of paragraph 3.

READING BETWEEN THE LINES

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When people read, they often make inferences about a text. An inference is something you decide is true because of the information you have. To make an inference, think about what the author writes, the way they write it and what you already know about the subject. Make a guess about information that isn’t in the text. Inferences are not facts, so different answers are often possible.

SKILLS

Making inferences

7 Work with a partner. Look at the adverts on the website on page 63. What can you guess about the people using the website?

MAKING INFERENCES

1 How old are the users? 2 What are the users’ interests?

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8 Work with a partner. Discuss which sentences below you can infer from the text and which sentences you cannot. Give reasons for your ideas.

1 Shopping websites use cookies to suggest things you might want to buy, based on your browsing history. 2 You should be careful with your personal information on holiday. 3 Somebody could walk into your bank and pretend to be you.

9 Do you think the author of the text agrees or disagrees with the use of cookies? Why?

POST-READING DISCUSSION

10 Work in groups. Read the opinions (a and b) about the topic of the article. Discuss which of the opinions you agree/disagree with.

b Social media is everywhere these days, so I think it is just something we all need to accept. If people don’t like it, they should stop using the internet.

a It’s bad that companies take information about you so they can show you adverts for things you might like. It makes people buy things they don’t really need.

SYNTHESIZING

WRITING 11 Read the statement below. Then write a paragraph about it. Say if you agree or disagree and give your reasons. Internet cookies are a good thing. They make the internet more enjoyable for people to use. POST-READING

READING 2 PREPARING TO READ 1 Read the definitions. Complete the sentences with the words in bold.

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UNDERSTANDING KEY VOCABULARY

affect (v) to influence somebody or something; to cause change creative (adj) good at thinking of new ideas or creating new and unusual things download (v) to copy programs, music or other information electronically from the internet to your device (e.g. a computer) educational (adj) providing or relating to teaching and learning imagination (n) the part of your mind that creates ideas or pictures of things that are not real or that you have not seen improve (v) to get better or to make something better

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1 There are a lot of apps you can onto your phone to help you learn a new language. 2 I like to watch videos so I can learn something new. 3 Gabriela took a course to her computer skills. Now she can type faster and easily find information on the internet. 4 Reading, telling stories and having new adventures can help children to develop their . 5 Art students are very . On my course, we use new software to make some really interesting and beautiful designs. 6 Spending too much time on your smartphone may your health in negative ways. USING YOUR KNOWLEDGE

2 You are going to read a student essay about a popular hobby. Before you read, discuss these questions in groups. Use the words in the box.

advantage = benefit, positive disadvantage = negative, downside

READING FOR MAIN IDEAS

66 Unit 3

3 Work with a partner. Read the essay. Student A: underline the advantages of the hobby. Student B: underline the disadvantages.

WHILE READING

1 What are some advantages and disadvantages of the internet? 2 What are some positives and negatives of smartphones? 3 What are some benefits and downsides of social media sites?

4 Work with your partner from Exercise 3. Tell each other the advantages and disadvantages mentioned in the essay. Then answer the questions together. 1 Can you guess the missing words in the text?

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2 Can you think of a suitable title for the essay?

1 Do affect our children negatively? Today, our children spend more and on the more time online. Many children spend a lot of their free time playing systems or on their mobile devices. In the UK, 99% of kids aged internet, on every week, and children as young as five play regularly. 8 to 15 play must be carefully This information tells us that the benefits and dangers of considered.

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are fun and educational. They have bright lights, funny 2 For many people, 1 cartoons and exciting stories. Everywhere you look, you can see children playing . They play on buses and trains, in restaurants and even at school. these also make you think in a creative way and you have to move your hands and also make eyes quickly. This can improve the way that a child’s brain works. children use their imagination. The player has to do many creative things, like draw, are also a good way to teach children about tell stories and build things. technology because they can learn how computers and other devices work while they play.

can also be bad for children. First, 3 However, a recent study suggests that for free. They don’t need money, so they don’t children can download many . This means that parents need to ask their parents if they can download the . Second, many often don’t know if their children are playing violent or scary on computers, smartphones and children spend too much time playing tablets and this can lead to health problems – children who spend too much time on the computer and don’t exercise can become overweight2. Third, if children instead of doing homework, they can have spend too much time playing can affect children’s social problems at school and get bad grades. Finally, skills. Playing and working with friends is very important for children and it teaches them how to talk to other people. If children spend too much time playing by themselves, they might not learn how to play with their friends.

have some advantages and some 4 In conclusion, it seems clear that disadvantages. On the one hand, they are fun and have many educational benefits for children. On the other hand, they can cause problems with children’s health and their children are playing and social skills. It is up to parents to know what how much time they spend on them. Parents should also make sure their children get enough exercise and spend time with other children. cartoons (n) films made using characters that are drawn and not real

overweight (adj) too heavy or weighing more than the usual amount

Reading 2

5 Work with a partner. Follow the instructions below.

READING FOR DETAIL

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• Read the first paragraph in the essay. Then write questions or comments about the information in the paragraph using the example language below. • Before moving on to the next paragraph, discuss your questions and comments with another pair. • Repeat with the next paragraph. Why / What / Where / How … ? I (don’t) think it’s strange / interesting / surprising that … Do you think … ? I didn’t know that … I agree that this is an advantage / benefit / positive of … because …

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6 Read the statements. Which are facts and which are opinions? Write F (fact) or O (opinion).

DISTINGUISHING FACT FROM OPINION

READING BETWEEN THE LINES 1 In the UK, 99% of kids aged 8 to 15 play video games every week. 2 Video games affect our children negatively. 3 For many people, video games are fun and educational. 4 Some video games are designed to make you think in a creative way. 5 Video games can improve a child’s imagination. 6 Many children spend too much time on their computers. 7 Children are able to download many video games for free.

POST-READING DISCUSSION SYNTHESIZING

I agree that … I disagree that … I think it’s true that … I’m not surprised … because …

7 Work with a partner. Think about the statements in Exercise 6. Do any surprise you? Do you agree/disagree with any of them? Discuss your responses to each statement.

68 Unit 3

LANGUAGE DEVELOPMENT COMPOUND NOUNS

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VOCABULARY

In English, you can put two or more words together to form a new word.

This is called a compound noun. Compound nouns are very common in English. Some compound nouns are written as one word (e.g. keyboard = key + board). Others are written as two or three separate words (e.g. computer program).

A smartphone is a phone you can use the internet with. A computer program is a set of instructions that make a computer do something. Social media is a type of media that lets people share information using the internet. A home page is the first page you see when you look at the internet.

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email address keyboard laptop smartphone touch screen website

1 Write the words from the box in the correct places in the picture.

https//:shoppone.com

SHOPPONE

To: hello1266@telecom.com

2 Circle the correct word in each sentence.

3 Write two sentences. Describe your smartphone, laptop or computer and say what you use it for. Use compound nouns. Share your sentences with a partner.

a My computer’s laptop / keyboard is broken. I can only type in capital letters. b I just bought my grandfather a touch screen / smartphone. He can use the internet now. c Give me your email address / website so I can send you my English assignment. d I found a helpful website / laptop about English grammar that I can use for my course.

My smartphone is three years old. It has … I use my smartphone to play video games and … 1 2 LANGUAGE DEVELOPMENT

Use phrases such as I think that, I believe that, It seems to me that and In my view to talk about your opinion. Opinion: Video games are bad for children.

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GRAMMAR

GIVING OPINIONS

I think that video games are bad for children. I believe that video games are bad for children. It seems to me that video games are bad for children. In my view, video games are bad for children.

4 Look at the phrases for giving opinions. Which phrase needs a comma at the end of it?

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a I think that b I believe that c It seems to me that d In my view

5 Complete the sentences with an adjective. Write sentences that are true for you. 1 Video games are 2 Online shopping is 3 Social media sites are 4 Online banking is 5 Smartphones are 6 Watching films online is 7 Targeted adverts are

. .

6 Rewrite the sentences in Exercise 5 to show that they are your opinion. Use phrases from the box above.

7 Walk around the class. Find people who have the same opinions as you about the topics in Exercise 5.

70 UNIT 3

1 2 3 4 5 6 7

WRITING CRITICAL THINKING

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At the end of this unit, you will write a one-sided opinion paragraph. Look at this unit’s writing task below. The internet wastes our time. It does not help us do more work. Do you agree or disagree?

SKILLS

Identifying appropriate answers

When you answer a question, it is important to include only information that is related to the topic. You need to understand exactly what the question asks you to do and how you have to do it. You can then decide which information to include and how to appropriately answer the question.

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1 Match each question to the correct way to answer it.

ANALYZE

1 How does the internet waste our time? How does it help us do more work? 2 The internet wastes our time more than it helps us do work. Do you agree or disagree?

a Give your opinion about whether the internet wastes our time or helps us do more work. Give examples to support your argument. b Describe the ways the internet wastes our time and the ways it helps us do more work.

2 Read what the three students think about the internet. What advantages and disadvantages do they talk about?

Sometimes I like to do my homework at home, instead of going to the library. The internet is useful for that. I can go to a lot of different websites for help with my homework, and I can email my classmates and teachers if I have questions. Sometimes I worry, though. I have so much information on my computer that if it breaks, I’ll lose a lot of it. Adalaide

I love social media sites because I can connect with people who like the same music that I do. And without social media, I wouldn’t learn about all the films that are made in different countries and which ones I should go and see. Of course, the internet is a great place for learning, too. I watch a lot of educational videos and I learn interesting things about cultures and traditions that are different from mine.

Chen

The internet is great for being able to read newspapers from all over the world. I can read news from back home in China. Also, when I read a newspaper in English, I learn new words. If I just want to have fun, I can play a few video games. However, I have to be careful about how much time I spend on the internet because I don’t want to get addicted to it.

Yasir

CRITICAL THINKING

3 Work with a partner. Discuss whether you agree with the students’ opinions. Explain your reasons. 4 Look at the students’ opinions again. Decide whether you think they are describing advantages or disadvantages of using the internet. Then write these in the correct column of the table.

APPLY

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The internet helps us do work.

I don’t want to get addicted to it. (Chen)

Of course, the internet is a great place for learning. (Yasir)

The internet wastes our time.

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U 5 Add two more points to each column. EVALUATE

6 Work with a partner. Which points are the most convincing? Why?

GRAMMAR FOR WRITING and, also and too

When you write, it is important to connect your ideas because it makes your writing easier for the reader to understand. Use the conjunction and or the adverbs also or too to add information.

Put also before the main verb. Put too at the end of the sentence. Too usually has a comma before it.

72 UNIT 3

You can use also and too to connect the ideas in two separate sentences. My sister uses her laptop a lot. She also has a smartphone. My sister uses her laptop a lot. She has a smartphone, too.

Use and to join two ideas in a single sentence. My sister has a laptop. She has a smartphone. ➞ My sister has a laptop and a smartphone. Jessica messages her friends on social media. She shares photos on social media. ➞ Jessica messages her friends and shares photos on social media.

GRAMMAR

CONNECTING IDEAS

1 Join each pair of sentences to make one simple sentence with and.

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1 Video games are boring. They are bad for children. Video games are boring and bad for children. 2 You can share photos on social media. You can talk to your friends on social media. 3 I use online banking. I check my email.

4 She does homework on her computer. She watches films on her computer.

5 I often shop for clothes on the internet. I pay with my credit card.

2 Look at the sentence pairs. Rewrite the sentences with also or too in the second sentence to connect the ideas.

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1 Many people stream music. They stream videos. (also)

2 I write a blog about travelling. I read a lot of travel blogs. (too) 3 I read the newspapers online. I check social media. (also)

4 I look at maps on my phone. I look at photos on my phone. (also) 5 I do not accept advertising cookies. I delete cookies from my smartphone. (too)

Use but to give contrasting or different information or ideas. Martin reads books on a tablet. Jose likes to read printed books. ➞ Martin reads books on a tablet, but Jose likes to read printed books.

Use and to add information. Lina doesn’t have a social media account. She doesn’t want one. ➞ Lina doesn’t have a social media account, and she doesn’t want one.

A compound sentence contains two independent clauses (clauses which have their own subject and verb). Use a conjunction, such as and or but, to link two independent clauses.

GRAMMAR

Compound sentences

Use a comma before and or but in a compound sentence.

GRAMMAR FOR WRITING

3 Work with a partner. Look at the photos. Write three compound sentences using and or but. Use words from the box and phrases for giving opinions from page 70.

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adverts children learning English smartphones video games websites

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U 4 Share your sentences with another pair. Write two more sentences together.

74 Unit 3

es In my view, video games are great fun, and creative. 1 2 3

You can also connect two sentences which have contrasting or different information or ideas with however.

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Smartphones are very popular. They are very expensive. ➞ Smartphones are very popular. However, they are very expensive.

GRAMMAR

However

Use however at the start of a new sentence, followed by a comma.

5 Read what Haru wrote. What is the topic? What are Haru’s two contrasting ideas?

I often use social media. It is useful for staying in touch with my friends. However, it can be dangerous. For example, if you forget to sign out of your account, somebody could read your private messages.

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6 Write one or two sentences for each group of words (1–4). Use but and however to contrast ideas.

4 targeted adverts | find things you like | spend money

7 Work with a partner. Discuss which sentences in Exercise 6 you agree with. Give reasons.

es GRAMMAR FOR WRITING

ACADEMIC WRITING SKILLS A topic sentence tells you the main idea of a paragraph. It is usually the first or second sentence in a paragraph. A topic sentence has two parts: the topic and the controlling idea. The topic tells you what the paragraph is about. The controlling idea gives the topic a focus.

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SKILLS

TOPIC SENTENCES

topic

controlling idea

The internet has many advantages. You can find information quickly and keep in touch with your friends. It is also easy to share photos and watch videos. The internet makes life easier.

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1 Look at paragraphs 2 and 3 in Reading 2 on page 67. Underline the topic sentences.

2 Read the topic sentences. Underline the topic. Circle the controlling idea.

1 Social media sites make it easy to keep in touch with your friends. 2 Smartphones can be expensive. 3 Information on the internet is not reliable. 4 You can access information online from all over the world.

3 In paragraphs a–d, the topic sentence is missing. Write the topic sentences from Exercise 2 above the correct paragraph. a

It is easy to spend a lot of money on them. Contracts for the phones can also cost a lot of money. It is important to be careful and pay attention to what you spend. b

You can read newspapers, magazines and blogs from many different countries. You can even translate information from other languages, using a translation website. It is easy to find out what is happening anywhere you want.

d Anybody can publish articles and information online. Websites often do not say who wrote an article or where they got their facts. People can write things that are not true.

76 UNIT 3

You can look at your friends’ photos and see what they are doing. Your friends can send you messages and links. You can also share interesting articles and videos.

WRITING TASK The internet wastes our time. It does not help us do more work. Do you agree or disagree?

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PLAN

1 Look at the question above. Do you agree or disagree? Circle the answer that is true for you. Discuss your answer with a partner. Give reasons.

1 2 3 4 1 = strongly disagree 2 = disagree more than agree

3 = agree more than disagree 4 = strongly agree

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2 Look at the table in Exercise 4 of the Critical thinking section on page 72. Highlight two ideas that support your opinion. Highlight one contrasting idea.

3 Look at the paragraph planner.

1 Write your topic sentence in the planner. Your topic sentence should have a topic and a controlling idea. 2 Read your topic sentence to a partner. Do they think it is a good topic and a clear topic sentence? Make any changes necessary. 3 Write your two supporting ideas and one contrasting idea in the planner. supporting idea 1:

topic sentence:

supporting idea 2:

contrasting idea:

4 Refer to the Task checklist on page 78 as you prepare your paragraph.

WRITE A FIRST DRAFT 5 Write the first draft of your paragraph. Connect your ideas and sentences. Make sure you include a concluding sentence. Writing task

REVISE 6 Use the Task checklist to review your paragraph for content and structure.

✔

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TASK CHECKLIST Did you answer the question correctly?

Did you include a topic sentence with a controlling idea?

Did you give your opinion on the topic?

Did you include two supporting ideas and one contrasting idea?

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Did you include a concluding sentence?

7 Work with a partner. Show your Task checklist to your partner and discuss the changes you want to make. Help your partner make the necessary changes to their paragraph.

EDIT

8 Use the Language checklist to edit your paragraph for language errors. LANGUAGE CHECKLIST

✔

Did you use compound nouns correctly?

9 Make any necessary changes to your paragraph.

78 Unit 3

Did you use compound sentences?

Did you use but and however correctly?

Did you use and, also and too correctly?

Did you use the correct sentence order with the phrases I think that, I believe that, it seems to me that and in my view?

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about livestreaming in China.

read for main ideas.

make inferences.

identify appropriate answers.

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connect ideas.

give opinions.

write topic sentences.

write a one-sided opinion paragraph.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

email address (n) free (adj) imagination (n) improve (v) interest (n) keyboard (n) record (v)

secret (adj) security (n) smartphone (n) touch screen (n) website (n)

= high-frequency words in the Cambridge Academic Corpus

advert (n) affect (v) collect (v) computer program (n) creative (adj) download (v) educational (adj)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

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IT N U

WEATHER AND CLIMATE

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about unusual weather.

Reading skills Read for detail; use your knowledge to predict content.

Critical thinking Analyze graphs.

Writing task Write a paragraph describing data from graphs.

Write topic sentences for descriptive paragraphs; write supporting sentences; give examples with like, such as, for example.

Academic writing skills

Use comparative and superlative adjectives.

Grammar

UNIT 4 WEATHER AND CLIMATE

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U YOUR KNOWLEDGE fog (n)

snow (n)

wind (n)

cloud (adj)

1 Match the types of weather in the box to photos a–d.

2 What is your favourite type of weather? Why? 3 What is your least favourite type of weather? Why? 4 Look at the large photo. What type of weather do you see?

WEATHER AND CLIMATE

WATCH AND LISTEN 1

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PREDICTING CONTENT USING VISUALS

1 Work with a partner. Discuss the questions below.

1 A tornado is a dangerous example of which type of weather? a rain b wind c snow 2 Where are tornadoes common? 3 Have you ever watched a thunderstorm? 4 Why are some people scared of storms?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Look at the photos from the video. Circle the ideas you think the video will include. Then discuss your answers with a partner. 1 Information about different weather. 2 The weather in one country. 3 How people prepare for snowstorms. 4 How rainbows happen. 5 The reasons why some places have certain weather. 6 The best place to see a beautiful sunset.

GLOSSARY

common (adj) found often in many places rise (v) to move upwards atmosphere (n) the mixture of gases around the Earth

82 UNIT 4

rotate (v) to turn in a circle

form (v) to begin to exist

crystal (n) a piece of something, for example salt or ice, that is solid with a regular shape

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Watch the video. Correct the sentences below. There is one mistake in each sentence.

UNDERSTANDING DETAIL

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WHILE WATCHING

1 Sun haloes are more common in hot places.

2 Supercell storms do not happen all over the world.

3 About 13% of supercell storms become tornadoes. 4 Waterspouts can be more than 3,000 metres tall. 5 Waterspouts die in about ten minutes.

Watch the video again. Work with a partner. Discuss the questions.

6 Work with a partner or in a small group. Discuss the questions below.

DISCUSSION

MAKING INFERENCES

5 The speaker says that waterspouts can be dangerous to ships, planes and swimmers. Why is this?

1 How do supercell storms form? 2 What is a lenticular cloud?

UNDERSTANDING MAIN IDEAS

1 Have you seen any of the strange weather in the video? If yes, describe what you saw. If not, say what strange weather you would most like to see. 2 Do you think we will see more and more strange weather in the future? Why / Why not? WATCH AND LISTEN

READING READING 1

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PREPARING TO READ

UNDERSTANDING KEY VOCABULARY

1 You are going to read a text about weather. Before you read, look at your friend’s update on social media. Then match the bold words to the definitions below (1–7).

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Hey everyone, Studying in Scotland is amazing. The weather is very different from home, though. Last night there was a huge storm! The rain lasted for eight hours. The thunder was so loud it scared the dog, and the lightning, though scary, was beautiful when it flashed in the sky. I didn’t get to sleep until almost 4 am! I’m sure water will cover many of the local roads this morning, which means that driving might be dangerous. We’ll need to be careful on the way to school.

1 2 3 4 5 6

3 Likes

Comments

2 Work with a partner. Complete the questions with words from Exercise 1. You do not need every word. Then discuss the questions.

3 Work with a different partner. Discuss the questions. 1 What kind of weather do you usually have where you live? 2 Does the weather in your country change throughout the year? If so, how? 3 Do you prefer the weather in summer or winter? Why? 84 UNIT 4

1 Have you ever watched a huge and storm that lasted for several hours? If not, would you like to? 2 In your country, does snow ever the ground? If not, would you like to see that? 3 In your country, can people drive on the roads after a storm or is it too ? Give reasons.

wettest

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Living in the

place on Earth

Landslides are dangerous because they can badly damage buildings or even whole villages. They can also damage roads and stop access to water. This means there is not enough clean water for people to drink. In 2021, there was a landslide in Mumbai, India. It fell on people’s homes as they were sleeping, and several people died. 2

. They do this so that the noise from the rain falling on their roof, windows and walls is not as loud. Although rain may not get into the home, the walls inside can feel a bit wet because the fog from outside comes into the house. Sometimes, the rain is so loud that the schools have to close because the children cannot hear what the teacher says in the lesson.

Research suggests that climate change caused by human activity, such as industry and agriculture, will make a difference. In India, for example, the monsoon season is likely to get wetter and more dangerous because extreme3 rainfall events will happen more often.

Thunder and lightning can damage electricity cables and stop the power supply. Homes and businesses can be without electricity for many days. If people do not have electricity, they cannot turn on their lights or cook their food. It also means it is very dark inside because, even during the day, the sun is behind the clouds. In addition, because there is often no sun for weeks, clothes do not dry very well and can have a strange, bad smell.

They still go to work and shops open. In Mawsynram, people make things called knups, using bamboo and grass. Knups are like umbrellas, but they are a bit bigger and shaped like a tortoise. One knup takes about an hour to make. A knup can keep somebody dry from their head to their knees. Some people who work in their homes use the monsoon as a business opportunity. For example, they make knups for the six-month monsoon season and sell them to visitors.

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monsoon (n) a season when there is heavy rain, mostly in Asian countries 2 landslide (n) a movement of rocks and soil down a hill 3 extreme (adj) the most unusual or most serious possible 1

READING 1

WHILE READING 4 Read the topic sentences (a–e). Then read the text quickly. Complete the paragraphs (2–6) with the correct topic sentence.

READING FOR MAIN IDEAS

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a Summer monsoons are not a new phenomenon, but experts are worried. b Heavy monsoon rains can cause landslides. c Some people in the town of Mawsynram, in Meghalaya, prepare for the rain by covering their homes with dried grass. d People can spend a lot of time indoors during the monsoon, but life does not stop. e The monsoon storms can leave people in the dark.

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Reading for detail

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5 Work with a partner. Compare your answers to Exercise 4. If you have different answers, point to the information in the paragraph that helped you find the answer.

When you read a text, it is important to understand the details as well as the main ideas. Details give specific information about a text. Details are important because they support the main idea in a paragraph. You can find details in a text by looking for the key (important) words. Read the key words carefully to understand the information.

READING FOR DETAIL

6 Circle the correct ending (a or b) for each sentence (1–4). Compare your answers with a partner.

86 UNIT 4

7 Circle the correct answer. Identify the parts in the text that helped you answer each question. 1 This text is an excerpt from a a newspaper. b a textbook. 2 What kind of information is included in the text? a facts b opinions

RECOGNIZING TEXT TYPE

READING BETWEEN THE LINES

1 Every year almost 12,000 millimetres of rain fall … a in Meghalaya. b in the Sahara. 2 People cover their homes with grass … a to keep their homes dry. b to keep their homes quiet. 3 Landslides can … a damage villages. b provide drinking water. 4 Climate change … a will not affect monsoon b may affect monsoon weather. weather.

POST-READING DISCUSSION

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8 Work in small groups. Discuss the questions below. 1 Has the weather in your country changed in recent years? 2 Will the weather in your country change in the future?

WRITING

9 Think about the weather in your country and in another country. Write one sentence to describe how the weather is the same in both places and one sentence to describe how it is different.

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U READING 2

PREPARING TO READ

You can understand something better if you connect it to what you already know. Before you read something, first think about what you already know about the topic.

b c d e f

(adj) paying attention to what you do so that you don’t have an accident (v) to decrease; to fall or go down (v) to choose between one possibility and another (n) a big, unpleasant surprise (v) to increase; to go up (n) water that falls to the ground as rain or snow

UNDERSTANDING KEY VOCABULARY

USING YOUR KNOWLEDGE

SKILLS

Using your knowledge to predict content

READING 2

3 Read the article on page 89 and check your answers to Exercise 1.

WHILE READING 4 Read the article again. Write the paragraph number (1–8) next to the best title (a–e). You do not need to use all the paragraph numbers.

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READING FOR MAIN IDEAS

a Stay out of the sun b Drink water c Stay cool during the day and warm at night d Don’t eat too much e Stay with your car

5 Match the sentence halves. Use the graph on page 89 and information in paragraph 2 to help you.

READING FOR DETAIL

a between 2 pm and 4 pm. b is –1 °C. c is 70 mm. d at four o’clock in the morning.

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1 The coldest time is 2 The average amount of rain in a year 3 The temperature is 33 °C 4 The coldest temperature at night

READING BETWEEN THE LINES RECOGNIZING TEXT TYPE

6 Where might you find an article like this? a in a newspaper b in a travel magazine c in a Maths textbook

POST-READING DISCUSSION

7 Look at the list. Which things would you need most if you were alone in the desert? Choose the three most important things.

SYNTHESIZING

88 Unit 4

9 Work with a partner. Choose two weather situations from Reading 1 and Reading 2. Discuss some survival tips for the weather you chose.

8 Work with a partner. Compare your answers and explain your choices.

a a blanket b a mirror c 20 litres of water d a radio e a map f a hat

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Surviving the

sea of sand

How to stay alive in the Sahara Desert

Can you imagine a sea of sand three times bigger than India? This is the Sahara Desert, the largest hot desert in the world. It covers 11 countries in North Africa and is over 9 million square kilometres. That’s more than 25% of Africa.

In the Sahara, temperatures are very different during the day and at night. It is much hotter during the day than at night. During the day, the hottest time is between 2 pm and 4 pm, when temperatures rise to 33 °C. But it is very cold at night – the coldest time is at 4 am, when temperatures fall to –1 °C. Though not the driest place in the world, the Sahara is very dry. The average precipitation in a year is only 70 millimetres.

Because of the extreme temperatures in the desert, it is a very difficult place to survive. Marco Rivera, our survival expert, has some tips.

Try to drink some water at least once every hour. You need your water to last as long as possible. Drink only what you need. When you talk, you lose water from your body. Keep your mouth closed and do not talk.

If you eat, you will get thirsty and drink all of your water more quickly. You can eat a little, but only to stop you from feeling very hungry. Eat very small amounts of food and eat very slowly. You can live for three weeks with no food, but you can only live for three days without water.

noon

40 °C

33 °C

30 °C 20 °C

10 °C 0 °C

A car is easier to see than a person walking in the desert. You can also use the mirrors from your car to signal2 to planes and other cars. You can use your car tyres to make a fire. A fire is easy to see. It will help people find you and it will keep you warm at night.

It is very important to stay out of the sun during the day. Make a hole under your car and lie there. This will keep you cool and help you sleep. Find a warm place to sleep at night. A spot near a tree or a rock will be the warmest. But be careful before you decide where to sleep. Dangerous animals like snakes and scorpions also like to sleep in these places. Look carefully for animals before you lie down.

Take warm clothes and a blanket. You will need a hat, long trousers and a woollen jumper to keep you warm at night. During the day, cover your body, head and face. Clothes protect you from the sun and keep water in your body. You will also need a warm blanket at night. It can get cold very quickly. When the temperature drops, it can be a shock and make you feel even colder.

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Euan Barr

–1 °C 12 am

6 am

12 pm

6 pm

12 am

surviving (v) staying alive in dangerous situations signal (v) make a sign or wave to get somebody’s attention

1 2

READING 2

LANGUAGE DEVELOPMENT COLLOCATIONS WITH TEMPERATURE A

40 °C

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30 °C 20 °C

10 °C 0 °C

April

May

June

July

ge B

40 °C

30 °C

20 °C

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10 °C

0 °C

Sept

Oct

Nov

Dec

1 Look at the graphs (A and B). Complete the sentences (1–4) with words from the box. high

low

maximum

minimum

1 The temperature is 32 °C, in July. 2 The temperature is 3 °C, in December. 3 In July there are temperatures. 4 In December, there are temperatures.

You can use certain words and phrases to talk about graphs. Use the verbs rise, drop, fall and reach and the nouns increase and decrease to describe changes on a graph. Increase and decrease are also verbs.

VOCABULARY

DESCRIBING A GRAPH

2 Match the sentences (1–4) to the correct graph (A or B). 1 The temperature rises to 32 °C. 2 The temperature drops to 1 °C. 3 The temperature falls to 1 °C. 4 The temperature reaches 32 °C. 90 UNIT 4

3 Complete the statements with the bold words in Exercise 2. 1 Use and in temperature. 2 Use and in temperature.

to talk about an increase to talk about a decrease

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4 Work with a partner. Take turns to choose a graph (1–4) and describe it to your partner. Use words and phrases from Exercises 1 and 2. Your partner must guess which graph you described.

Amount of rainfall in four different countries

60 45

Rainfall (mm)

Jan

Feb

May

Feb

May

60 45 30 15 0

Mar

Apr

Jun Jul Month

Aug

Sep

Oct

Nov

Dec

Aug

Sep

Oct

Nov

Dec

Aug

Sep

Oct

Nov

Dec

Aug

Sep

Oct

Nov

Dec

Rainfall

Jun Jul Month

Rainfall

Jan

Feb

Mar

Apr

May

Jun Jul Month

Rainfall

360

300

Rainfall (mm)

Mar

240 180

120 60 0

200 175 150 125 100 75 50 25 0

Rainfall (mm)

Jan

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Rainfall

Rainfall (mm)

Jan

Feb

Mar

Apr

May

Jun Jul Month

LANGUAGE DEVELOPMENT

WRITING CRITICAL THINKING

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At the end of this unit, you will write a paragraph describing data from graphs. Look at this unit’s writing task below. Compare the weather in two places, using information from graphs.

SKILLS

Analyzing graphs

You can use graphs to show numbers or data. When you look at a graph, you can see the most interesting information quickly and easily. When you write about graphs, look at the highest and lowest numbers and then choose the most interesting information to write about.

1 Look back at the graph in Reading 2 on page 89 and answer the questions.

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UNDERSTAND

1 What do the numbers on the left side of the graph show? 2 What do the numbers at the bottom of the graph show? 3 What does the highest point in the graph show? 4 What does the lowest point in the graph show?

2 Look at the graphs (A–D). What kind of information does each one show? Check your answers with a partner. B Temperature over a year in Svalbard, Norway

92 UNIT 4

Dec

Nov

Jun

May

Apr

Mar

Jan

Feb

Dec

Oct

Nov

Aug

Sept

Jul

Jun

Apr

May

Mar

-30 °C

Jan

0 mm

Feb

-20 °C

10 mm

-10 °C

20 mm

0 °C

Avg low temp

Oct

30 mm

Avg high temp

10 °C

Sept

Precipitation

40 mm

Jul

A Precipitation over a year in Svalbard, Norway

Aug

ANALYZE

D Temperature over a year in Amman, Jordan

C Precipitation over a year in Amman, Jordan Precipitation

70 mm 60 mm

Avg high temp

40 °C

Avg low temp

50 mm

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30 °C

40 mm 30 mm

20 °C

20 mm

Dec

Nov

Oct

Sept

Jul

Aug

Jun

Apr

Mar

Jan

Feb

Dec

Oct

Nov

Aug

Sept

Jul

0 °C

Jun

Apr

May

Feb

Mar

Jan

0 mm

May

10°C

10 mm

3 Circle the correct words to complete the sentences.

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1 Graph A shows temperature in degrees Celsius / precipitation in millimetres / the number of hurricanes. 2 Graph B shows temperature in degrees Celsius / average hours of daylight / precipitation in millimetres. 3 Graph C shows data for Amman / Svalbard. 4 Graph D shows average temperatures / precipitation. 5 Graphs A and C are line graphs / bar charts. 6 Graphs B and D are line graphs / bar charts.

4 Complete the tables, using the information from the graphs in Exercise 2. Svalbard, Norway Months

Jan

Precipitation

Feb

Mar

Apr

May

Jun

15 mm

Average high –13 °C temperature Average low temperature

Jul

Aug

25 mm

Sept

–3 °C

Mar

May

Jun

Jul

Aug

Sept

Oct

0 mm

28 mm

31 °C 7 °C

18 °C

Nov

Dec

61 mm

Average high 13 °C temperature Average low temperature

Apr

–18 °C

Precipitation

Feb

Jan

Dec

–8 °C

–20 °C –16 °C

Nov

25 mm

Amman, Jordan Months

Oct

14 °C 15 °C

Critical thinking

5 Look at the graphs and the tables again and answer the questions.

EVALUATE

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1 Which months have the highest temperatures in each place? 2 Which months have the lowest temperatures in each place? 3 Which months have the most precipitation in each place? 4 Which months have the least precipitation in each place? 5 What extreme weather do you think these places might have? 6 What problems might this cause for the people who live there? 7 Research more information online about questions 5 and 6. Share your information with a partner. Discuss the most interesting information.

GRAMMAR FOR WRITING

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Comparative adjectives

GRAMMAR

COMPARATIVE AND SUPERLATIVE ADJECTIVES

94 UNIT 4

GRAMMAR

Superlative adjectives Use the + superlative adjective to compare one person, thing or idea to others. It means ‘more / less than all of the others’. Meghalaya is one of the wettest places on Earth.

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For one-syllable adjectives, add -est. cool ➞ the coolest cold ➞ the coldest

For one-syllable adjectives which end in one vowel and one consonant, double the consonant and add -est. Do not double the consonant w. hot ➞ the hottest low ➞ the lowest

Use the most or the least before almost all adjectives with two or more syllables. dangerous ➞ the most dangerous / the least dangerous

For two-syllable adjectives which end in -y, remove the -y and add -iest. hungry ➞ the hungriest ✘ the most hungriest early ➞ the earliest

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Some superlative adjectives are irregular. good ➞ the best bad ➞ the worst

1 Complete the table with the correct form of the adjective. Check your answers in Reading 1 and Reading 2 and with a partner. adjective cold wet dry extreme large big

1 This is drier / the driest year on record: no rain for two months. 2 This winter is colder / the coldest than last winter. 3 Our oceans can have some of more extreme / the most extreme weather on Earth. 4 This summer was wetter / wettest than last summer. 5 In my country, bigger / the biggest problem is the cold weather.

2 Choose the comparative or superlative form of the adjectives in Exercise 1 to complete the sentences.

easy

superlative

dangerous

comparative

GRAMMAR FOR WRITING

3 Look at the fact files for Cuba and Iceland. Complete the sentences, using the word in brackets to make a comparative or superlative adjective.

Cuba

Iceland

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Maximum temperature: 14 °C Minimum temperature: –2 °C Average rainfall: 94 mm Average sunshine: 3.4 hours a day

Maximum temperature: 32 °C Minimum temperature: 18 °C Average rainfall: 173 mm Average sunshine: 7.5 hours a day

1 Cuba has a 2 Iceland is 3 Iceland has the 4 Cuba is 5 Iceland is 6 Cuba is the 7 Cuba is

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maximum temperature than Iceland. (high) than Cuba. (cold) temperature of the two countries. (low) than Iceland. (wet) than Cuba. (dry) of the two countries. (rainy) than Iceland. (sunny)

ACADEMIC WRITING SKILLS

SKILLS

TOPIC SENTENCES FOR DESCRIPTIVE PARAGRAPHS ABOUT A GRAPH

When writing about a graph, use the phrase the graph shows in the topic sentence to describe the information in the graph.

The graph shows the temperature in degrees Celsius over 24 hours in the Sahara Desert. Notice how the following order is used:

The graph shows + what is measured + time period + place.

in degrees Celsius over one .

96 UNIT 4

in millimetres over one

1 Graph A shows the in . 2 Graph B shows the in

1 Complete the topic sentences about graphs A and B on page 92 in the Critical thinking section.

SUPPORTING SENTENCES

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SKILLS

The supporting sentences in a paragraph give more information about the topic sentence. When writing about graphs, numbers (or data) are used to support main ideas.

Thunderstorms are common all over the world. Weather experts estimate that there are 16 million thunderstorms around the world every year.

2 Underline the main idea and circle the data in the pairs of sentences.

1 The hottest time is between 2 pm and 4 pm. Temperatures rise to 33 °C. 2 The coldest time is at 4 am. Temperatures fall to –1 °C. a describes a general feature or trend from the graph. b is a number from the graph to illustrate the trend.

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1 The main idea 2 The data

3 Match the sentence halves to complete the statements.

4 Match the main ideas (1–4) to the data (a–d). Main ideas 1 New York is as rainy as Houston. 2 The hottest month is March. 3 July is sunnier than August. 4 The coldest month is December.

Data a There are 8.7 hours of sunshine every day in July and 8 hours of sunshine every day in August. b Temperatures reach 37 °C. c Both cities have an average rainfall of 1,270 millimetres. d Temperatures fall to –7 °C.

5 Read the topic sentence. Then circle all the supporting sentences (a–f) which belong in the paragraph.

Topic sentence: The weather in Costa Rica changes in different regions. a The rainiest area in the country is the north-east mountain region, which receives 3,580 millimetres of rain each year. b The Central Valley, where the capital city of San José is located, has the mildest temperature year round. c In Costa Rica, the rainy season lasts from May to November. d At the beach, the temperature can rise to as high as 33 °C. e In the rainforest, there are thousands of different types of animals to see. f On the highest mountain, called Cerro Chirripó, temperatures can drop to below freezing at night.

ACADEMIC WRITING SKILLS

like, such as and for example In a supporting sentence, writers often give examples to support the main idea. Use like, such as and for example to give an example or a list of examples.

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SKILLS

GIVING EXAMPLES

Stay warm by wearing the right clothes, like a hat and a sweater. Research suggests that climate change caused by human activity, such as industry and agriculture, will make a difference. There are a lot of fun activities to do in the winter, for example skiing and ice skating. Use a comma before like, such as and for example.

6 Rewrite the sentences. Put the words in brackets in the correct place and use like, such as or for example. In some items, more than one answer is possible.

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1 Wildfires have many different causes. (lightning) Wildfires have many different causes, like lightning.

2 It is too hot to snow in some Central American cities. (Managua, Guadalajara) 3 There are monsoons in certain parts of the world. (India, Bangladesh)

4 When you go camping, bring important items. (water, sunscreen) 5 You can do a lot of outdoor activities in warm weather. (swimming, walking) 6 Some cities are very wet and rainy. (Hong Kong, Mumbai)

98 UNIT 4

WRITING TASK Compare the weather in two places, using information from graphs.

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PLAN

1 Read the information about writing topic sentences about a graph on page 96 again. Then look back at the graphs for the places in the Critical thinking section on pages 92–93. Write a topic sentence to describe the data in the graphs.

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2 Work with a partner. Share your topic sentences. Does your topic sentence describe the information in the graphs? Make changes to your topic sentence if necessary.

3 Work with a partner. Discuss the most interesting fact about temperature for each place. Then discuss the most interesting fact about precipitation for each place. 4 Write a sentence about each of your facts about temperature. Use data to support your statements.

5 Write a sentence about each of your facts about precipitation. Use data to support your statements.

6 Refer to the Task checklist on page 100 as you prepare your paragraph.

7 Write a first draft of your paragraph.

WRITE A FIRST DRAFT

Writing task

REVISE 8 Use the Task checklist to review your paragraph for content and structure.

✔

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TASK CHECKLIST Did you write a topic sentence and supporting sentences?

Did you give examples with like, such as and for example?

Did you write about precipitation and temperature?

Did you compare data from the graphs?

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Have you used data from the graphs to support the main ideas?

9 Make any necessary changes to your paragraph. Ask a classmate to help you.

EDIT

10 Use the Language checklist to edit your paragraph for language errors. LANGUAGE CHECKLIST

✔

Did you use the correct collocations with temperature?

Did you use the correct vocabulary to describe the graphs?

Did you use comparative and superlative adjectives correctly?

11 Make any necessary changes to your paragraph. Ask a classmate to help you.

100 Unit 4

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective. 3 = very well 2 = well

1 = not so well

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I can … watch and understand a video about unusual types of weather.

read for detail.

use my knowledge to predict content.

analyze graphs.

use comparative and superlative adjectives.

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write topic sentences for descriptive paragraphs about a graph. write supporting sentences.

give examples with like, such as and for example. write a paragraph describing data from graphs.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

precipitation (n) reach (v) rise (v) shock (n) thunder (n)

= high-frequency words in the Cambridge Academic Corpus

fall (v) huge (adj) increase (n, v) last (v) lightning (n) maximum (adj) minimum (adj)

almost (adv) careful (adj) cover (v) dangerous (adj) decide (v) decrease (n, v) drop (v)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

101

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IT N U

SPORTS AND COMPETITION

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about a 96-year-old bungee jumper.

Reading skill Scan to predict content.

Critical thinking Analyze a diagram.

Grammar

Write a process paragraph.

Writing task

Order events in a process; remove unrelated information.

Academic writing skills

Use prepositions of movement; use correct subject and verb agreement.

UNIT 5 SPORTS AND COMPETITION

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U YOUR KNOWLEDGE

1 Look at the big photo. What sport does it show? Do you think it looks fun? Why / Why not?

2 Match the small photos (a–d) to the sports in bold in the questions (1–3). Then discuss the questions with a partner. 1 Have you got a bike? How often do you use it? Do you like cycling? Why / Why not? 2 Would you like to go skiing? Do you think it is a dangerous sport? Why / Why not? 3 Do you enjoy playing team sports like ice hockey and cricket? Why / Why not?

SPORTS AND COMPETITION

103

WATCH AND LISTEN 1

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1 Complete the information about bungee jumping with your own ideas. Compare your ideas with a partner.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

WHAT DO YOU KNOW ABOUT BUNGEE JUMPING? 1 You jump off a

2 They tie a rope to your

3 Bungee jumping is a/an

sport.

4 It is not a good idea to bungee jump in

PREDICTING CONTENT USING VISUALS

weather.

2 You are going to watch a video about somebody breaking a world record. Before you watch, look at the pictures and answer the questions with your partner.

injured (adj) hurt or physically harmed – for example, having a broken arm or leg challenge (n) something that is difficult to do experience (n) something that happens to you that changes how you feel deafening (adj) very loud jerk (v) to make a short sudden movement, or to cause somebody or something to do this shake (v) to move quickly from side to side or up and down 104 UNIT 5

GLOSSARY

1 What does the phrase ‘world record’ mean? Can you think of any famous world records? 2 What world record do you think the man in the photos broke? 3 How do you think he felt before, during and after breaking the record?

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WHILE WATCHING

Watch the video. Circle the correct answer.

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UNDERSTANDING MAIN IDEAS

1 The world’s oldest / first bungee jumper jumped from the Bloukrans Bridge. 2 Bungee jumping is a safe / dangerous sport. 3 Mohr Keet bungee jumped three / many times.

Watch again. Complete the answers. 1 How high is the Bloukrans Bridge? 2 What body parts can be injured in a bungee jump?

metres.

The eyes, the and the

3 How old was Mohr when he did his first jump? 4 How does Mohr feel about being afraid?

years old.

it.

1 The Bloukrans Bridge is one of the shortest bungee jumps. 2 Bungee ropes often break. 3 Mohr’s second jump was when he was 93. 4 Mohr wanted to break a world record.

Watch again. Write T (true) or F (false) next to the statements below. Then correct the false statements.

UNDERSTANDING DETAIL

DISCUSSION 6 Work with a partner. Discuss the questions below. 1 How do you feel about older people doing dangerous sports? Why? 2 What are three things you should do before you try a dangerous sport? WATCH AND LISTEN

105

READING READING 1

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PREPARING TO READ

UNDERSTANDING KEY VOCABULARY

1 Read the definitions. Complete the sentences with the bold words.

ancient (adj) from a long time ago; very old compete (v) to take part in a race or competition; to try to be more successful than somebody else competition (n) an organized event in which people try to win a prize by being the best strange (adj) not familiar; difficult to understand; different swimming (n) a sport where people move through water by moving their body take place (phr v) to happen throw (v) to send something through the air, pushing it out of your hand

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1 The football match will tomorrow at 2 pm in the stadium. 2 Thousands of people from all over the world in the New York City Marathon every year. 3 Boxing is a(n) sport; it was popular in Rome thousands of years ago. 4 The first cricket game I ever saw was because I didn’t understand the rules. Once I learnt more about the sport, I became a big fan. 5 In baseball, players must be able to the ball a long distance directly to another player. 6 The best tennis players from each secondary school will play in a(n) to see who is the best player in the city. 7 Because Elsa grew up near the sea, her favourite sport was . She was in the water nearly every day during the summer.

106 Unit 5

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Before reading a text, skilled readers often scan for key words. Key words are usually nouns, verbs and adjectives. The key words tell the reader what the text is going to be about. When the reader knows what the text is going to be about, it’s easier to understand and easier to read critically.

2 Look at the underlined words in paragraph 1 of the text on page 108. Answer the questions.

SCANNING TO PREDICT CONTENT

1 What is the main topic of the text? a unusual competitions b unusual sports c popular sports 2 Where do the events in the text happen? a in one country b around the world c in a city 3 Look at the underlined words again. What types of words are they? More than one answer is possible. a verbs b adjectives c articles d nouns e prepositions

SKILLS

Scanning to predict content

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3 Read the text and check your answers to Exercise 2.

es READING 1

107

SPORTING NEWS

HOME

ABOUT

NEWS

C O N TA C T

FIVE UNUSUAL SPORTS The most unusual sports from around the world

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5 Students in Indonesia play this game to welcome the month of Ramadan. It is similar to football. The ball is made from coconut shells. Before starting the game, players pour salt on themselves and then set the ball on fire. The ball is on fire throughout the game and the players play with their bare1 feet.

1 Every country has a national sport and most popular sports are now played across the world. Most people have heard of sports like football, basketball, baseball and cricket. However, in most countries, people also play unusual sports with strange and interesting rules. Here are our top five unusual sports from around the world.

6 In England, toe wrestling2 started in the 1970s. The world toe wrestling competition takes place every year in Wetton, Derbyshire. In the sport, two people fight with their bare feet, each player trying to push the other player’s foot flat on the floor. Players must keep both hands on the floor during the fight.

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People go swimming in the Atlantic Ocean in the winter. They go swimming at the beach on Coney Island in New York City every Sunday from October to April and also on New Year’s Day. The water temperature can drop to as low as 0 °C. Sometimes there is snow and cold wind, too. People believe that swimming in the cold water is good for their health. The club started in 1903. 3

Every year in Singapore, thousands of people come to watch the dragon boat race. A dragon boat is a traditional Chinese boat with a painted dragon’s head on one end. There are 22 people in each boat, and they race in the water. Dragon boat racing is also popular in China, Malaysia and Indonesia. 4

bare (adj) without shoes wrestling (n) a sport in which two people fight and try to push each other to the ground

1 2

In this sport, people compete by throwing a large piece of wood called a ‘caber’ as far as they can. The caber toss is an ancient Scottish sport. The caber has no official size or shape, but it is usually the size of a small tree.

108 UNIT 5

WHILE READING 4 Read the titles (a–e) below. Write one title above each paragraph (2–6) in the text. a Fireball football b Dragon boat racing c Toe wrestling d Caber toss e Coney Island Polar Bear Plunge

READING FOR MAIN IDEAS

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5 Write the name of the country where each sport is popular. 1 Fireball football 2 Dragon boat racing 3 Toe wrestling 4 Caber toss 5 Coney Island Polar Bear Plunge

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6 Read the text again. Work with a partner. Correct the sentences below.

1 The Coney Island Polar Bear Plunge takes place every Sunday from October to April and on Independence Day.

READING FOR DETAIL

2 The Coney Island Polar Bear Plunge began in 2003. 3 A dragon boat has a dragon’s tail painted on it.

4 There are 25 people in each dragon boat team. 5 A caber is a large piece of metal.

6 A caber is usually the size of a large tree.

7 In fireball football, the ball is made from plastic.

10 In toe wrestling, only one hand must stay on the floor.

9 The world toe wrestling competition happens twice a year.

8 The ball is on fire only at the beginning of a game of fireball football.

Reading 1

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READING BETWEEN THE LINES 7 Answer the questions.

RECOGNIZING TEXT TYPE

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1 What kind of person is this text for? a somebody who is interested in different sports b somebody who wants to learn how to play a new sport 2 Where do you think you might see this text? a in a newspaper or magazine b on a website 3 What do you think the text is? a an advert b an article

8 Work with a partner. Check your answers in Exercise 7. Discuss which parts of the text helped you answer the questions.

POST-READING

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DISCUSSION

9 Work with a partner. Discuss the questions below.

1 Which sport from the text would you most like to try? Why? 2 What is the most unusual sport in your country? Explain it.

WRITING

10 Think about the sport you chose in question 2 of Exercise 9. Write a paragraph that describes this sport. Include the following information: • the name of the sport • why the sport is unusual • whether it is a team sport.

1 Read the emails. Check the meaning of the bold words.

UNDERSTANDING KEY VOCABULARY

PREPARING TO READ

READING 2

110 Unit 5

To: From: Subject:

Steve 12th October 2023 Tough Guy competition course

Hi,

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I’ve just got this message from the Tough Guy competition. See the diagram of the course. It looks challenging!

I’m not sure I’m fit enough and I’m a bit worried about accidents. Do you think we have to climb anything? Let’s talk next week. Best,

Peter

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Dear Participant,

- - - - - Forwarded message - - - - From: Tough Guy Competition Date: 8th October Subject: the course of the next Tough Guy competition

We’re happy to tell you that the course of the next Tough Guy competition is ready. Below is a diagram of the course and a short description. We look forward to seeing you there in January. Kind regards, The Organizers

2 nets

1 mud run

3 high dive and swim

6 nettles

5 water tunnel

4 field of fire

2 Work with a partner. Read the emails again and look at the diagram. Discuss the questions below.

The Tough Guy competition starts with a 1 mud run . Next, participants crawl under low 2 on the ground. After the nets, they jump off a high platform into a lake and swim across the lake for one kilometre. Then, they reach the 3 . Here, the participants run across a field and jump over small fires. Next, they must crawl through a long 4 . Finally, they run two kilometres through 5 before they reach the finish line.

3 Complete the student description of the Tough Guy course. Use the diagram in Exercise 1 to help you.

1 What do you think happens in the Tough Guy competition? 2 In your opinion, what kind of people participate in the Tough Guy competition?

PREVIEWING

READING 2

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A race to the limit

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What is Tough Guy?

The course

The diagram shows an example of the Tough Guy course. First, participants run for one kilometre along a muddy road. Next, they crawl under low nets on the ground. After the nets, the runners jump off a high platform into a lake and swim for another kilometre. Then they reach the field of fire. Here the runners run across a field and jump over small bonfires. Next, participants must crawl through a long tunnel. The tunnel is partly underwater. Finally, the runners run two kilometres through nettles before they reach the finish line.

112 UNIT 5

The competition is very dangerous and every year there are accidents. Injuries like broken bones and cuts are common. The race is very hard: one-third of participants do not finish it. Runners have to be fit and healthy. Most people train all year to prepare for the event. It is also the first race like it in the world. Many people take part in the competition because it is so famous. Every year, the organizers change the event and add new things. This means that the competition stays exciting and challenging, so people go back year after year.

To run across a field of nettles can hurt a lot.

Every January, more than 3,000 people take part in one of the most difficult races on Earth: the Tough Guy competition in the UK. Participants run, swim and climb across the 15-kilometre course. But this is no normal race. These runners have to crawl through tunnels, run across a field of nettles and jump over fire. What’s more, the competition takes place in January, so temperatures are freezing – sometimes as low as –6 °C. People travel from all over the world to take part, with participants from the US, Australia and China.

Why do people take part?

4 Work with a partner. Look at the diagram in Exercise 1 and the box below. Check the meaning of the verbs. Then take turns to describe the obstacles on the Tough Guy course.

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crawl through crawl under jump off run across run through jump over swim across

First, participants run …

Next, they crawl …

After the nets, they …

br Then, they …

Next, participants must …

Finally, they …

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5 Read the text and circle the correct words to complete the sentences. 1 Tough Guy is an easy / a difficult competition. 2 It takes place when the weather is hot / cold. 3 It is popular with people from the UK / all over the world. 4 Every year people get hurt / go home early.

6 Read the text again. Underline any details that you think are important in each paragraph. Compare your answers with a partner.

READING FOR MAIN IDEAS

READING FOR DETAIL

READING BETWEEN THE LINES

7 Why does the competition take place in January? Read the first paragraph again and choose the correct answer. Tell a partner which words helped you.

1 What do you think the hardest part of the Tough Guy competition is? 2 What is the easiest part of the competition? 3 Would you prefer to do the Tough Guy competition or one of the sports from Reading 1? Why?

8 Work with a partner. Discuss the questions below.

DISCUSSION

POST-READING

a so that more people from around the world can take part b to make the competition easier c to make the competition more difficult

WORKING OUT MEANING FROM CONTEXT

SYNTHESIZING

POST-READING

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LANGUAGE DEVELOPMENT Prepositions of movement describe movement from one place to another place. Use prepositions of movement to give directions. Go along the road and up the hill.

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GRAMMAR

PREPOSITIONS OF MOVEMENT

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1 Look at the pictures. Circle the correct answer. 5

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U Walk over / under the bridge.

Walk around / through the park.

Go past / around the school. 3

Go along / past the street.

Walk under / past the bridge.

Drive across / through the tunnel.

Go across / along the road. 114 UNIT 5

2 Look at the map. Use the prepositions from Exercise 1 to complete the paragraph. You may need to use some prepositions more than once.

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U Start here.

It is easy to get to my house. First, walk (1) the High the bank and (3) the bridge. Street. Go (2) the park and (5) the next Then walk (4) (6) the tunnel – watch out for cars – and walk bridge. Go (7) the road. Walk (8) the lake. My house is at the end of the road. It’s the pink one!

a Start at the school entrance and give directions to your classroom. b Start at the classroom and give directions to the toilets. c Start at the school entrance and give directions to the canteen. It’s easy to get there. First, go along the corridor until you get to the stairs. Then …

3 Work with a partner. Choose an option (a–c). Do not tell your partner which option you chose. Give directions to your partner. Use the prepositions from Exercise 1. Can your partner guess which option you chose?

LANGUAGE DEVELOPMENT

115

WRITING CRITICAL THINKING Describe the Sydney Triathlon.

Analyzing a diagram

Diagrams are useful because they show information in a clear and interesting way. Before writing about a diagram, it is important to understand what the different parts of the diagram are showing, for example, the order of events and the effect that different events have on each other.

SKILLS

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At the end of this unit, you will write a process paragraph. Look at this unit’s writing task below.

1 A triathlon is a race in which people swim, then cycle, then run without stopping between events. Look at the diagram of the triathlon course in Sydney, Australia. Label the diagram with the words from the box. Use the key to help you.

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ANALYZE

bridge central library cycling route running route tunnel swimming route

Key 1,500 m – swim (1 lap) 40 km – cycle (3 laps) 10 km – run (2 laps)

START

116 UNIT 5

changeover point

FINISH

2 Look at the diagram again and answer the questions. 1 How far do the participants have to run?

UNDERSTAND

2 How far do the participants have to swim?

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3 How far do the participants have to cycle?

3 Look at the diagram again. What do the competitors in the triathlon have to do? Use prepositions to complete the phrases. the bridge the tunnel the road the bay the central library

a cycle b cycle c run d swim e cycle

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4 Number the parts of the race (a–e) in Exercise 3 to show the correct order of the triathlon (1–5).

GRAMMAR FOR WRITING

SUBJECT AND VERB AGREEMENT

GRAMMAR

In a sentence, the form of the verb (singular or plural) must match the subject. Use the singular form of the verb with singular subjects. The winner of the race is at the starting line. The competition starts at 6 pm. Use the plural form of the verb with plural subjects. We play football every Saturday. Fireball football and dragon boat racing are unusual sports. Some subjects that describe groups of people can take the singular or the plural form of the verb. ✔ The team plays every Saturday. ✔ The team play every Saturday.

GRAMMAR FOR WRITING

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1 Underline the subject and circle the verb in each sentence. Compare your answers with a partner.

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1 The boys and girls play sports every day at school. 2 We watch swimming competitions on television. 3 Dragon boat racing is popular in China, Malaysia and Indonesia.

1 Julia and Suki is tennis players. 2 The student swims every day. 3 We cycles to school every day.

2 Put a tick (✔) next to the correct sentences and a cross (✘) next to the incorrect sentences. Write the correct form of the verb in the present simple tense for the incorrect sentences.

ACADEMIC WRITING SKILLS SKILLS

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ORDERING EVENTS IN A PROCESS

When writing about a process, academic writers usually write about events in the order that they happen. Transition words are used to organize ideas and show the order in writing. Use the transition words first, next, then, after that and finally to show the order in which events happen in a process.

First, the participants run ten kilometres. Next, they swim across the river. Participants run ten kilometres. Then, they swim across the river.

Use these transition words at the beginning of a sentence, followed by a comma.

118 UNIT 5

1 Match the sentences (1–4) to the pictures (a–d).

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1 The weightlifter lifts the weight onto his shoulders. 2 The weightlifter drops the weight to the ground. 3 The weightlifter lifts the weight above his head. 4 The weightlifter holds the weight above his head for as long as he can. a

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U c

2 Rewrite the sentences in Exercise 1 in the correct order, using first, next / then / after that and finally.

Academic writing skills

119

3 Rewrite the paragraph below with the words from the box to show the order of the events. Remember to use commas. More than one answer is possible. after that

then

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First, the tennis players walk onto the court. They pick up their rackets. One player hits the ball over the net. The other player hits the ball back.

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U 4 Compare and discuss your answers with a partner.

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SKILLS

REMOVING UNRELATED INFORMATION

When writing, it is important to write only about information that is related to or useful for the topic. Before you write, decide what information is important and only write about information that is directly related to or useful for the question. After you finish, it is a good idea to check for any information that is not important and delete it.

5 Read the writing task and the student’s paragraph. Analyze the task carefully to decide what is important. Cross out the information in the paragraph that is not important.

6 Compare and discuss your answers with a partner.

120 UNIT 5

Write a process paragraph to describe how to do the high jump. The high jump is an Olympic sport that is practised in many countries. Athletes competed in over 30 venues during the 2012 London Olympic Games. First, the high jumper runs towards the bar. It is important to run very fast. The high jump is a very important sport in some countries. Next, the high jumper jumps. I was on the track-and-field team at school. The high jumper must jump from the right foot and keep their arms close to their sides. Then, the high jumper twists their body so that their back is to the bar. They must lift their head and feet and keep them high above the bar. The high jump is a really interesting sport. After that, the high jumper lands. They must be careful to land safely on the mat. Mutaz Essa Barshim from Qatar and Gianmarco Tamberi from Italy both won the men’s gold medal at the Tokyo 2020 Olympics. They jumped 2.37 metres. It was the first time two people had shared a gold medal in athletics since 1912. Finally, the high jumper stands up, takes a bow and leaves the mat.

WRITING TASK Describe the Sydney Triathlon.

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PLAN 1 Look again at the student’s paragraph on page 120. Underline the general information and circle the events. Compare your answers with a partner.

2 Look at the first sentence (topic sentence) in the student’s paragraph. What is the topic? What is the controlling idea?

3 Use your notes from the Critical thinking section on page 116 to complete the paragraph planner about the Sydney Triathlon. Write general information that you think might be useful in column A. Put the events in the Sydney Triathlon in the correct order in column B.

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WRITE A FIRST DRAFT

es 4 Work with a partner. Compare your plans. Have you included any information that is not important?

5 Start your paragraph by writing a topic sentence about the general information in the diagram from column A. 6 Write supporting sentences about the events in the triathlon in the correct order. Use transition words to show the time order.

Writing task

121

REVISE 7 Work with a partner. Use the Task checklist to review your paragraphs for content and structure.

✔

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TASK CHECKLIST Did you write about the general information and the events in the Sydney Triathlon?

Did you put the events in the correct order?

Did you use transition words to show the order of the events clearly?

Did you avoid using unrelated information?

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8 Make any necessary changes to your own paragraph.

EDIT

9 Give your paragraph to a partner. Use the checklist to correct any language errors in your partner’s paragraph. LANGUAGE CHECKLIST

✔

Did you use the correct prepositions of movement? Did you use subject and verb agreement correctly?

10 Make any necessary changes to your paragraph.

122 Unit 5

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective. 3 = very well 2 = well

1 = not so well

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I can …

watch and understand a video about a 96-year-old bungee jumper.

scan to predict content.

analyze a diagram.

use prepositions of movement.

use correct subject and verb agreement.

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order events in a process.

remove unrelated information. write a process paragraph.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST accident (n) ancient (adj) challenging (adj) climb (v) compete (v)

competition (n) course (n) fit (adj) participant (n) strange (adj)

DIGITAL WORKBOOK

swimming (n) take place (phr v) throw (v)

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

123

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IT N U

BUSINESS

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about circular businesses.

Reading skills Work out meaning from context; annotate a text.

Critical thinking Organize events in time order.

Writing task Write a narrative paragraph.

Add details to main facts.

Academic writing skill

Use the present simple and the past simple; use time clauses with when to describe past events.

Grammar

UNIT 6 BUSINESS

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U YOUR KNOWLEDGE

1 Work with a partner. Discuss the questions below. 1 An entrepreneur is a person who starts a new business. Do you know the names of the famous entrepreneurs in the photos?

2 Do you know the names of any famous entrepreneurs in your country? What are they famous for?

2 Read what the entrepreneur Richard Branson said. What do you think he meant when he said it? Do you agree? ‘Business opportunities are like buses – there’s always another one coming.’ Richard Branson, founder of Virgin Group 3 Would you be a good entrepreneur? Why / Why not?

BUSINESS

125

WATCH AND LISTEN 1

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USING YOUR KNOWLEDGE

1 Work with a partner. Answer the questions.

1 What do you do with the things you own that you no longer want? 2 If something you own breaks, what do you do with it? Give examples. 3 Would you buy something that somebody else owned before you? Why / Why not?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Work with a different partner. Look at the list of things 1–3. Think of two different ways you could use each thing. There is an example to help you. 1 old water bottle to carry water in; to put pencils/pens in 2 plastic shopping bags 3 fish skin

GLOSSARY

throw away (v) to get rid of something that you do not want any more

mend (v) to repair something when it breaks

reuse (v) to use something again

126 UNIT 6

waste (n) unwanted material of any type, especially what is left after useful parts have been removed

recycle (v) to make new things from used objects or waste materials

materials (n) physical things, like wood and stone, that other things can be made from

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WHILE WATCHING

Watch the video. Check your answers to Exercise 2.

Watch the video again. Circle the correct answer.

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UNDERSTANDING DETAIL

1 Rejoué sells toys that are new / not new. 2 The prices of their toys are 30% / 40% cheaper. 3 Businesses always / often take materials from the world. 4 A company in Tunisia recycles shoes and bags / hats.

Watch the video again. Complete the student’s summary with words from the video.

SUMMARIZING

Rejoué is a shop in (1) that mends and sells toys. Rejoué is a circular (2) (3) . They are because they don’t throw away their (4) . Artists at Kenenti make old shoes (5) and sell them. (6) Tilegreen in Cairo makes building materials from items. And in France, (7) a company turns fish skin into ‘sea ’, which is made into products. 6 Read the statements. What is the video mainly about?

sm MAKING INFERENCES

7 Work with a partner. Do you think the main speaker in the video supports the idea of ‘circular’ businesses? How do you know?

a Businesses can make money and help the planet by using waste to make things. b It is important for the planet that plastic items are used again and again.

UNDERSTANDING MAIN IDEAS

DISCUSSION 8 Work with a partner. Discuss the questions below. 1 How are recycling and reusing things good for the planet? Give examples. 2 Do you think there will be more circular businesses in the future? WATCH AND LISTEN

127

READING READING 1

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PREPARING TO READ

UNDERSTANDING KEY VOCABULARY

1 Read the sentences (1–6) and choose the best definition (a or b) for the bold words.

1 Marta likes to organize her schedule at work. She puts her meetings and tasks in a calendar so that she gets everything done on time. a plan or arrange carefully b display something for others to see 2 Ken found a job he wants to do. He wants to apply for it this week and hopes to get the job. a share thoughts and ideas b ask officially for something, often by writing 3 Emre just shared the results of the company survey. They show that a lot of people are happy with the company’s work. a information that you find out from something, such as an exam, a scientific experiment or a medical test b a list of questions that several people are asked so that information can be collected about something 4 Grace is trying to decide on an occupation. She studied business, so there are lots of things she can do. a a course of study b a job or career 5 My colleague and I are writing a new computer program. We work late every night because our boss wants us to finish it quickly. a somebody you live next to b somebody you work with 6 The new shop on the High Street is doing really well. A lot of customers go there and buy things. a people who buy things from a shop or business b people who sell things at a shop or business

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2 Before you read, look at the text on page 129 quickly. Circle the correct answer.

3 Read the text and check your answers.

128 UNIT 6

1 What kind of text is it? a a dictionary entry b an online quiz c a textbook 2 Which question is answered by the topic of the text? a What would be your perfect job? b Could you start your own company? c What makes a good business person?

SKIMMING

Home

About Us

News

Quiz

Are you ready for the

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WORLD OF WORK? 1 jobs with people

3 jobs with things

2 jobs with information

4 jobs with ideas

Do you know what kind of job you want? Before you apply for a job, think about the different types of jobs that people do. There are four main types of jobs:

What kind of work would be best for you? Take our quiz and find out about the kind of work you would enjoy. For each question, choose the best answer for you: a, b, c or d.

3 What do you like to do at an event?

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1 What do you like to do in the evenings?

Check your result s and read the ad vice to find occup ations you would like.

a meet friends or go to a party b stay at home and surf the internet c play sports or practise a hobby like a musical instrument or photography d go to the cinema 2 Which sections of a news website do you look at first?

a advice page or letters to the editor b news c sport d TV, music, books and art

a meet new people b discuss the latest news c help with the food and drinks d sing songs and tell jokes

4 What do you prefer to do on a day off?

a have coffee with friends b organize your books and cupboards c work in the garden or clean the house d write poetry, make music or draw pictures

Mostly ‘b’ answers: You are neat, you are good at planning and you like learning new things. You would enjoy a job working with information. Possible jobs are: university professor, computer programmer, librarian.

Mostly ‘c’ answers: You are practical, you are good at sports and you like working with your hands. You would enjoy a job working with things. Possible jobs are: construction worker, engineer, farmer.

Mostly ‘d’ answers: You are creative, you are good at music and art and you like books. You would enjoy a job working with ideas. Possible jobs are: artist, writer, singer.

Mostly ‘a’ answers: You are friendly, kind and interested in other people. You would enjoy a job working with children, with customers in a shop or on a team with colleagues. Possible jobs are: teacher, waiter, police officer.

READING 1

129

WHILE READING 4 Read the quiz again. Correct the paragraph below, using words from the quiz.

READING FOR MAIN IDEAS

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There are three main kinds of jobs – jobs with animals, jobs with information, jobs with machines and jobs with ideas. The quiz helps you to find out about the kind of people you might like. After doing the quiz, read the advice to find universities you might like.

5 Do the quiz. Circle your answers and count the letters you chose. Read the advice about jobs for you.

READING FOR DETAIL

6 Do you agree or disagree with the advice? Why?

SKILLS

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READING BETWEEN THE LINES Working out meaning from context

Readers often see words in a text that they do not know. However, it is often possible to understand the meaning of new words in a text from the context (the topic and the other words in the text).

WORKING OUT MEANING FROM CONTEXT

7 Find the words from the box in the quiz and underline them. advice hobby neat sections

8 Read the text around the underlined words in the quiz. Choose the best definition (a or b) for each word.

130 UNIT 6

1 advice (n) a instructions to tell somebody exactly how to do something b an opinion that somebody offers you about what you should do 2 hobby (n) a an activity you do for fun b a job you do for no money 3 neat (adj) a arranged well, with everything in its place b not arranged well, without order 4 section (n) a a type of reading material in which you answer questions b one of the parts that something is divided into

9 Who would be interested in the quiz? Why? Circle the correct answer. More than one answer is possible. a a new worker in a company c a secondary school student

IDENTIFYING AUDIENCE

b a new university graduate

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POST-READING

DISCUSSION

10 What would be your perfect job? Discuss the question in pairs. Give reasons and examples.

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WRITING

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11 What type of job would you hate? Write the name of the job and a paragraph that explains why you would hate it. Give reasons and examples.

READING 2

PREPARING TO READ

1 Read the definitions. Complete the sentences with the correct form of the bold words.

1 I want to be an engineer. I can reach my by studying hard. 2 The company a new smartphone which had much more memory than its other phones. 3 A lot of jobs were created by the new technology company. They now more than 1,000 people. 4 I work from home and my is in the corner of the kitchen. It is small and I don’t have a lot of space for my desk and files.

advertise (v) to tell people about a product or service, for example, on television or online, to make them want to buy it employ (v) to give somebody a job goal (n) something you want to do successfully in the future introduce (v) to make something available for the first time office (n) a place where somebody works, especially with computers, phones, etc. partner (n) somebody who runs or owns a business with another person or people run (v) to manage or operate something set up (phr v) to create or start something for a particular reason

UNDERSTANDING KEY VOCABULARY

Reading 2

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5 I’m going to a new business selling clothes online. 6 The company needs to its new tablet on the television so that more people know about it and want to buy it. 7 My sister her own restaurant. She started it five years ago and it’s doing really well. 8 My father set up an online business with his best friend. They were for over 20 years.

2 Look the article on page 133. Notice the words in bold and the words around them. Read the title and write three things you think the article will mention. Compare your ideas with a partner.

SCANNING TO PREDICT CONTENT

Effective readers annotate as they read. When you annotate, you write notes on the same page as the text. You can annotate the texts you read in your own books and online. Annotating helps you to remember important information, for example, if you need to study for a test or write about a text. You can annotate a text in different ways. You can underline, circle or highlight important words, phrases or sentences. You can also write main ideas and definitions of words in the margin. For example:

SKILLS

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Annotating a text

WHILE READING

all the people able to work

A recent study showed that 10% of the American workforce is made up of self-employed workers. The self-employed then provide jobs for an additional 29 million people.

3 Read the text. As you read, annotate the important words, dates, numbers and ideas. Compare your answers with a partner. 4 Work with a partner. Which heading best describes paragraph 2? Give reasons for your answer.

1 What is ChatGPT? 2 Who set up OpenAI? 3 What was the goal of OpenAI? 4 What does OpenAI want to do in the future? 132 UNIT 6

5 Answer the questions with information from the text. Compare your answers with a partner.

a Goals then and now b The growth of OpenAI c The future of OpenAI

READING FOR MAIN IDEAS

The story of

ChatGPT

and

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1 ChatGPT is an artificial intelligence1 (AI) technology. It can have an online conversation with the person using it. It can understand questions and answer them in a way that sounds ‘human’, and it can even say sorry when it makes a mistake. ChatGPT is owned by a technology company called OpenAI. The company was set up by Elon Musk, Sam Altman and others in 2015. Their goal was to build safe AI technology that could be used by everyone. Today, OpenAI employs 375 people. The partners started a company that created the fastest-growing application2 of all time. Now OpenAI wants to make more powerful AI technology. They believe that more use of AI in the world is a good thing.

OpenAI

application. In only 2 months, 100 million people used it. About 13 million people used ChatGPT every day in January 2023, which is double the number who used it in December. Compare this to TikTok, which took about 9 months to get about 100 million users, and Instagram, which took about 2.5 years.

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3 ChatGPT is free to use; however, in February 2023 OpenAI started to advertise a subscription5. People who choose to pay $20 every month get faster answers to their questions. Some schools and teachers worry about students using ChatGPT to do their coursework. A number of schools in America stopped teachers and students from using the application while they were at school. This shows that not everyone is happy about AI technology and how fast it is growing. Some people think businesses like OpenAI are not thinking about the possible bad results of the things they are doing. 4 OpenAI is still working hard to make amazing AI that can help all people. In the future, they want to make AI programs that can do things like help doctors find cures for diseases, find answers to difficult problems like climate change or help people to run their businesses better. Although some people worry that in the future AI will hurt people, OpenAI wants to make sure that AI will be safe for everyone to use and will make our lives easier and more enjoyable.

artificial intelligence (n) technology that lets a computer think or act in a more ‘human’ way

application (n) a computer program that lets people do tasks on a computer or smartphone

investment (n) the money put into a business with the purpose of making more money in the future

version (n) a type of something that is different to other types of the same thing

subscription (n) an amount of money people pay regularly to receive a product or service

2 OpenAI grew very quickly. The company started with investments3 of $1 billion and in 2016, less than a year later, it developed its first AI program, OpenAI Gym. In 2018 the company introduced the first version4 of GPT, which was the first time that a machine could make sentences that sounded like they were written by a real person. This was the same year that Elon Musk left OpenAI and the company announced it was going to partner with Microsoft Corporation. The partnership meant OpenAI could do more research and share the results with the world. In 2020 OpenAI opened its office in San Francisco. It shares the building with another business started by Elon Musk. ChatGPT was introduced in November 2022, and it grew faster than any other

READING 2

133

6 Read the text again. Correct the sentences below. There is one mistake in each sentence.

READING FOR DETAIL

1 OpenAI has an office in San Francisco and employs 275 people.

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2 OpenAI introduced an AI program that could write sentences like a real person in 2017. 3 In two months, 13 million people used ChatGPT.

4 ChatGPT grew more slowly than TikTok and faster than Instagram.

7 Look at the events from the OpenAI and ChatGPT story. Write the year in which each event happened.

1 Elon Musk, Sam Altman and others set up the company OpenAI.

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2 OpenAI introduced ChatGPT. 3 OpenAI first advertised a paid option for ChatGPT.

READING BETWEEN THE LINES MAKING INFERENCES

8 In your opinion, does the writer think OpenAI is a good or bad company? Why? 9 Why, do you think, does the writer use the adjective ‘amazing’ to describe AI technology in paragraph 4? 10 Which statement is closest to what the creators of OpenAI think? Tell a partner where you found the answer in the text. a AI technology can make the world a better place. b AI technology must be powerful to be successful.

SYNTHESIZING

11 Work in groups. Discuss the questions below. Use ideas from Reading 1 and Reading 2.

1 Look again at the quiz in Reading 1. What type of person would like to work at OpenAI? What skills do you think people need to work at OpenAI? 2 Should students be allowed to use AI technology to do their coursework and to take exams? Why / Why not? Give reasons. 3 Would you like to run your own business? What are the advantages and disadvantages of running your own business? 134 Unit 6

DISCUSSION

POST-READING

LANGUAGE DEVELOPMENT COLLOCATIONS WITH BUSINESS

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1 Work in groups. Think of all the words you know that go together with business. Write them on a piece of paper. Give the piece of paper to another group. Add words to the other group’s list. business opportunity

2 Work with a partner. Put the letters in italics into the correct order. Then write N next to the nouns and V next to the verbs. Do the nouns or the verbs come before business? plan N 1 a business nlap 2 tse pu a business 3 unr a business 4 a business nottacc

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3 Read the sentences. Circle the correct answer. Then compare your answers with a partner. 1 A business contact / plan is a detailed document describing the future direction of a business. 2 To set up / expand a business means to make a business bigger. 3 To run / expand a business means to be in charge of a business. 4 A business contact / partner is a person you know because of your job.

4 Work in groups. Discuss the questions below.

1 Is it better to run a business on your own or to have a business partner? Why? 2 When is it a good idea for a business to expand? When is it a bad idea? 3 Is it important to make business contacts when you are at work? Why?

LANGUAGE DEVELOPMENT

135

BUSINESS VOCABULARY 5 Match the words (1–8) to their definitions (a–h). Which words appeared in Reading 1 and Reading 2?

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1 colleague 2 department 3 employ 4 employee 5 manager 6 office 7 product 8 software

a a program you use to control what a computer does b something a business makes and sells c somebody that you work with d a place in a building where people work e the person who organizes or leads a business f to pay somebody to work or do a job for you g part of a business or company h a worker

Sales and marketing department Alexandre Gonzalez Important information

To: From: Subject:

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6 Use the words from Exercise 5 to complete the email. You will need to use the plural form of some words.

Important information for (1)

of Jenson Co.

in I am pleased to tell you that we are moving into a bright new (2) (3) three months. We are also getting new for our computers. We will have more space, so we can (4) more people. I am very confident that these changes will help us sell more of our excellent . It is exciting that our (6) continues to grow. You (7) and your are responsible for that. (5)

Best,

Alexandre Sales (8)

136 UNIT 6

WRITING CRITICAL THINKING

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At the end of this unit, you will write a narrative paragraph. Look at this unit’s writing task below. Write a narrative paragraph about the history of a business.

1 2 3

EVALUATE

1 Look back at Reading 2 on page 133. Which years in the text were particularly important for OpenAI? Choose 2–3 important events.

Organizing events in time order

When writing about things that happened in the past, writers often put them in time order. First, you should select the key events. Then, you should identify the first event that happened and end with the event that happened last. Timelines are a useful way to organize past events in time order.

3 Use the notes and annotations you made in Reading 2 to place the events in OpenAI’s history below in the correct place on the timeline. Write the dates above the timeline and the events under it. For some dates, more than one answer is possible. 2015 d

APPLY

a The office in San Francisco opens. b A subscription service is available for ChatGPT. c OpenAI develops its first AI program. d Elon Musk, Sam Altman and others set up OpenAI. e Elon Musk leaves and OpenAI partners with Microsoft. f OpenAI introduces GPT technology. g ChatGPT is introduced.

SKILLS

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2 Discuss the years you chose with a partner.

CRITICAL THINKING

137

4 Look up information about a business you are interested in on the internet. Choose a business that is well known so there will be a lot of information available. Identify seven key dates in the history of the business. Write the dates on the timeline below.

CREATE

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5 Write the events in time order next to the letters a–g, as in Exercise 3. Do not use more than eight words to describe each event.

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a b c d e f g

6 Add any other interesting information that you found about the business in the box below. You can also add details to the events you described in Exercise 5 in the relevant section.

General notes:

f g

138 Unit 6

GRAMMAR FOR WRITING THE PRESENT SIMPLE AND THE PAST SIMPLE

GRAMMAR

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Use the present simple to talk about things which happen regularly or things which are always true. OpenAI works hard to make amazing AI. OpenAI employs 375 people. Use the past simple to talk about finished events in the past. OpenAI grew very quickly. The partners started a company that created the fastest-growing application of all time.

1 Complete the short conversation with the present simple or past simple form of the verb in brackets.

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A: Why (1) (be) you so late for work today? B: The bus (2) (break) down, so I (3) (walk) to work. A: OK, but the meeting (4) (start) 30 minutes ago. (5) B: Please tell them I (be) on my way to the meeting now. A: OK. Don’t forget your lunch. The meeting last week (6) (take) three hours.

2 Circle the correct form of the verbs in the paragraph.

The JLX company (1)sells / sold food to supermarkets and shops. In 2019, Martha Underwood (2)sets up / set up the business. In 2020, the company (3)does / did very well. In 2021, Martha Underwood (4) employs / employed three new people. The company (5)expands / expanded and (6)opens / opened new offices in Europe. Today, JLX (7) is / was a very successful business.

es GRAMMAR FOR WRITING

139

3 Work with a partner. Complete the sentences with the past simple form of the verbs in the box. become

graduate

grow

sell

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1 In 2022, Tencent one of the largest internet companies in the world. 2 Richard Branson Virgin Records in 1992. 3 In 2022, ChatGPT faster than any other application. 4 Indra Nooyi was born in India, from Yale University and became the CEO of PepsiCo.

4 You own a company. Think of a company name and decide what the company does. Write two events in the timeline of your company’s history. Finally, tell a partner about your company. Use the past simple, business collocations and business vocabulary from this unit.

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Name of company: What the company does: 2017 you set up the company with a business partner 2018 your business partner leaves 2019 2020 you employ 30 people 2022

Use a time clause with when to describe the date or time that something happened in the past. The time clause can go before or after the event in the sentence. Put the time clause before the event when you want to make the time of the event more important than the event. If the time clause is before the event, put a comma after it. time clause

When I was 18, I became an entrepreneur.

I became an entrepreneur when I was 18. time clause

GRAMMAR

TIME CLAUSES WITH WHEN TO DESCRIBE PAST EVENTS

140 UNIT 6

5 Put the words in order to make sentences. 1 when / was two years old / The partners opened / the first one / a second restaurant / .

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2 moved to bigger / When the business / they / needed more / offices / employees, / .

6 Write sentences with the information below and when. Use the past simple forms of the verbs. Use correct punctuation and add a subject.

1 look for a job / graduate from university I looked for a job when I graduated from university. When I graduated from university, I looked for a job. 2 set up a business / 16 years old

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3 open a new office / employ 100 new people

7 Think about an important event in your life. Write two sentences using when and the past simple form of the verbs. Share your sentences with a partner. I started school when I was five years old. 1 2

ACADEMIC WRITING SKILLS ADDING DETAILS TO MAIN FACTS

The details should help your readers form a picture of the events in their minds. Ask yourself these questions to help add detail to narrative writing: • Who or what is the paragraph about? • Why did the events happen? • How can I help the reader make a mental picture of what I am describing? • Can I make any information more specific with dates, reasons, adjectives or examples? • Do the details in my narrative tell the story?

SKILLS

In a narrative paragraph, adding details to the main facts makes the writing more interesting and informative. Giving examples and reasons, explaining ideas and using adjectives are ways to add details.

ACADEMIC WRITING SKILLS

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1 Read about the history of YouTube. The sentences below the text add more detail. Write the letters of the sentences in the correct places in the paragraph.

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In 2005, three friends, Chad Hurley, Steve Chen and Jawed Karim, They created YouTube™. had an idea for an internet business. (1) Today, YouTube is the largest video sharing site on the internet, and it has over 1.5 billion users. YouTube’s first office was located in a simple Their first video was posted in April 2005. It was called room. (2) Within five months, over a million people ‘Me at the Zoo’. (3) saw the video. Businesses began to notice YouTube and wanted to advertise on the website. In July 2006, 65,000 new videos were posted every day. In November 2006, Google bought YouTube. (4)

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a They wanted to help people share videos on the internet. b It showed Karim at the zoo talking about elephants. c They paid the incredible price of $1.65 billion. d The room was located above a pizza restaurant in Menlo Park, California, in the US.

2 Look back at the completed timeline in Exercise 3 of the Critical thinking section on page 137. Write the letter of the main facts in the OpenAI story timeline next to the matching details below. Check your answers using Reading 2. 1 People who choose to pay $20 per month get better and faster answers to their questions. b 2 It starts with $1 billion of investments. 3 It grows faster than any other application. 4 The partnership means OpenAI can do more research and share the results with the world. 5 It shares a building with another company set up by Elon Musk.

6 It is the first time a machine can make sentences that sound like they were written by a real person. 7 This happens less than one year after the company started.

142 UNIT 6

WRITING TASK Write a narrative paragraph about the history of a business.

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PLAN

1 Look back at your timeline and notes about the company you did research on in the Critical thinking section on page 138. Make sure each letter (a–g) has at least one additional fact. Do more research if you need to.

2 Work with a partner. You are going to write about four of the events on your timeline. Share your seven events and additional facts with your partner. Discuss which four events are the most important. Give reasons for your choices.

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3 Write a topic sentence that explains what you are going to write about. Look at the topic sentence (the first sentence) of the paragraph about YouTube on page 142 to help you.

4 Prepare your paragraph. Use the Task checklist to help you.

WRITE A FIRST DRAFT

5 Write a first draft of your paragraph. Then give your paragraph to a partner. Annotate your partner’s paragraph.

REVISE

6 Work with the same partner. Use the Task checklist to review your partner’s paragraph. Tell your partner three things they did well and two things they can improve. TASK CHECKLIST

Did you give the date or time that the events happened?

Did you write about four main events in time order?

Did you write about the history of a business?

✔

Did you add details to the main facts?

7 Make any necessary changes to your paragraph.

Writing task

143

EDIT 8 Use the Language checklist to edit your paragraph for language errors.

✔

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LANGUAGE CHECKLIST Did you use the correct collocations with business?

Did you use the correct forms of the present simple and the past simple?

Did you use time clauses with when correctly?

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9 Make any necessary changes to your paragraph.

144 Unit 6

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective. 3 = very well 2 = well

1 = not so well

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I can … watch and understand a video about circular businesses.

work out meaning from context.

annotate a text.

organize events in time order.

use the present simple and the past simple. use time clauses with when to describe past events.

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add details to main facts.

write a narrative paragraph.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

goal (n) hobby (n) introduce (v) manager (n) neat (adj) occupation (n) office (n) organize (v)

partner (n) product (n) result (n) run (v) section (n) set up (phr v)

= high-frequency words in the Cambridge Academic Corpus

advertise (v) advice (n) apply (v) colleague (n) customer (n) department (n) employ (v) employee (n)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

145

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IT N U

PEOPLE

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about a professional gold prospector.

Reading skill Skim a text.

Critical thinking Categorize ideas.

Grammar

Write an explanatory paragraph.

Writing task

Write concluding sentences.

Academic writing skill

Use noun phrases with of; use modals of necessity.

UNIT 7 PEOPLE

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es YOUR KNOWLEDGE 1 Work in small groups. Discuss the questions below. 1 Who is your favourite person? 2 Why are they your favourite person? 3 How would a friend describe you? 4 How would a family member describe you?

PEOPLE

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WATCH AND LISTEN 1

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PREDICTING CONTENT USING VISUALS

1 You are going to watch a video about looking for gold. Work with a partner. Discuss the questions below.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH 1 Why do people look for gold? 2 What things are made from gold? 3 What countries is gold found in? Where do people look for it? 4 Do you think finding gold is difficult? Why / Why not?

2 Work with a partner. Look at the photos and the glossary. Describe what you can see in each photo.

GLOSSARY

pure (adj) something that is pure is not mixed with anything else, for example, pure gold, pure water prospector (n) a person whose job is looking for gold, oil, etc. shovel (n) a thing for moving stones, snow, etc.

£20/$100, etc. worth of something (phr) the amount of something that you can buy or sell for £20/$100, etc.

dream job (n phr) the perfect job; the job that you want more than any other

Watch the video. Write T (true) or F (false) next to the statements below. Then correct the false statements. 1 Vince’s hobby is finding gold. 2 Vince travels all over the world. 3 Vince doesn’t need a lot of things to look for gold. 4 Looking for gold is easy. 5 Some days, Vince doesn’t find any gold. 6 Vince wants other people to do jobs they enjoy.

148 UNIT 7

UNDERSTANDING MAIN IDEAS

WHILE WATCHING

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Watch again. Answer the questions.

UNDERSTANDING DETAIL

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1 Who taught Vince how to find gold? 2 What is a gold pan? 3 How many hours a day does Vince work? 4 What is the most gold Vince finds in a day? 5 How much money did Vince make in his other job? 6 How much money does Vince make now?

Watch again. Then complete the sentences. Compare your ideas with a partner. 1 Vince left his job because . 2 Pieces of gold are often found near each other because . 3 Vince has to look for the gold very carefully because . 4 These days, Vince feels .

1 Would you like to try to find some gold? Why / Why not? 2 Is it more important to you to earn a lot of money or to follow your dreams? Why?

6 Work in a small group. Discuss the questions below.

DISCUSSION

MAKING INFERENCES

WATCH AND LISTEN

149

READING READING 1

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PREPARING TO READ

UNDERSTANDING KEY VOCABULARY

1 Read the definitions. Complete the sentences with the words in bold.

blind (adj) not able to see incredible (adj) impossible or very difficult to believe; amazing inspire (v) to make other people feel that they want to do something operation (n) the process when doctors cut your body to repair it or to remove something respect (v) to like or to have a very good opinion of somebody because of their knowledge, achievements, etc. talent (n) a natural ability to do something well

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U Skimming

When you skim a text, you read it quickly to find out the general topic. Skimming can help you decide if a text is useful. You can then decide whether to read the text again properly. You do not have to read every word of the text when skimming. Read the title and subtitles. Look at the photos. Notice key words as you look over the text. You can also read the first and last sentence of each paragraph.

SKIMMING

150 UNIT 7

2 Read the blog post on page 151 quickly. You do not have to read every word. What is the blog post about? a somebody who helped people with cancer b somebody who was blind and trained to be a doctor c somebody who was blind but learnt how to ‘see’

SKILLS

1 After the on his foot, Alex had to stay in hospital until he could walk on his own. 2 Liz Murray went to Harvard and then became a best-selling author. It is to think that she was homeless only a few years before she went to Harvard. 3 Julia was when she was born. As she could not see, her parents taught her words by putting objects in her hands so she could touch them. 4 Fernanda had a special for the piano. She could listen to a song and then play it perfectly without any practice. 5 Mahatma Gandhi did a lot of important things for the people of India. I really him and everything he did for people. 6 Having more examples of women as CEOs of businesses will more young girls to reach for similar goals.

REAL-LIFE SUPERHEROES m Ca

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My name is Juliet Selby. I write about people that I admire. I write about a different person every week. Read about the real-life superheroes here!

About me

/2023//Ben Underwood

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1 Ben Underwood was a normal teenage boy. He loved playing basketball, riding his bike, listening to music with his friends and playing video games. But in one way, Ben was different from most other teenagers – he was blind. However, Ben had a special talent. He didn’t have eyes, but he could still ‘see’. 2 Ben was born on 26 January 1992. For the first two years of his life, Ben was a happy and healthy baby. He had a normal life, living with his mother and two older brothers in California. However, when Ben was two years old, his life changed. In 1994, he was taken to the hospital because he had problems with his eyes. The doctors looked at his eyes and told his mother the bad news – Ben had cancer1. After a few months, he had an operation to remove the cancer. The operation was successful and Ben was fine. However, the doctors had to remove his eyes and Ben became blind. 3 After his operation, Ben developed an incredible talent like a superhero. When he was three, he learnt how to ‘see’ buildings with his ears. He listened very carefully and he could hear noises bounce off buildings. The noises told him where the buildings were. Then, when Ben was seven, he learnt to ‘click’. He made clicking noises with his mouth and listened for the noises that bounced back from things. In this way, Ben could ‘see’ where he was and what was around him. This is the same way dolphins see things underwater and bats see in the dark. 4 Scientists and doctors were amazed by Ben’s talent. There are only a few blind people in the world who can see like Ben. People respected him because of this. He became famous. He was on TV and he travelled to different countries and talked to people about his life. Sadly, when Ben was 16, his cancer came back. He died soon after. However, during Ben’s life, he taught people that anything is possible. Many people admired him because he inspired them and helped them feel strong. When he died in 2009, over 2,000 people went to his funeral.

cancer (n) a serious disease that makes people very sick, because cells in the body grow in ways that are not normal or controlled

READING 1

151

WHILE READING 3 Read the blog post again. Write the paragraph number where you can find the information below.

READING FOR MAIN IDEAS

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4 Read the blog post again. Write T (true) or F (false) next to the statements below. Then correct the false statements.

READING FOR DETAIL

a Ben learnt to ‘see’ again. Paragraph: b Ben was an ordinary boy, but he could do something amazing. Paragraph: c Ben became a hero for many people. Paragraph: d Ben became ill and lost his eyes. Paragraph:

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1 Ben liked playing basketball. 2 Ben was just like other teenagers. 3 Ben learnt to ‘see’ by touching things. 4 Ben couldn’t ride a bicycle. 5 Ben had two older brothers. 6 Ben liked listening to music.

5 Put the events in Ben’s life in the correct order on the timeline.

a Ben learnt how to ‘see’ buildings with his ears. b Ben was born. c Ben learnt how to ‘click’. d Ben’s cancer came back. e Ben had a problem with his eyes. f Ben died. g Ben went on TV.

152 Unit 7

READING BETWEEN THE LINES 6 Look at the highlighted words in the text. Then look at the sentence below and circle the word that is a synonym for the word in bold.

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I really admire her. She’s an excellent teacher.

WORKING OUT MEANING FROM CONTEXT

a dislike b respect c employ

7 Circle the correct answer.

IDENTIFYING PURPOSE

1 Who do you think wrote the blog? a a scientist b a journalist 2 Why do you think the author wrote this blog? a to teach doctors about cancer b to tell people the story of Ben’s life

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8 Compare your answers in Exercise 7 with a partner. Do you agree or disagree? Which parts of the text helped you answer the questions?

POST-READING DISCUSSION

9 Think about another famous child, teenager or young adult. Work with a partner. Discuss the questions below. 1 What is this person’s name and how old are they? 2 Why is this person famous?

WRITING

• friends

Think about: • school • hobbies 1 2 3

How is a famous child or teenager’s life different from other children’s or teenagers’ lives?

10 Write three sentences that answer the question below about the person you chose in Exercise 9. Use the word admire and at least two words from the box on page 150.

• home

READING 1

153

READING 2 PREPARING TO READ

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UNDERSTANDING KEY VOCABULARY

1 You are going to read some more blog posts about incredible people. Read the sentences (1–8). Write the correct form of the bold words next to the definitions (a–h).

1 My mum thinks I’m too young to look after my little sister, so a babysitter comes to my house every day. 2 The tournament was a success because all the games were exciting. There were 48 teams in total. 3 Aisha runs at least 16 kilometres every morning to train for the upcoming race. 4 Two million people came to the city centre to protest against high income tax. 5 People say Terence Tao is one of the most intelligent people in the world. He got a PhD at the age of 20 and became a Maths professor at the age of 24. 6 Eugene was brave when he ran into a burning house to save an elderly woman. He could have died, but he did it anyway. 7 Many people in the company went on strike because of low pay and problems with taking holidays. 8 William graduated from university and then decided to follow his dream of opening a restaurant.

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a b c d

154 Unit 7

e f

( n) something that you really want to do, be or have in the future (phr v) to care for somebody or something by keeping them healthy or in a good condition (adj) not showing fear of dangerous or difficult situations (n) a competition for teams or single players; teams or players keep playing until only one winner is left (adj) able to learn and understand things easily; clever (v) to prepare for a job, activity or sport by learning skills or by exercise (v) to show you disagree with something by shouting and carrying signs (v) to begin a period of refusing to work because of an argument with an employer

2 You are going to read about famous role models. Before you read, discuss the questions below in pairs or a group.

USING YOUR KNOWLEDGE

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1 Look at the photos of the people in the text on page 156. What do you know about them? 2 Twitter (now X) is described as ‘an intelligent way to communicate’. What do you think this means? 3 In the text, the author describes Greta Thunberg as brave. Why, do you think, is this the case? 4 Do you have a role model, i.e., somebody you try to behave like because you admire them? Who are they? Why do you admire them? 5 What are some of your dreams for your future?

WHILE READING

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3 Work in groups of four. Each student reads a different profile from the text. Take notes on your text. Write down key information.

READING FOR MAIN IDEAS

4 Use your notes from Exercise 3 to tell each other what you learnt from your text.

5 Work in the same groups. Use your notes to answer the questions. 1 Why is Jack Dorsey a good role model? 2 When did Jack Dorsey give some of his shares in Twitter to his employees? 3 How many children does Mary Evans have? 4 What does Mary Evans do at the hospital? 5 When did the Lionesses win the European Championship? 6 Who trained the Lionesses? 7 Where has Greta Thunberg given speeches about climate change?

1 What are the different ways in which people can become famous? 2 Has a famous person inspired you to do good things? 3 Do you want to be famous? Why / Why not?

7 Answer the questions. Use ideas from Reading 1 and Reading 2.

DISCUSSION

POST-READING

6 Now read the text and underline your answers to Exercise 5.

READING FOR DETAIL

SYNTHESIZING

POST-READING

155

INCREDIBLE PEOPLE

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JACK DORSEY

1 I really admire Jack Dorsey, the former CEO of Twitter (now X). He invented a new kind of social networking site. Twitter was an intelligent way to communicate but it was also easy to use. Twitter became very popular with everyone including students, politicians and teachers. Jack Dorsey is a good role model because he is an excellent business man. He works hard and is very kind. In 2016 he gave almost one third of his shares in Twitter to his employees. I respect him because he changed the way people use social media all over the world.

Ahmed Aziz

Say something…

U ni

M A RY E VA N S

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2 My mum, Mary Evans, is my role model. I have a very big family, with two brothers and three sisters. My mum worked very hard every day to look after us, and she was very busy. She always makes time for everyone and she always listens to me if I have a problem. She gives me advice and she is always right. I have a nephew who is sick and has to go to the hospital a lot. My mum often sleeps at the hospital with him. I really respect her because she always looks after my family and makes sure that we have everything we need. Mark Evans

Say something…

E N G L A N D W O M E N ’ S N AT I O N A L F O O T B A L L T E A M 3 My role models are the England women’s national football team, the Lionesses. In 2022 they won the European Women’s Championship. The team of eleven young women were trained by Sarina Wiegman, and she helped them win the Championship. It was difficult for them because England had not won a major tournament since 1966. But in the end, they were the best team. They worked hard every day for their dream, so I really admire them. Li Chan

Say something…

Jane Kloster

156 UNIT 7

Say something…

G R E TA T H U N B E R G

4 Greta Thunberg is a brave young woman from Sweden. In 2018, at the age of 15, she protested outside the Swedish parliament for climate change. She has given speeches about climate change around the world in countries like the United States, France, Spain and the United Kingdom. In 2019, 4 million people went on strike for climate change after listening to her speeches. In 2019 she was on the cover of Time magazine. Greta is a good role model because she is brave, she never gives up and she tells the truth no matter what.

LANGUAGE DEVELOPMENT NOUN PHRASES WITH OF

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GRAMMAR

You can use of to join two nouns together and make a noun phrase. I am the manager of the company. The teacher gave the students the results of the tests.

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1 Complete the sentences with a phrase from the box.

the brother of the definition of the director of a glass of a lot of the top of the page.

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1 The student wrote his name at 2 My teacher is the school. 3 I travel to countries. 4 Last week I met my friend. 5 A natural ability to do something well is talent. 6 Please may I have milk?

2 Match the sentence halves.

1 She is the chairman 2 I fell asleep in the middle 3 She is the mother 4 The students completed a number

3 Work with a partner. The word of is missing from each sentence. Write of in the correct place. Then discuss the questions. ^ 1 How do you get back to sleep if you wake up in the middle the night? 2 Would you like to be the owner a company, or would you prefer to be an employee?

a of my friend. b of assignments. c of a car company. d of the exam.

LANGUAGE DEVELOPMENT

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ADJECTIVES TO DESCRIBE PEOPLE 4 Look at the photos. Then read the short conversation and label the photos with the correct name. Do you know anybody like Rebekah or Lucy?

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Susan: Tell me about your two sisters. Megan: Well, Rebekah is very confident and makes new friends easily. She’s always chatting to them on her smartphone. She can be a bit lazy and doesn’t help around the house, so I usually do her jobs for her. Susan: What about your other sister? Megan: That’s Lucy. She’s very different. Lucy is quite shy and finds it hard to talk to people. She’s very clever, though – she’s the best in her class at Maths and Science. She’s a very talented singer, too. She even writes her own songs.

5 Complete the sentences with the words in the box. Then write P if the word you added is positive or N if it is negative. calm difficult stupid reliable friendly

1 She’s very . She’s always doing silly things. 2 My teacher is always . He doesn’t get worried or angry.

3 I always talk to people. People say I’m very . 4 Karen is . She always comes to work on time and does her job well. 5 My sister is . It is always hard to make her happy.

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1 Do you sometimes do stupid things or are you always sensible / difficult? 2 Would you say you were intelligent / patient, or do you hate waiting for things?

6 Circle the correct answer. Then discuss the questions with a partner.

WRITING CRITICAL THINKING

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At the end of this unit, you will write an explanatory paragraph. Look at this unit’s writing task below. Who do you think is a good role model? Why? Write a paragraph explaining the qualities that make that person a good role model.

After you collect ideas for your topic, you need to categorize them. This will help you structure your answer in clear paragraphs. For example, writers often use Venn diagrams to organize the similarities and differences between people or ideas. In a Venn diagram, write the shared qualities of people or ideas in the overlapping (middle) section of the circles. Write information that is different for each person or idea in the left or right circles.

SKILLS

Categorizing ideas

APPLY

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1 Work with a partner. Choose two people from Reading 2 to compare. Complete the Venn diagram to find the shared qualities of the people. Think about adjectives that describe them and the things these people have done.

CRITICAL THINKING

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2 Read the four reasons why the people in Reading 2 are role models. Write the name of the person next to the reason. In some items, more than one answer is possible.

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a because they are good at sports b because they help people c because they are intelligent d because they were head of a company

3 Think of two of your own role models. Write lists of their qualities. 4 Complete the Venn diagram below to find the shared qualities of the two role models you chose.

ANALYZE

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6 Choose one of the role models from the Venn diagram in Exercise 4. Why is this person a good role model? 7 Think of four more things that this person has done that makes them a good role model, and add them to the Venn diagram in Exercise 4.

160 UNIT 7

EVALUATE

5 Can you think of other reasons that somebody might be a role model? Add your reasons to the list. 1 because they help to change the world 2 3 4

GRAMMAR FOR WRITING MODALS OF NECESSITY

GRAMMAR

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Use have to to talk about things that are necessary. Role models have to set a good example for others. We have to leave our phones off when we are in class. Use do/does not have to to talk about things that are not necessary. People do not have to be rich to be good role models. Use must to talk about something that is important and required. Do not use must to talk about the past. Use have to instead. Role models must be kind. I must finish my essay before I go out. We must had to take an exam yesterday. We do not usually use must in a question. Use have to instead. Do role models have to be honest? Use should to make a strong suggestion. In academic writing, we can also use the phrase it is important to to make a strong suggestion. Students should study hard. It is important to study hard.

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1 Work with a partner. What should good role models be or do? Write five sentences. Use should, must, have to or should not, must not, do not have to and the adjectives to describe people on page 158. Good role models should be sensible. 1 2 3 4 5

be kind to others get a good education learn about other people spend time with family stay positive when things go wrong

2 Choose two ideas from the box and write two sentences using it is important to. Explain why it is important to do these things.

1 2

GRAMMAR FOR WRITING

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3 Work with a partner. How can people achieve their goals? Write sentences about what each person should or should not do. Use the words in brackets.

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1 Hanif wants to open a restaurant. (must) Hanif must work hard and save a lot of money. 2 Maria wants to be a doctor. (have to) 3 Jun wants to be a famous author. (should)

4 Thomas wants to save money so he can travel abroad. (should not)

5 Jamila wants to get good grades at university. (must not)

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6 Helen wants to live in a foreign country in the future. (it is important to)

162 Unit 7

ACADEMIC WRITING SKILLS The concluding sentence is the last sentence in a paragraph. The concluding sentence gives your opinion and repeats the main idea of the paragraph, using different words. Writers sometimes use phrases such as in conclusion, in summary or in short to begin concluding sentences.

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SKILLS

CONCLUDING SENTENCES

1 Look at the two sentences. Which one is a concluding sentence?

a In summary, I admire my mother because she is kind. b First, she always looks after my brother and me.

2 Underline the phrase in Exercise 1 that shows it is a concluding sentence.

a a full stop b a comma

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3 What type of punctuation follows the phrase you underlined?

4 Match the topic sentences (1–4) to the concluding sentences (a–d). Topic sentences 1 I really admire my teacher, Mrs Franklin. 2 My parents look after my brother and me. 3 Professional footballers have to train every day. 4 My uncle is my hero.

Samantha Cristoforetti is a good role model because she has been very successful in life so far. She studied Mechanical Engineering in Germany. Then she joined the Air Force in Italy, her home country. She became a captain. In 2009, Samantha became an astronaut. In 2015, she lived in space for almost 200 days. During her time in space, she posted a lot of beautiful pictures and interacted with people on social media.

5 Read the paragraph and circle the best concluding sentence below.

Concluding sentences a In conclusion, I admire him a lot. b In short, it is difficult to compete against other teams if you don’t practise. c In summary, they work hard to make sure we have everything we need. d In short, I respect her because she works so hard at the school.

ACADEMIC WRITING SKILLS

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a In short, Samantha Cristoforetti still has more that she wants to learn. b In conclusion, Samantha Cristoforetti has accomplished a lot in her life. c In summary, Samantha Cristoforetti enjoys using social media.

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U Samantha Cristoforetti

6 Write concluding sentences for paragraphs 1–3.

1 Rachel Chan is a biologist from Argentina. She finished her PhD in Biochemistry in 1988. Then, she studied how severe weather conditions can hurt plants. With other scientists, she invented seeds that can survive during droughts.

2 Leonardo da Vinci was an extremely talented man. He was an artist and engineer who drew pictures of bridges and flying machines. He was also interested in studying the human body and comparing it to the bodies of animals. And of course, he created one of the most famous paintings in the world, the Mona Lisa.

164 Unit 7

3 If you want to become the CEO of a company, you must plan ahead. First, you should study hard at school and get good grades. Next, you should apply to well-known business schools. Then, try to get a job at a company that has a lot of opportunities for you to learn and grow. You will have to work hard, but one day you might get your dream job.

WRITING TASK Who do you think is a good role model? Why? Write a paragraph explaining the qualities that make that person a good role model.

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PLAN

1 Choose a person you want to write about. The person can be somebody in this unit or somebody else that you know about. Tell a partner who you chose and explain why you think this person is a good role model.

2 Look at the topic sentence (first sentence) in the paragraph on page 163. Why, in the writer’s opinion, is Samantha Cristoforetti a good role model? Write a topic sentence to introduce the person you chose.

… is a good role model because …

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3 Look at the Venn diagram you made in Exercise 4 of the Critical thinking section on page 160. Use the shared qualities of the two people as examples of what makes a person a good role model. What are some of the qualities that are special for the person you chose? Write the qualities and examples in the order you will write about them in your paragraph. 1 2 3 4

5 Write a concluding sentence that repeats the main idea in your topic sentence in different words. Use a phrase like in conclusion, in summary or in short to show that it is a concluding sentence.

4 Look at the concluding sentence in the paragraph about Samantha Cristoforetti on page 163. Does it repeat the idea in the topic sentence? How? Discuss with a partner.

6 Refer to the Task checklist on page 166 as you prepare your paragraph.

Writing task

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WRITE A FIRST DRAFT 7 Write the first draft of your paragraph.

REVISE

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8 Use the Task checklist to review your paragraph for content and structure.

✔

TASK CHECKLIST Did you write about your role model?

Did you write about why the person is your role model?

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Does your paragraph have a topic sentence, supporting sentences and a concluding sentence?

Does your concluding sentence give your opinion and repeat the main idea of the paragraph?

9 Make any necessary changes to your paragraph.

EDIT

10 Use the Language checklist to edit your paragraph for language errors. LANGUAGE CHECKLIST

✔

Did you use noun phrases with of correctly?

Did you use adjectives to describe people correctly?

166 Unit 7

11 Make any necessary changes to your paragraph.

Did you use it is important to correctly?

Did you use should, have to and must correctly?

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective. 3 = very well 2 = well

1 = not so well

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I can …

watch and understand a video about a professional gold prospector.

skim a text.

categorize ideas.

use noun phrases with of.

use modals of necessity.

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write concluding sentences.

write an explanatory paragraph.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

respect (v) sensible (adj) shy (adj) strike (v) stupid (adj) talent (n) talented (adj) tournament (n) train (v)

= high-frequency words in the Cambridge Academic Corpus

inspire (v) intelligent (adj) kind (adj) lazy (adj) look after (v) operation (n) patient (adj) protest (v) reliable (adj)

blind (adj) brave (adj) calm (adj) clever (adj) confident (adj) difficult (adj) dream (n) friendly (adj) incredible (adj)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

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IT N U

THE UNIVERSE

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about living on the moon.

Reading skill Identify the author’s purpose.

Critical thinking Evaluate arguments.

Grammar

Complete an opinion essay.

Writing task

Organize an essay.

Academic writing skill

Use that clauses in complex sentences; use infinitives of purpose; use because and so.

UNIT 8 THE UNIVERSE

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YOUR KNOWLEDGE

Look at the photo. Discuss the questions below in pairs.

1 What is the person doing? Would you like to do this job? Why / Why not? 2 What type of person would want to do this job? Look again at the quiz on page 129. What skills would they need to have? 3 Why do governments send people into space? 4 Do you think governments spend too much money on space exploration?

THE UNIVERSE

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WATCH AND LISTEN 1

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1 Work with a partner and do the quiz.

1 How far is the moon from Earth? a 384,400 kilometres b 688,200 kilometres 2 How old is the moon? a 4.5 billion years b 1.2 billion years 3 How hot can the moon get? a 30 °C b 120 °C 4 How cold can the moon get? a –10 °C b –250 °C

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Which answers in Exercise 1 most surprised you? Tell a partner. USING YOUR KNOWLEDGE

3 You are going to watch a video about living on the moon. Read the statements and circle the ones you think are true. 1 The last time somebody went to the moon was in 2019. 2 People who live on the moon will have to make their own water. 3 Technology from the Apollo missions is used to make furniture.

GLOSSARY

mission (n) an important job that somebody is sent somewhere to do

achievement (n) something very good and difficult that you succeed in doing Mars (n) the planet fourth in order of distance from the sun rocket (n) a vehicle for travelling to space

170 UNIT 8

base (n) the main place where a person lives and works

astronaut (n) somebody who travels to and works in space

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WHILE WATCHING

Watch the video. Check your answers to Exercise 3.

Watch again. Choose the best answer for each question.

UNDERSTANDING DETAIL

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1 How many times did people go to the moon from 1969 to 1972? a six b ten 2 How many astronauts can the Orion rocket carry? a three b six 3 How much will it cost to send people to the moon? a 93 billion dollars b 93 million dollars

6 Write T (true) or F (false) next to the statements below. Then correct the false statements.

1 The Artemis mission is going to build a base on the moon.

UNDERSTANDING MAIN IDEAS

2 Jessica Watkins wants to live on Mars one day.

3 NASA wants to understand more about space travel.

1 NASA thinks that sending people to the moon is a good way to use money. Do you agree? 2 The speaker in the video says, ‘Many people say the Apollo missions are the biggest human achievement in technology.’ Why do some people think this? Do you agree?

7 Work with a partner or in small groups. Discuss the questions below.

DISCUSSION

WATCH AND LISTEN

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READING READING 1

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PREPARING TO READ

UNDERSTANDING KEY VOCABULARY

1 Read the sentences (1–7). Write the correct form of the bold words next to the definitions (a–g).

1 Mariam loves to explore new places. Her dream is to go into space. 2 There were many advances in science and medicine during the last century. The speed of change was amazing. 3 Astronauts have not set foot beyond the moon, but one day soon they may go to planets that are farther away. 4 It is important for an entrepreneur to understand that they might lose all of their money if their business fails. 5 The rocket crashed when it was landing. Luckily, the people inside were not hurt. 6 SpaceX is a private company. The government does not run it. 7 Some people don’t think we should use public money, like taxes, to pay for space travel. They think companies should pay for it.

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a b c

d e f g

1 Who pays for space exploration? 2 Would you like to go on holiday in space? Why / Why not?

172 UNIT 8

2 You are going to read an article about space travel. Before you read, discuss the questions with a partner.

USING YOUR KNOWLEDGE

(n) somebody who starts their own business (n) step in the development or improvement of something (adj) related to money or services controlled or supplied by a person or a company and not by the government (v) to travel to a new place to learn about it (prep) on the farther side of; at a farther distance than (v) to be involved in an accident, especially in a vehicle (adj) related to money or services controlled or supplied by the government and not by a person or a company

TH E RIS E OF COMM E R C I A L 1

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NEWS

SCIENCE

DISCOVERIES

TECHNOLOGY

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U Space craft orbiting Earth

E D U C AT I O N

BLOGS

COMMUNITY

Sir Richard Branson and a Virgin Galactic spacecraft

1 In 1957, the Soviet Union sent Sputnik I into space. It was the first successful spacecraft to orbit2 Earth, and it started the time period known as the Space Age. A short time later, in the United States, the National Aeronautics and Space Administration (NASA) successfully sent another spacecraft, Explorer I, into space. In the years that followed, incredible advances were made. Astronauts orbited Earth and men walked on the moon. The world, it seemed, wanted to learn what was beyond Earth. 2 Today, space exploration continues, and governments still compete with one another to make new discoveries. In 2012, NASA landed its unmanned3 spacecraft Curiosity on Mars in order to collect information about the planet. In 2016, Europe and Russia worked together and sent a spacecraft to Mars. China and India are also working on similar projects. However, there has been one big change: private companies, instead of public government organizations, are entering the Space Race4. 3 SpaceX has been very successful in commercial space travel. They designed the spacecraft Dragon in order to deliver supplies to the International Space Station (ISS). In 2012, Dragon was the first commercial spacecraft in history to do that. Elon Musk, the man who started the company, has dreams that go beyond making deliveries. He hopes to build a base on Mars by 2028 and a one million-person city there in the next 50 to 100 years.

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4 Another entrepreneur who supports commercial space travel is Sir Richard Branson. He started a private company called Virgin Galactic. Their goal is to open space travel to everyone. The company has sold about 700 future trips to space, some at the high cost of $450,000 per person. Those future space tourists come from countries all over the world and are all different ages. 5 Private companies are lucky in one way. They don’t have to wait for money from the government like NASA does. However, that doesn’t mean that setbacks5 and accidents don’t happen. In 2014, Virgin Galactic’s VSS Enterprise crashed in the Mojave Desert in the US during a test flight. The 39-year-old pilot, Michael Alsbury, was killed. In 2023, the SpaceX spacecraft Starship exploded on its first flight after around two or three minutes. No one was hurt and Elon Musk said they were going to try again in a few months. 6 The race to explore the universe continues and many private companies are competing. Some of those companies want to take people to the moon and back someday. Others want to take people to Mars. The possibilities are endless. Maybe in our lifetime, those dreams will come true.

commercial (adj) with the purpose of making money orbit (v) to travel around a planet or star 3 unmanned (adj) without people to operate something 4 Space Race (n) the competition between countries to make advances in the field of space exploration 5 setbacks (n) problems that make something happen later or more slowly than it should 1 2

READING 1

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WHILE READING 3 Read the article on page 173. Answer the questions.

READING FOR MAIN IDEAS

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1 What is the Space Age? 2 What are countries competing with one another for? 3 What are some goals of future space travel? 4 What is one difference between public and private companies?

4 Write T (true) or F (false) next to the statements below. Then correct the false statements.

READING FOR DETAIL

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1 NASA sent Sputnik I into space, and it was the first successful spacecraft to orbit Earth. 2 Entrepreneurs like Elon Musk and Sir Richard Branson have to wait for government money to build new spacecraft. 3 In 2023, the SpaceX spacecraft Starship exploded on its first flight and killed its pilot. 4 Virgin Galactic has sold about 700 future trips to space. 5 The first commercial spacecraft to deliver goods to the International Space Station was called Dragon.

SKILLS

READING BETWEEN THE LINES Identifying the author’s purpose

Authors write in order to inform, explain, entertain or persuade readers. The author’s purpose may be understood by their use of key words, tone and language in the text. Good readers identify why a text was written. The author’s purpose may be stated clearly in the text, or it may have to be inferred.

IDENTIFYING PURPOSE

5 Read the article on page 173 again. Circle the correct answer.

174 UNIT 8

1 The purpose of the text is to … a persuade readers that commercial space travel is necessary. b inform readers about the advances in commercial space travel. c entertain readers about the possibility of life on Mars. 2 You could find the text in … a a magazine. b a textbook. c a science-fiction novel. 3 The author is … a analyzing commercial space travel. b describing commercial space travel. c questioning the benefits of commercial space travel.

POST-READING DISCUSSION 6 Work with a partner. Discuss the questions below.

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1 Would you pay a lot of money to be a space tourist? Why / Why not? 2 Why might some people want to leave Earth and live on Mars?

WRITING

7 Work with a different partner. Write two paragraphs. In the first paragraph, explain why somebody would want to live on Mars. In the second, explain why they would not.

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READING 2

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PREPARING TO READ

1 You are going to read about life on other planets. Before you read the text, read the sentences below and choose the best definition for the words in bold. Then discuss the questions in a group. Give reasons.

1 Do you ever wonder if people will live on another planet one day? a think about something and try to understand it b not believe something 2 It is important to support your ideas when you write an essay because it makes your arguments stronger. How can you do this? a think of more topics to write about b help show that something is true 3 A lot of evidence shows that Mars has four seasons, like many places on Earth. Which is your favourite season? Why? a opinions that people have about a topic b information that makes you believe something is true 4 Scientists have studied space for many years. Some think there is life on other planets, but nobody can prove it. What do you think? a show that something is true b ask questions about something 5 Life cannot exist without air and water. For this reason, Earth is the perfect planet for life. Could people live on a planet without air? How? a be real, alive or present b change and improve 6 The first space hotel plans to open in 2027. Because they will be so expensive, it is unlikely that many space hotels will open. Would you stay at a space hotel? Why / Why not? Who would you take with you? a expected to happen; probable b not expected to happen; not probable

UNDERSTANDING KEY VOCABULARY

Reading 2

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2 Skim the text on page 177. What type of text is it? a a story b an essay c a news article

SKIMMING

7 Astronauts have to train a lot to prepare for the conditions they will face in space, such as very hot temperatures. Would you like to be an astronaut? Why / Why not? a the location of something b the situation in which people live, work or do other things 8 On a particular night – for example, when the sky is clear – you can see the brightest planets when you look at the sky. Do you enjoy looking at the planets and stars at night? Why / Why not? a one thing or person and not any other b many different things or people, not just one

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3 Work with a partner. Read the topic sentences below for paragraphs 2 and 3. Which idea (a or b) do you think each paragraph will include? Read the text and check your answers.

READING FOR MAIN IDEAS

WHILE READING

1 It is true that the universe has thousands of solar systems and there are planets similar to Earth. a Experts have looked for signs of life on other planets. b Experts want to know how big the universe is. 2 A planet needs very particular conditions to support life. a Technology can create water and air so that people can live. b It not likely that other planets have the same environment as Earth. READING FOR DETAIL

4 Answer the questions, using the information in the text. 1 How many solar systems are there in the universe?

2 What is the name of the telescope that discovered new planets?

176 Unit 8

5 What does the report say we need before we can know if there is life on other planets?

3 What is Kepler 22b? 4 Which university wrote a report saying that it is unlikely there is life on other planets?

LIFE ON OTHER PLANETS 1 For many years, people have

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wondered whether we are the only living things in the universe. Some scientists believe that there must be life on other planets because the universe is so big. However, it is unlikely that there is life on other planets because planets need a very specific environment for life to start. In the end, there are no facts that support the idea of life on other planets. It is true that the universe has thousands of solar systems and there are planets similar to Earth. During its nine years in space, the very powerful Kepler telescope1 found more than 2,600 planets in orbit around stars. In fact, a number of scientists think that one of these planets, named Kepler 22b, has the right conditions – the right atmosphere2 and temperature – to support life. However, there is no evidence that there is life on Kepler 22b. Experts argue that even with the best technology we can see no signs of life there. Until research shows us hard evidence, we cannot use Kepler 22b to support the idea of life on other planets. A planet needs very particular conditions to support life. A planet with life would need to have water, the right temperature and the right

telescope (n) a piece of equipment, in the shape of a tube, that makes things that are far away look bigger or nearer 2 atmosphere (n) the layer of gases around a planet 1

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mix of chemicals in the atmosphere. Earth has the perfect conditions for life, and it is very unlikely that another planet has exactly the same environment as Earth. In addition, although some experts argue that life might exist on other planets, they have never found evidence to prove it. A report from Princeton University suggests that it is highly unlikely that there is life on other planets. The researchers believe that we don’t have enough scientific evidence to decide if there is life on other planets. They say that just because conditions similar to Earth exist on other planets, it doesn’t mean that life exists there. In conclusion, I do not believe that there is life on other planets. Although the universe is very big, a planet with life needs very special conditions. Earth has exactly the right conditions for life. It is not too hot or too cold. It has water, air and the right chemicals. I do not think that any other planets could have exactly the same conditions as Earth. Therefore, I do not think that there could be life on other planets.

Reading 2

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READING BETWEEN THE LINES 5 a Why, do you think, was Kepler 22b given that name?

MAKING INFERENCES

b Do you think the author thinks space exploration is a good idea? Why / Why not?

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6 Read the sentences from the text. Which are facts and which are opinions? Write F (fact) or O (opinion). 1 Some scientists believe that there must be life on other planets. 2 A number of scientists think that one of these planets has the right conditions to support life. 3 It is unlikely that there is life on other planets.

DISTINGUISHING FACT FROM OPINION

7 Work with a partner. Read the questions and circle the correct answer.

1 What is the author’s main purpose? a to entertain readers b to make readers agree with their opinion c to inform readers 2 What does the author believe? a The universe is so big that there must be life on other planets. b Life probably doesn’t exist on other planets. c Life most likely exists on other planets; we just have to find it. 3 Why does the author include information from a recent report from Princeton University? a to prove that experts agree with their opinion b to show that there are two sides to the argument c to prove that life exists on other planets

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IDENTIFYING PURPOSE

POST-READING DISCUSSION

• Satellite TV • Water filters

9 Work with a partner. Use information from Reading 1 and Reading 2 to discuss the questions. 1 Will private companies make it possible to explore planets like Mars or Kepler 22b? 2 Do you think it is important to know if there is life on other planets? Why / Why not?

178 Unit 8

SYNTHESIZING

• GPS navigation • Electric cars

• Sport shoes • Weather forecasts

8 Work with a different partner. The things below were invented because of space exploration. Discuss which you think is the most important.

LANGUAGE DEVELOPMENT

VOCABULARY

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In an essay, it is important to support your argument with evidence. Use the nouns research, study, expert and report to support your arguments. Use verbs like think, believe and suggest for a person, and show or suggest for a piece of work. Some experts think that there is life on other planets. Research suggests that, in the past, there was running water on Mars.

1 Work with a partner. Look again at Reading 2 on page 177. Student A: find examples of nouns and verbs used to support arguments in paragraphs 1 and 2. Student B: find examples in paragraph 3. Share your answers. Why does the author use the present simple tense of the verbs?

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2 Circle the correct answer to complete the definitions.

1 (n): a document that tells us about a subject in detail a report b study c research 2 (n): the detailed investigation of a subject to discover new information or reach a new understanding a report b research c study 3 (v): examine a subject in detail to discover new information a research b study c report

3 Look at the sentence from Reading 2. Which word could replace the underlined word so that the meaning is similar? Some scientists believe that there must be life on other planets because the universe is so big. a people b experts c governments

believe

show

suggest

1 The moon is too cold for people to live on. (experts) Experts believe that the moon is too cold for people to live on. 2 There are more than 100 billion stars in the Milky Way galaxy. (studies)

think

4 Use the sentences below to write new sentences. Use a verb from the box and start the sentence with the word in brackets. In some items, more than one answer is possible.

3 We need to study space. (scientists) 4 Parts of Mars were once covered in ice. (reports) LANGUAGE DEVELOPMENT

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WRITING CRITICAL THINKING

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At the end of this unit, you will complete an opinion essay. Look at this unit’s writing task below. Should governments spend more money on space exploration? Give reasons and examples to support your opinion.

1 Work with a partner. Look back at paragraph 1 of Reading 2 on page 177. What is the author’s main argument?

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2 What are the reasons the author gives to support their argument? Look at paragraphs 2 and 3.

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Paragraph 2:

Paragraph 3:

3 Read the opinions about funding for space exploration on page 181. Notice that the opinions come from different people and organizations. Underline the sentence or sentences that show each writer’s opinion about funding space travel.

180 Unit 8

Source: The International Space Agency

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Governments around the world should spend more money on space programmes. The International Space Station (ISS) is a good example why. The ISS has existed since 1998 and brings together many countries. Astronauts live in space and take part in important experiments. In 2022, astronauts from Japan and Canada went to the ISS for six months to observe the effect of space on the human body. Long-term journeys, such as travelling to Mars, will never happen without this important research. The ISS cost about $100 billion and one country could not pay for that on its own. International space exploration proves that countries can work together. It represents the spirit of partnership. With so much war in the world, governments should spend more money on things they can achieve together. Maybe that will help bring peace.

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Source: A newspaper editorial

The US has spent more than $16 billion per year on its space programme since 1958. For a long time, the cost was worth it because of the advances made in science and technology. However, space travel is not only expensive, but it is also dangerous. Astronauts have been killed as recently as 2014. In fact, as of 2022, 19 astronauts have died in space and 4 more have died before flight. Also, we shouldn’t waste natural resources on building new spacecraft. More money should be spent on people who need clean water and food, on access to education and on medical research. For example, a Japanese study found that a drug made from sea sponges helps treat several types of cancer. And yet 90% of the Earth’s oceans are still unexplored. The ocean is a valuable resource. Governments should spend more money on ocean exploration than on space exploration. c

Source: A government agency

Uncovering the mysteries of space is a huge task that should continue to be funded. Imagine the discoveries and advances in technology that will be made as countries go farther and farther into space, especially in the race to be the first to Mars. Furthermore, people may need to live on Mars someday because Earth will become too crowded and too hot. Also, asking questions about the universe encourages young people to study Science and Engineering, which is a huge benefit to society. Medical advances are also made as a result of sending humans to space. For example, when astronauts are in space, their bones become weaker and more likely to break. Many elderly people also have weak bones. Drugs that can help elderly people can be tested on astronauts in space. Research done in space can improve life on Earth. Governments should absolutely spend more money on space programmes.

Critical thinking

181

4 Complete the T-chart with the reasons and evidence the writers give for and against funding space exploration. List the source (a, b or c) next to each reason you list. for

against

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Astronauts take part in important experiments (a)

br ge SKILLS

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U Evaluating arguments

EVALUATE

It is important to think about how good the different arguments about a topic are. Some arguments are stronger than others. Evaluate by deciding how strong an argument is. Is there strong evidence to support the argument? Opinions must be supported by evidence (reasons and examples) to produce a strong argument. This can help you decide which arguments to include in an essay.

6 Work with a partner. Think of information to support the arguments you chose in Exercise 5. 7 Which opinion do you agree with most? Explain why. a Governments should spend more money on exploring space. b Governments should not spend more money on exploring space.

182 UNIT 8

5 Circle the arguments in the T-chart that you think are the strongest. Then discuss with a partner why you think these arguments are the strongest.

GRAMMAR FOR WRITING THAT CLAUSES IN COMPLEX SENTENCES

That clauses begin with that and have their own subject and verb. main clause that clause verb

subject

GRAMMAR

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It is important to use a variety of sentence structures to make your writing interesting. Use simple, compound and complex sentences. In some complex sentences, that clauses are used to give supporting evidence.

verb

NASA scientists learnt that human bones can become weaker in space.

subject

verb

In conversation and informal writing, that is often omitted. In formal, academic writing, use that. main clause that clause subject verb

subject

verb

main clause

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Many people are sure they will travel to Mars someday. (informal) that clause

subject

verb

Many people are sure that they will travel to Mars someday. (formal)

Use reporting verbs (explain, think, show, say, believe, hope, doubt, claim, state, suggest) in the main clause to give supporting evidence and examples for an argument. Use some before nouns like people and experts to show that not everyone has the same opinion. Some people think + that clause. Studies show + that clause. Scientists believe + that clause. Some experts suggest + that clause.

There must be life on other planets. ➞ Some scientists believe that there must be life on other planets. Travelling to space is dangerous. ➞ Some people think that travelling to space is dangerous.

Oceans are a valuable resource. ➞ Studies show that oceans are a valuable resource.

1 Put the words in order to make a complex sentence with a that clause.

Note: Do not use a comma before that.

Humans will have to live on another planet someday. ➞ Some experts suggest that humans will have to live on another planet someday.

will become / cheaper / Some experts / in the future / believe that / space travel / .

GRAMMAR FOR WRITING

183

2 Work with a partner. Read the interview with a scientist. Write two complex sentences about it. Use reporting verbs and that clauses. Interviewer: Scientist:

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Do you think there is life on other planets? Yes, it’s likely. There’s some research to support that idea. Of course, some researchers disagree with me because there is no evidence of running water. Interviewer: What about holidays in the stars? Scientist: That will happen soon, although, in my view, space tourism will be too expensive for most people. The scientist believes that it is likely there is life on other planets. 1 2

3 Walk around the class and take turns to ask and answer the questions. Use reporting verbs and that clauses.

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1 What are some of the dangers of space exploration, especially for astronauts? 2 How would the discovery of life on another planet affect life on Earth? I think that … but … disagrees. He/she suggests that …

GRAMMAR

INFINITIVES OF PURPOSE

You can use to + infinitive or in order to + infinitive to express a purpose. Think of it as answering a ‘Why?’ question. I am going to university (in order) to become a doctor. NASA sent robots to Mars (in order) to find water. For negative statements, use in order not to + infinitive. I left the house early in order not to be late for school.

4 Circle the correct answer.

5 Correct the sentences below. There is one mistake in each sentence. 1 Europe and Russia worked together order to send a spacecraft to Mars. 2 Tourists will have to spend a lot of money for to buy a ticket to space.

184 UNIT 8

1 We build rockets a (in order) to send people into space. b (in order) to find water and food. 2 We wanted to land on the moon a (in order) to explore it in more detail. b (in order) to improve life on Earth.

6 Complete the sentence using an infinitive of purpose. Share your sentence with a partner. We explore space

A good writer shows the link between a cause and an effect. Use because to express a cause or reason. Use so to express the effect or result. Put a comma before so. Because and so join two clauses. Both clauses must have a subject and a verb. reason: I want to be a scientist. result: I’m studying Biology and Chemistry. I’m studying Biology and Chemistry because I want to be a scientist. I want to be a scientist, so I’m studying Biology and Chemistry. reason: Governments spend too much money on space exploration. result: Governments don’t have enough money for medical research. Governments don’t have enough money for medical research because they spend too much money on space exploration. Governments spend too much money on space exploration, so they don’t have enough for medical research.

GRAMMAR

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BECAUSE AND SO

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7 Match the reasons to their most likely results. Then write sentences linking the reason and result with because and so. In some items, more than one answer is possible. reason

result

1 want to be a space tourist

a study Engineering

2 wanted to see moon rocks

b bought a telescope

3 want to design spaceships

c visited NASA

4 like looking at the stars and planets

d study Business

5 would like to be an entrepreneur

e need lots of money

1 I need lots of money because I want to be a space tourist. / I want to be a space tourist, so I need lots of money. 2

4 5

GRAMMAR FOR WRITING

185

ACADEMIC WRITING SKILLS An essay is a group of paragraphs about the same topic. Essays are common in academic writing. An essay responds to an essay question.

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SKILLS

ESSAY ORGANIZATION

An essay has an introductory paragraph, one or more main body paragraphs and a concluding paragraph.

introductory paragraph: The introductory paragraph gives background information about a topic. Background information can be general information about the topic, historical information or a story that helps readers understand why the topic is important. The last sentence of the introductory paragraph is the thesis statement. This tells the reader what the essay will be about. It is similar to a topic sentence for a paragraph and it includes the writer’s point of view. It also says what the main body paragraphs will discuss.

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main body paragraphs: Each main body paragraph has a topic sentence and supporting sentences. Supporting sentences include facts, reasons and examples that support the essay’s ideas. concluding paragraph: The concluding paragraph retells or summarizes the main points in the essay. The writer gives their opinion again.

1 Use the words from the box to complete the summary about the correct order of paragraphs in an essay. middle

last

first

one

The introductory paragraph is the (1) paragraph in an essay. paragraph or set of paragraphs of the The body is the (2) paragraph or many paragraphs. essay. The body can be (3) paragraph in an essay. The concluding paragraph is the (4)

es sm

2 Look at the essay in Reading 2 again on page 177. Follow the instructions.

186 UNIT 8

1 In the introductory paragraph, circle the background information about the topic. Underline the thesis statement. 2 In the main body paragraphs, highlight the facts, reasons and examples that support the argument. 3 In the concluding paragraph, circle the phrases that retell the main points in the essay. Underline the writer’s opinion.

WRITING TASK Should governments spend more money on space exploration? Give reasons and examples to support your opinion.

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PLAN

1 Read the essay question. Look back at the T-chart you completed in Exercise 4 on page 182 and remind yourself of the arguments. What is your opinion?

2 Work with a partner. Look at the essay planner below and answer the questions.

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a In which paragraph(s) should you give support for your opinions? b In which paragraph(s) should you write a conclusion? c In which paragraph(s) should you include your opinion about the topic?

3 Write a thesis statement to complete the essay introduction below. Read your thesis statement to a partner. Does it give your opinion and say what your essay is about? Make any necessary changes. 4 Circle should or should not in the concluding paragraph on page 188 to show your opinion.

1 Space exploration is very expensive. In 2022, the US government spent almost $62 billion on its space programme. Many people believe that space exploration is a waste of money. However, other people think that it is an important and exciting project and that we should spend money on it. In my opinion,

Writing task

187

4 In conclusion, I think that governments should / should not spend money on space exploration.

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WRITE A FIRST DRAFT

5 Look at the Task checklist. Then use your ideas from the Critical thinking section on page 182 to complete the essay planner.

REVISE

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6 Use the Task checklist to review your essay for content and structure.

TASK CHECKLIST

✔

Did you include arguments for or against governments spending money on space exploration?

Did you write a thesis statement that tells the reader what the essay is about and gives your point of view?

Did you use evidence and examples to support your arguments? Did you summarize your main points and include your own opinion in the concluding paragraph?

7 Make any necessary changes to your essay.

EDIT

Did you use infinitives of purpose correctly? Did you use that clauses in complex sentences to give evidence and supporting details?

188 Unit 8

9 Make any necessary changes to your essay.

Did you use vocabulary to give evidence and support arguments?

✔

LANGUAGE CHECKLIST

8 Give your essay to a partner. Use the checklist to check your partner’s essay for language errors. Tell your partner three things they did well and two things they could improve.

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective. 3 = very well 2 = well

1 = not so well

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I can … watch and understand a video about living on the moon.

identify the author’s purpose.

evaluate arguments.

use that clauses in complex sentences.

use infinitives of purpose. use because and so.

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organize an essay.

complete an opinion essay.

2 Use the Unlock Digital Workbook for more practice with this unit’s learning objectives.

WORDLIST

exist (v) explore (v) particular (adj) private (adj) prove (v) public (adj) report (n)

research (n) study (v) suggest (v) support (v) unlikely (adj) wonder (v)

= high-frequency words in the Cambridge Academic Corpus

advance (n) believe (v) beyond (prep) conditions (n) crash (v) entrepreneur (n) evidence (n)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

189

GLOSSARY = high-frequency words in the Cambridge Academic Corpus

Vocabulary

Pronunciation

m Ca

Part of speech

Definition

UNIT 1 (n)

a region or part of a larger place, like a country or city

/ˈbjuːtɪfəl/

(adj)

very attractive

/ˈbɔːrɪŋ/

(adj)

not interesting or exciting

/ˈeəriə/

(n)

the most important city in a country or state; where the government is

area

boring

beautiful

/ˈkæpɪtəl/

cheap

/tʃiːp/

(adj)

not expensive, or costs less than usual

city centre

/ˈsɪti ˈsentə/

(n)

the main or central part of a city

clean

/kliːn/

(adj)

not dirty

countryside

/ˈkʌntrɪsaɪd/

(n)

land that is not in towns or cities and may have farms and fields

expensive

/ɪkˈspensɪv/

(adj)

costs a lot of money; not cheap

expert

/ˈekspɜːt/

(n)

somebody who has a lot of skill in or a lot of knowledge about something

interesting

/ˈɪntrəstɪŋ/

(adj)

Somebody or something that is interesting keeps your attention because they, or it, are unusual, exciting or have lots of ideas.

local

/ˈləʊkəl/

(adj)

relating to a particular area, city or town

modern

/ˈmɒdən/

(adj)

designed and made using the most recent ideas and methods

190 GLOSSARY

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capital

Vocabulary

Pronunciation

Part of speech

Definition

/ˈnɔɪzi/

(adj)

loud; makes a lot of noise

opportunity

/ˌɒpəˈtjuːnəti/

(n)

a chance to do or experience something good

polluted

/pəˈluːtəd/

(adj)

damaged or dirty because of harmful materials or waste

(n)

damage caused to water, air and land by harmful materials or waste

(n)

the number of people living in a place

m Ca

noisy

pollution

/pəˈluːʃən/

U population

/ˌpɒpjəˈleɪʃən/ /kwaɪət/

(adj)

makes little or no noise

traffic

/ˈtræfɪk/

(n)

the cars, trucks and other vehicles using a road

ugly

/ˈʌɡli/

(adj)

unpleasant to look at

activity

/ækˈtɪvəti/

(n)

something you do for fun

celebrate

/ˈseləbreɪt/

(v)

to do something enjoyable because it is a special day

culture

/ˈkʌltʃə/

(n)

the habits, traditions and beliefs of a country or group of people

fireworks

/ˈfaɪəwɜːks/

(n)

small objects that explode to make a loud noise and bright colours in the night sky

gift

/ɡɪft/

(n)

something that you give to somebody, usually on a special day

highlight

/ˈhaɪlaɪt/

(n)

most enjoyable part

UNIT 2

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quiet

GLOSSARY

191

Vocabulary history

Pronunciation

Part of speech

Definition

(n)

events that happened in the past

lucky

/ˈlʌki/

(adj)

having good things happen to you

popular

/ˈpɒpjələ/

(adj)

liked by many people

take part

/teɪk pɑːt/

(phr v)

do an activity with other people

(adj)

following the ways of behaving or doing things that have continued in a group of people for a long time

m Ca

/ˈhɪstəri/

traditional

/trəˈdɪʃənəl/

(n)

somebody who goes to see a person or a place

advert

/ˈædvɜːt/

(n)

a picture, short film, etc. that tells people about something they can buy

affect

/əˈfekt/

(v)

to influence somebody or something; to cause change

collect

/kəˈlekt/

(v)

to get things from different places and bring them together

computer program

/kəmˈpjuːtə ˈprəʊɡræm/

(n)

a set of instructions that you put into a computer to make it do something

creative

/kriˈeɪtɪv/

(adj)

good at thinking of new ideas or creating new and unusual things

download

/ˌdaʊnˈləʊd/

(v)

to copy programs, music or other information electronically from the internet to your device (e.g. a computer)

UNIT 3

192 GLOSSARY

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U /ˈvɪzɪtə/

visitor

Vocabulary

Pronunciation

Definition

(adj)

providing or relating to teaching and learning

email address

/ˈiːmeɪl əˈdres/

(n)

a series of letters, numbers and symbols used to send and receive email

/friː/

(adj)

costing no money

imagination

/ɪˌmædʒɪˈneɪʃən/

(n)

the part of your mind that creates ideas or pictures of things that are not real or that you have not seen

(v)

to get better or to make something better

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/ˌedʒuˈkeɪʃənəl/

educational

Part of speech

free

interest

/ˈɪntrəst/

(n)

something you enjoy doing or learning about

keyboard

/ˈkiːbɔːd/

(n)

a set of keys on a computer that you press to make it work

record

/rɪˈkɔːd/

(v)

to store sounds, pictures or information on a camera or computer so that they can be used in the future

secret

/ˈsiːkrət/

(adj)

not known or seen by other people

security

/sɪˈkjʊərəti/

(n)

the things that are done to keep somebody or something safe

smartphone

/ˈsmɑːtfəʊn/

(n)

a mobile phone that can be used as a small computer and that connects to the internet

touch screen

/ˈtʌtʃ skriːn/

(n)

a screen on a computer, phone, etc. that you touch, rather than using a keyboard or keypad

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/ɪmˈpruːv/

U improve

GLOSSARY

193

Vocabulary website

Pronunciation

Part of speech

Definition

m Ca

/ˈwebsaɪt/

(n)

a set of pages of information on the internet about a particular subject

/ˈɔːlməʊst/

(adv)

not everything, but very close to it

(adj)

paying attention to what you do so that you do not have an accident, make a mistake or damage something

UNIT 4

/ˈkeəfəl/

careful

almost

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U (v)

to lie, or place, on the surface of something

dangerous

/ˈdeɪndʒərəs/

(adj)

can harm or hurt somebody or something

decide

/dɪˈsaɪd/

(v)

to choose between one possibility or another

decrease

/ˈdiːkriːs/

(n)

a drop in the amount or size of something

decrease

/dɪˈkriːs/

(v)

to become less, or to make something become less

drop

/drɒp/

(v)

to decrease; to fall or go down

fall

/fɔːl/

(v)

to become less in number or amount

huge

/hjuːdʒ/

(adj)

extremely large in size or amount

increase

/ˈɪnkriːs/

(n)

a rise in amount or size of something

increase

/ɪnˈkriːs/

(v)

to get bigger or to make something bigger in size or amount

last

/lɑːst/

(v)

to continue for a period of time

194 GLOSSARY

/ˈkʌvə/

cover

Vocabulary

Pronunciation

lightning

m Ca

maximum

Part of speech

/ˈlaɪtnɪŋ/

(n)

a flash of bright light in the sky during a storm

/ˈmæksɪməm/

(adj)

The maximum amount of something is the largest amount that is allowed or possible.

/ˈmɪnɪməm/

(adj)

The minimum amount of something is the smallest amount that is allowed or possible.

(n)

rain or snow that falls to the ground

br minimum

ge U

/prɪsɪpɪˈteɪʃən/ /riːtʃ/

(v)

to arrive somewhere or to get to a particular point

rise

/raɪz/

(v)

to increase; to go up

shock

/ʃɒk/

(n)

a big, unpleasant surprise

thunder

/ˈθʌndə/

(n)

the sudden loud noise that comes after a flash of lightning

accident

/ˈæksɪdənt/

(n)

something bad that happens by mistake and that causes injury or damage

ancient

/ˈeɪnʃənt/

(adj)

from a long time ago; very old

challenging

/ˈtʃæləndʒɪŋ/

(adj)

difficult in a way that tests your ability

climb

/klaɪm/

(v)

go up something or onto the top of something

compete

/kəmˈpiːt/

(v)

to take part in a race or competition; to try to be more successful than somebody else

UNIT 5

reach

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precipitation

Definition

GLOSSARY

195

Vocabulary

m Ca course

Part of speech

/ˌkɒmpəˈtɪʃən/

(n)

an organized event in which people try to win a prize by being the best

/kɔːs/

(n)

an area used for sporting events, such as racing or playing golf

(adj)

in good health; strong

/pɑːˈtɪsɪpənt/

(n)

a person who takes part in an activity

(adj)

not familiar; difficult to understand; different

br fit

/fɪt/

participant

Definition

competition

Pronunciation

/streɪndʒ/

swimming

/swɪmɪŋ/

(n)

sport where people move through water by moving their body

take place

/teɪk pleɪs/

(phr v)

to happen

throw

/θrəʊ/

(v)

to send something through the air, pushing it out of your hand

advertise

/ˈædvətaɪz/

(v)

to tell people about a product or service, for example, in newspapers or on television, in order to persuade them to buy it

advice

/ədˈvaɪs/

(n)

an opinion that somebody offers you about what you should do

apply

/əˈplaɪ/

(v)

ask officially for something, often in writing

colleague

/ˈkɒliːɡ/

(n)

somebody that you work with

customer

/ˈkʌstəmə/

(n)

a person who buys things from a shop or business

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196 GLOSSARY

UNIT 6

strange

Vocabulary

Pronunciation

Definition

(n)

part of a business or company

employ

/ɪmˈplɔɪ/

(v)

to pay somebody to work or do a job for you

employee

/ɪmˈplɔɪiː/

(n)

a worker

goal

/ɡəʊl/

(n)

something you want to do successfully in the future

/ˈhɒbi/

(n)

an activity you do for fun

introduce

(v)

to make something available to buy or use for the first time

manager

m Ca

/dɪˈpɑːtmənt/

department

Part of speech

hobby

/ˌɪntrəˈdjuːs/

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ni (n)

the person who organizes or leads a business

neat

/niːt/

(adj)

arranged well, with everything in its place

occupation

/ˌɒkjəˈpeɪʃən/

(n)

a job or career

office

/ˈɒfɪs/

(n)

a place in a building where people work

organize

/ˈɔːɡənaɪz/

(v)

plan or arrange carefully

partner

/ˈpɑːtnə/

(n)

somebody who runs or owns a business with another person

product

/ˈprɒdʌkt/

(n)

something a business makes and sells

result

/rɪˈzʌlt/

(n)

information that you find out from something, such as an exam, a scientific experiment or a medical test

run

/rʌn/

(v)

to manage or operate something

section

/ˈsekʃən/

(n)

one of the parts that something is divided into

/ˈmænɪdʒə/

GLOSSARY

197

Vocabulary

Pronunciation

Part of speech

Definition

/set ʌp/

(phr v)

to create or establish (something) for a particular purpose

blind

/blaɪnd/

(adj)

not able to see

brave

/breɪv/

(adj)

not showing fear of dangerous or difficult situations relaxed and not worried, frightened or excited able to learn and understand things quickly and easily

set up

m Ca

UNIT 7

ge /kɑːm/

(adj)

clever

/ˈklevə/

(adj)

confident

/ˈkɒnfɪdənt/

(adj)

certain about your ability to do things well

difficult

/ˈdɪfɪkəlt/

(adj)

not friendly or easy to deal with

dream

/driːm/

(n)

something that you really want to do, be or have in the future

friendly

/ˈfrendli/

(adj)

behaving in a pleasant, kind way towards somebody

incredible

/ɪnˈkredɪbl/

(adj)

impossible or very difficult to believe; amazing

inspire

/ɪnˈspaɪə/

(v)

to make other people feel that they want to do something

intelligent

/ɪnˈtelɪdʒənt/

(adj)

able to learn and understand things easily; clever

kind

/kaɪnd/

(adj)

Kind people do things to help others and show that they care about them.

198 GLOSSARY

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calm

Vocabulary

Pronunciation

lazy

m Ca

look after

Part of speech

/ˈleɪzi/

(adj)

Somebody who is lazy does not like working or using any effort.

/lʊk ˈɑːftə/

(phr v)

to care for somebody or something by keeping them healthy or in a good condition

/ˌɒpərˈeɪʃən/

(n)

the process when doctors cut your body to repair it or to take something out

(adj)

able to stay calm and not get angry, especially when something takes a long time

br ge

operation

/ˈpeɪʃənt/

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patient

Definition

/prəˈtest/

(v)

to show you disagree with something by shouting and carrying signs

reliable

/rɪˈlaɪəbl/

(adj)

able to be trusted or believed

respect

/rɪˈspekt/

(v)

to like or to have a very good opinion of somebody because of their knowledge, achievements, etc.

sensible

/ˈsensɪbl/

(adj)

showing good judgement

shy

/ʃaɪ/

(adj)

not confident, especially about meeting or talking to new people

strike

/strʌɪk/

(v)

to begin a period of refusing to work because of an argument with an employer

stupid

/ˈstjuːpɪd/

(adj)

silly or not intelligent

talent

/ˈtælənt/

(n)

a natural ability to do something well

protest

GLOSSARY

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Vocabulary talented

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tournament

Definition

(adj)

showing natural ability in a particular area

/ˈtʊənəmənt/

(n)

a competition involving many competitors in a single sport or game

/treɪn/

(v)

to prepare for a job, activity or sport by learning skills or by exercise

(n)

step in the development or improvement of something

ge /ədˈvɑːns/

believe

/bɪˈliːv/

(v)

to think that something is true, or that what somebody says is true

beyond

/biˈjɒnd/

(prep)

on the farther side of; at a farther distance than

conditions

/kənˈdɪʃənz/

(n)

the situation in which people live, work or do things

crash

/kræʃ/

(v)

to be involved in an accident, especially in a vehicle

entrepreneur

/ˌɒntrəprəˈnɜː/

(n)

somebody who starts their own business

evidence

/ˈevɪdəns/

(n)

somebody that makes you believe something is true

exist

/ɪɡˈzɪst/

(v)

be real, alive or present

explore

/ɪkˈsplɔː/

(v)

to travel to a new place to learn about it

particular

/pəˈtɪkjələ/

(adj)

used to talk about this and not others

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200 GLOSSARY

advance

UNIT 8

Part of speech

/ˈtæləntɪd/

train

Pronunciation

Vocabulary

Pronunciation

Definition

(adj)

related to money or services controlled or supplied by a person or a company and not by the government

/pruːv/

(v)

show that something is true

public

/ˈpʌblɪk/

(adj)

related to money or services controlled or supplied by the government and not by a person or a company

(n)

a document that tells us about a subject in detail

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/ˈpraɪvət/

private

Part of speech

prove

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/rɪˈpɔːt/

/rɪˈsɜːtʃ/

(n)

the detailed investigation of a subject to discover new information or reach a new understanding

study

/ˈstʌdi/

(v)

the activity of examining a subject in detail to discover new information

suggest

/səˈdʒest/

(v)

to express an idea or plan for somebody to consider

support

/səˈpɔːt/

(v)

help show that something is true

unlikely

/ʌnˈlaɪkli/

(adj)

not expected to happen; not probable

wonder

/ˈwʌndə/

(v)

think about something and try to understand it

research

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report

GLOSSARY

201

VIDEO SCRIPTS UNIT 2

Destination Jakarta Narrator: Welcome to Jakarta, the capital of Indonesia and Southeast Asia’s largest megacity. Jakarta is becoming more popular as a destination for tourists and business people every year. Jakarta is home to over 9 million people. That number grows to 11 million by day, as 2 million people travel from nearby towns and villages to work here. With its tall buildings and busy motorways, it’s hard to believe that the great city of Jakarta grew from one small harbour and a few villages. However, a visit to the old town of Batavia reveals the secrets of Jakarta’s history. Batavia was the centre of old Jakarta. Its European-style buildings were built by the Dutch, who came here to buy and sell goods in the sixteenth century. Sunda Kelapa harbour is where ships from Europe, China and India were filled with tea, coffee, spices, silk and so on to sell to the world. Here you can see Indonesian wooden sailing ships – still used today. This is the Harbour Master’s Tower – here the Dutch watched their ships entering and leaving the harbour. If you’re looking for a more modern attraction, Monas is the national monument. It stands 132 metres tall and at the top there is a golden flame. Below the tower you’ll find the National Museum, where you can learn about 1.5 million years of Indonesian history. Jakarta is also famous for its street food. You can find delicious fresh food such as soto, a soup of meat and vegetables, and nasi goreng, a fried rice dish. If you plan a trip in December, don’t miss the fireworks display at Lagoon Beach – the perfect way to celebrate the New Year at a new destination.

New Year celebrations across the UK Crowds: Four … three … two … one … (cheers) Commentator: Yet again, London said goodbye to the year in spectacular fashion. Twelve thousand fireworks lit up the perfectly clear London sky. More than 100,000 people lined the River Thames. Many had waited hours for their front-row view. Interviewee 1: Very, very great … amazing! Awesome! Interviewee 2: I come from Buenos Aires, Argentina, erm … it was really worth it. I don’t regret it at all. Interviewee 3: We queued, we waited here for three hours but it was really worth it, I liked it, we all liked it. Journalist: New Year’s Eve, with the London Eye as the backdrop, still continues to draw media coverage from around the world and, of course, the huge crowds. But it’s not just the capital, as cities around the UK bring in the New Year in style. Commentator: It’s party time again, and this is how it shapes up – in a line. Eight thousand people snaked along Edinburgh’s Princes Street in a torch-lit procession as the city’s three-day Hogmanay festival kicked off. Edinburgh’s spectacular peaks at New Year’s midnight hour when five minutes of fireworks are laid on for a crowd of 75,000 people. This was the warm-up of the night before. Interviewee: Edinburgh’s Hogmanay is always special. It’s a unique Scottish celebration. It’s the only three-day New Year’s celebration festival, erm … of New Year in the world. Commentator: They are the pyrotechnics that punctuate the end of the old year and start of the new. A time for looking backwards, looking forwards and for looking up.

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202 VIDEO SCRIPTS

UNIT 4

China’s livestreamers Narrator: This is Guilin, a city in southern China. It’s the middle of the night here, but these young people aren’t sleeping. They’re on a bridge, talking and singing to other people online. They’re some of China’s many livestreamers. Livestreaming is big business in China. About 730 million people there used livestreaming apps in 2023. That’s 68% of Chinese internet users. On these apps, social media, celebrities and shopping all mix together. Viewers can chat with the livestreamers. And they can spend money. Some Chinese livestreams belong to businesses. The livestreamers answer viewers’ questions and encourage viewers to buy more. Companies often use popular livestreamers to sell their products. They sell about 200% more products this way. Other livestreams are social. Livestreamers talk to viewers, sing songs or share advice. Viewers can buy emoji gifts for their favourite livestreamers. Different emojis, for example, a rocket or a carrot, give a different amount of money to the livestreamer. The most popular Chinese livestreamers make millions of dollars in a day. But back in Guilin, livestreamers on the bridge get just a little extra money from their online job. Twenty-seven-year-old Qiao Ya sings and chats about daily life on her livestream. She’s here every evening from 9:00 pm to 3:00 am. Qiao Ya: There are too many indoor livestreamers, so it’s very difficult to compete. Narrator: On Chinese livestreaming apps, there are thousands of livestreams. Qiao Ya hopes that the bridge will make her livestream look different, and viewers will notice her. Qiao Ya: It’s so cold outside! When it reaches zero degrees, I can’t stand it. It’s too cold. Narrator: The livestreamers on the bridge hope viewers will be kinder to them because they’re outside. Qiao Ya: Viewers might feel if we’re outside and alone, late at night, that’s very hard for us.

Unusual types of weather Narrator: The weather doesn’t often surprise us. But sometimes the sky does some unusual things. Get ready to see some of the world’s strangest weather. Do you see that circle around the sun? That’s a sun halo. Sun haloes are like rainbows. In rainbows, the sun’s light shines through rain. In sun haloes, the light shines through ice crystals. Sun haloes are more common in cold places, but you can see them anywhere. Just remember not to look directly at the sun. Sun haloes can mean that a storm is coming soon. And here comes one now. This is a supercell storm. Supercell storms form when warm, wet air rises. Winds push and pull the wet air. Then it begins to rotate. Supercell storms happen all over the world, but they’re most common in the central United States. There, about 30% become tornadoes. Over water, rotating air can cause waterspouts. You might think this is a tower of water. But waterspouts are a mix of air and water. They form between clouds and the ocean. Waterspouts are common in warm waters. Some waterspouts can be more than 1,500 metres tall, with very strong winds. Most waterspouts die in about five minutes, but some can be dangerous to ships, planes and swimmers. Wet air doesn’t only cause storms. It can make some amazing shapes. This is a lenticular cloud. They form when winds push wet air over high mountains. As the air gets colder, lenticular clouds form like a cap. Lenticular clouds look strange, but they’re not the strangest thing you can see in the sky. You’re looking at the Northern Lights. These lights appear when energy from the sun enters the Earth’s atmosphere. The best places to see the Northern Lights are close to the North Pole – in countries like Canada, Norway and Iceland.

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VIDEO SCRIPTS

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UNIT 6

A 96-year-old bungee jumper Narrator: This is the Bloukrans Bridge in South Africa. At 216 metres high, it is one of the highest bungee jumps in the world. Mohr Keet made history here by becoming the world’s oldest bungee jumper at the age of 96. Bungee jumping looks dangerous, and it can be. Although ropes don’t often break, jumpers are sometimes injured. After the jumper falls, the bungee rope suddenly pulls their body back and up. This can damage the eyes, the back or the neck and can even kill you. For a man of Mohr’s age, the chances of being injured must certainly increase. But this wasn’t Mohr’s first bungee jump – in fact, he had done it twice before. His first jump was when he was 88. Then he did it again at 93. Guide: It’s strong enough, I promise you. It’s strong enough. Narrator: So didn’t Mohr get scared? Mohr: Yes, of course I’m scared. Interviewer: But, you don’t mind? About the fear? Mohr: No, I like it. Instructors: Five, four, three, two, one – bungee! Narrator: Mohr did not know he was going to break a world record when he jumped. He said he did it for the challenge and the experience. Mohr: Very frightening, very exciting, very thrilling. When you jump, of course, it’s the roar of the wind in your ears, it’s deafening. The wind was blowing very hard, gusting, and you jerk, and the rope, the cable would shake like that, and it really shook you up! Hanging there and it shaking you and then shaking you … that was a definite experience. Narrator: After his jump, doctors checked the 96-year-old and found him in perfect health. Interviewer: What about when you’re on the edge and you’re so scared? What do you think about? Mohr: No, you don’t think. You just … You just do it.

Circular businesses Narrator: Welcome to the Rejoué toy shop in Paris, France. The toys here look new, but they aren’t. The shop’s name, Rejoué, means ‘play again’. When people throw away toys, Rejoué collects them, cleans them and mends them. Then, it sells them. Rejoué’s toys are 40% cheaper than new ones. Rejoué is a circular business. But what does this mean exactly? Businesses often take materials from the world, make something and then throw away the waste. Circular businesses are different. They reuse or recycle waste. Waste costs almost nothing, and circular businesses are making money from it. Kenenti, in Tunisia, is another circular business, recycling shoes, and also bags. People throw away 3 to 4 million pairs of shoes a year in Tunisia. The artists at Kenenti make shoes and bags look new and exciting again. People can bring in their old things to the shop. Interviewee 1: For bags such as mine, which are quite expensive, I think it’s better to give them a new life. Narrator: Old water bottles, plastic shopping bags and food boxes don’t look useful. But here in Cairo, a new company, Tilegreen, is making very strong building materials from plastic waste. This German company, Everwave, is doing the same thing. Interviewee 2: … turning trash into ecofriendly, high-quality building materials. Narrator: Back in France, they’re even recycling fish skin! At Ictyos, fish skins become a beautiful, strong, material called ‘sea leather’ for shoes, bags and watches. They get the fish skins for free from restaurants and fish farms. This Kenyan business is doing the same. It sells most of its fish-skin products in Europe. Interviewee 3: Why can’t we be proud of our fish and use it more economically? When I put on the shoes made of fish leather, I put on the cap as well as the jacket. I feel happy. I feel very proud. Narrator: So, if you want to start a business, why not use waste? Going ‘circular’ can make money and help the planet!

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204 VIDEO SCRIPTS

UNIT 8

The gold prospector Narrator: Vince Thurkettle is looking for gold in the Little Ouse River, in the east of England. Finding gold is not just a hobby for Vince, it’s his job. After 12 hours’ hard work, he’s found a piece! And it’s almost pure gold. Vince became a gold prospector after he met another prospector one day. The man told him all about where and how to find gold. Vince decided to leave his safe but boring office job and start looking for gold. His new job has taken him to every part of the world, including Alaska, Australia and Finland. All he needed to get started was a shovel and a gold pan, which is just a metal or plastic dish. He uses this pan to carefully wash the stones from the bottom of the river. Gold is very heavy, so it always goes to the bottom of the river. And because gold is so heavy, it doesn’t move very far down river – so where Vince finds one piece of gold, there is usually more nearby. It’s not an easy life, though; the work is hard and tiring. Vince works 12 hours a day whether it is hot or cold, raining or even snowing. Most of the pieces of gold Vince finds are very small. On a good day, he can find about £200 worth of gold. But he is not usually that lucky. Some days he finds just a few pounds’ worth, or even nothing at all. When Vince worked in an office he earned around £50,000 a year; now he only earns about £12,000 – only enough for the things he needs. But Vince doesn’t do it for the money – being a gold prospector is his dream job. He says he wishes more people would follow their dreams.

Going back to the moon Apollo astronauts: I was strolling on the moon one day, in the merry, merry month of May … Narrator: This is the last time a human walked on the moon. From 1969 to 1972, the US space agency, NASA, sent people to the moon six times. Many people say the Apollo missions are the biggest human achievement in technology. Now NASA is sending people back to the moon. And this time the astronauts will live there. Bill Nelson: We’re going back to the moon, but we’re going to live and learn and develop new technologies because we’re eventually going to Mars. Narrator: NASA’s Artemis mission will build a base on the moon. The astronauts will fly there in an Orion rocket, like this one. It can carry more astronauts than the Apollo rockets – six, not three. It will be safer for them returning to Earth, too. That’s not all that’s different. NASA spokesperson: Apollo, it was 50 years ago. We put the first man on the moon. Artemis is the sister of Apollo, and so it’s just fitting because we’re going to try and put the first woman on the moon, not try, we are going to put the first woman on the moon. Narrator: Jessica Watkins, who works at the International Space Station, hopes that one day, she’ll stay at the moon base. But living on the moon won’t be easy. The base that they build will need to protect them. They’ll need to make water. They’ll need electricity. Sending people to the moon will cost 93 billion dollars. Some people ask if it is a good way to use money. NASA says yes. Technology from the Apollo missions has changed the world. We use it in more than 1,800 products including medicine, food, furniture and safety equipment today. NASA says Artemis will change the world, too. But the most important thing NASA wants to learn is how to live on another planet. The moon base will prepare people for Mars – a planet where some people think humans could live one day.

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UNIT 7

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VIDEO SCRIPTS

205

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id br

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206

THANKS AND ACKNOWLEDGEMENTS

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The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable. Key: U = Unit.

Photography The following photographs are sourced from Getty Images:

U1: John and Tina Reid/Moment; BenGoode/iStock/Getty Images Plus; Cavan Images; Andrew Bret Wallis/The Image Bank; Mohamad Itani/Photodisc; s0ulsurfing-Jason Swain/Moment; Mint Images; Aerial Perspective Images/Moment; Monica Bertolazzi/Moment; Allan Baxter/ The Image Bank; Kypros/Moment; Josh Hawley/Moment; Sylvain Sonnet/The Image Bank; Extreme-photographer/E+; U2: Pan Hong/ Moment Open; Deepak Sethi/E+; Gallo Images/Gallo Images roots RF collection; Yagi Studio/Stone; Sollina Images/The Image Bank; Tang Ming Tung/Stone; SolStock/E+; franckreporter/E+; Satoshi-K/ E+; Deven Dadbhawala/Moment; Marco Brivio/Photodisc; Mayur Kakade/Moment; blue sky in my pocket/Photodisc; Jasmin Merdan/ Moment; Paul Bradbury/OJO Images; Visage/DigitalVision; U3: MNPhotoStudios/Tetra images; Burcu atalay tankut/Moment; Sean Gladwell/Moment; d3sign/Moment; Tim Robberts/Stone; AN Studio/ Moment; Olga Shumytskaya/Moment; Ezra Bailey/The Image Bank; Dan Kenyon/Stone; bymuratdeniz/iStock/Getty Images Plus; We Are/DigitalVision; U4: Warren Faidley/The Image Bank; rbkomar/ Moment; Elena Lavrinovich/Moment; Kjerstin Gjengedal/Moment; Christoph Hetzmannseder/Moment; Ken Jack/Getty Images News; Martin Puddy/Stone; sharply_done/E+ U5: Aaron Hughes/World Surf League; David Madison/Stone; Daniel Milchev/The Image Bank; Solskin/DigitalVision; Simonkr/E+; J\u0026L Images/Stockbyte; Ronnie Tan/Moment Open; Silvia Otte/Stone; Luis Alvarez/DigitalVision; Mike Hewitt/Getty Images Sport; U6: Javier Ghersi/Moment; Axelle/ Bauer-Griffin/FilmMagic; NurPhoto/NurPhoto; Chesnot/Getty Images News; Peter Cade/Photodisc; Jonathan Kitchen/DigitalVision; U7: John M Lund Photography Inc/Stone; Morsa Images/DigitalVision; Sacramento Bee/Tribune News Service; Bloomberg; Tim Whitby/Getty Images Entertainment; BSIP/Universal Images Group; Tony Anderson/ DigitalVision; Cecilie_Arcurs/E+; Bill Ingalls/NASA/Getty Images News; U8: NASA/Getty Images News; Sirachai Arunrugstichai/Moment; Philip Pacheco/AFP; Spencer Platt/Staff/Getty Images News; Handout/ Getty Images News.

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Linghe Zhao/Image Bank Film; Kilito Chan/Moment Video RF; Xinhua News Agency/Getty Images Editorial Footage; Zhang Peng/ Getty Images Editorial Footage; ChayTee/Creatas Video+; Weiquan Lin/Moment Video RF; sinceLF/Creatas Video; U4: bruev/Creatas Video+; TwilightShow/Vetta; john finney; photography/Moment Video RF; Science Photo Library/Image Bank Film; JB2022/Creatas Video; Raimund Linke/Image Bank Film; Sony Pictures Entertainment/ Image Bank Film; Skyworks/Image BankFilm; imagodevita/Image Bank Film; Weedezign/Vetta; thrun/Creatas Video; Ryan McGinnis/ Moment Video RF; Science Photo Library/Photolibrary Video; Alister Chapman Natural Extremes Specialist/Oxford Scientific Video; kafl/ Creatas Video; Discovery Access; Rumble; Ashley Cooper/Corbis Video; Anadolu Agency/Footage; ITN; Juan Carlos Munoz/Image Bank Film; Zozulinskyi/Creatas Video+; vichie81/Vetta; Michael Ericsson/ Photodisc; Marseas/Creatas Video+; Hal Bergman/Image Bank Film; Raimund Linke/Image Bank Film; Skyworks/Image Bank Film; Yuga Kurita/Moment; Marseas/Creatas Video+; U5: Gsmotion/Photolibrary Video; EMS-FORSTER-PRODUCTIONS/Image Bank Film; Barcroft Media – Footage/Barcroft Media Video; U6: AFPTV; Hiroshi Watanabe/ DigitalVision; Peresmeh/Creatas Video; footagefactory/Image Bank Film; Gal Productions/Image Bank Film; Placebo365/Creatas Video; Nexstar – WGN, Chicago/Nexstar; cinejinn/Creatas Video+; Jnnn/ Creatas Video; U7: Barcroft Media – Footage; Beeldbewerking/Creatas Video; helovi/ Creatas Video; Nature enthusiast/Creatas Video; U8: Silverwell Films/Archive Films: Editorial; Roberto Machado Noa/ Archive Films: Editorial; Roberto Machado Noa/DigitalVision; AFPTV; janiecbros/Vetta; Joe Raedle/Getty Image editorial footage; TMX/Getty Images UGC Video; NASA/Photolibrary Video; ITN; Roberto Machado Noa/Getty Images Editorial Footage; janiecbros/Creatas Video; 3000ad/ Creatas Video+; Bernt Ove Moss/Image Bank Film. All the video stills are sourced from Getty Images.

U1: Bob Chappell and John Alfirevich/The Image Bank; Bloomberg Video ; srisadonous/Creatas Video+/Getty Images Plus; U2: Sky News/ Film Image Partner; U3: CCTV+; Eastfootage/Image Bank Film; sinceLF/Creatas Video; Ratsanai/DigitalVision Vectors U4: Raimund Linke/Image Bank Film; Skyworks/Image Bank Film; Yuga Kurita/ Moment; Marseas/Creatas Video+; U5: Gsmotion/Photolibrary Video; Barcroft Media – Footage; U6: Placebo365/Creatas Video; AFPTV; Jnnn/Creatas Video; U7: Barcroft Media – Footage; U8: Silverwell Films/Archive Films: Editorial; Joe Raedle/Getty Image editorial footage; Roberto Machado Noa/DigitalVision; AFPTV. Audios U3, U4, U6, U8: Epidemic Sound via Getty Images

The following photograph is sourced from other library:

Audio Production by John Marshall Media.

U2: Aurora Angeles/Shutterstock.

Typeset Typesetting by emc design ltd.

Videos All the photographs are sourced from Getty Images.

U1: Bob Chappell and John Alfirevich/Image Bank Film; Bloomberg Video; TRAVELXP HD/Image Bank Film; Fadil Aziz/DigitalVision; Didier Marti/Moment Video RR; srisadonous/Creatas Video+/Getty Images Plus; AbrahamAdeodatus/Creatas Video+/Getty Images Plus; U2: Sky News/Film Image Partner U3: CCTV+; Eastfootage/Image Bank Film; sinceLF/Creatas Video; Ratsanai/DigitalVision Vectors; Bihaibo/Creatas Video; luxiangjian4711/Creatas Video; AFPTV;

Cambridge Dictionaries Cambridge dictionaries are the world’s most widely used dictionaries for learners of English. The dictionaries are available in print and online at dictionary.cambridge.org. Copyright © Cambridge University Press, reproduced with permission.

All the videos are sourced from Getty Images.

U3: Chud/Moment; Ratsanai/DigitalVision Vectors; U4: Yuga Kurita/ Moment; Ron Sanford/Corbis Documentary; Tony Rowell/Corbis Documentary; Anton Petrus/Moment; larigan – Patricia Hamilton/ Moment.

Corpus Development of this publication has made use of the Cambridge English Corpus (CEC). The CEC is a multi-billion word computer database of contemporary spoken and written English. It includes British English, American English and other varieties of English. It also includes the Cambridge Learner Corpus, developed in collaboration with Cambridge English Language Assessment. Cambridge University Press has built up the CEC to provide evidence about language use that helps to produce better language teaching materials.

Illustrations U5: Fiona Gowen; Ben Hasler (NB Illustration).

Front cover photography by Pixelci/iStock/Getty Images Plus/Getty Images.

ACKNOWLEDGEMENTS

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ADVISORY PANEL

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“The videos capture students’ attention and provide a good introduction to the topic.”

“Students are encouraged to think critically to build their English language and academic skills.”

“It’s what our students need to help them move on into their Academic courses.”

ge Mexico

Russia

Türkiye Palestine

Japan

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Qatar China UAE Oman Saudi Arabia

“I think the new Teacher’s development pack content is very attractive and informative.”

Australia

We would like to thank the following ELT professionals all around the world who contributed their expertise to Unlock Second Edition. Their insights then have continued to inform the development of Unlock Third Edition: Takayuki Hara, Kagoshima University, Megan Putney, Dhofar University, Japan Oman

Bradley Adrain, University of Queensland, Australia

Esengül Hasdemir, Atilim University, Türkiye

Wayne Rimmer, United Kingdom

Sarah Ali, Nottingham Trent International College (NTIC), United Kingdom

Irina Idilova, Moscow Institute of Physics and Technology, Russia

Sana Salam, TED University, Türkiye

Ana Maria Astiazaran, Colegio Regis La Salle, Mexico

Meena Inguva, Sultan Qaboos University, Oman

Setenay S¸ ekercioğlu, Işık University, Türkiye

Asmaa Awad, University of Sharjah, United Arab Emirates

Vasilios Konstantinidis, Prince Sultan University, Kingdom of Saudi Arabia

Robert B. Staehlin, Morioka University, Japan

Jesse Balanyk, Zayed University, United Arab Emirates

Andrew Leichsenring, Tamagawa University, Japan

Yizhi Tang, Xueersi English, TAL Group, China

Lenise Butler, Universidad del Valle de México, Mexico

Alexsandra Minic, Modern College of Business and Science, Oman

Valeria Thomson, Muscat College, Oman

Esin Çag˘ layan, Izmir University of Economics, Türkiye

Daniel Newbury, Fuji University, Japan

Amira Traish, University of Sharjah, United Arab Emirates

Matthew Carey, Qatar University, Qatar

Güliz Özgürel, Yas¸ ar University, Türkiye

Poh Leng Wendelkin, INTO City, University of London, United Kingdom

Eileen Dickens, Universidad de las Américas, Mexico

Özlem Perks, Istanbul Ticaret University, Türkiye

Yoee Yang, The Affiliated High School of SCNU, China

Mireille Bassam Farah, United Arab Emirates

Claudia Piccoli, Harmon Hall, Mexico Rola Youhia, University of Adelaide College, Australia

Adriana Ghoul, Arab American University, Palestine

Tom Pritchard, University of Edinburgh, United Kingdom

Long Zhao, Xueersi English, TAL Group, China

Burçin Gönülsen, Işık University, Türkiye

Adnan Abu Ayyash, Birzeit University, Palestine