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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

Cambridge University Press and Assessment is a department of the University of Cambridge.

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/9781009797504

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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 978-1-009-79750-4 Reading, Writing and Critical Thinking Student’s Book with Digital Pack 1 ISBN 978-1-009-80482-0 Reading, Writing and Critical Thinking Student’s eBook with Digital Pack 1 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

People

UNIT 2

Seasons

UNIT 3

Places

Jobs

102

Homes and buildings

124

Food and culture

146

Transport

168

Lifestyle

UNIT 5 UNIT 6 UNIT 7 UNIT 8

Glossary

190

Video scripts

204

Acknowledgements

207

Unlock Advisory Panel

208

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UNIT 4

Your guide to Unlock

MAP OF THE BOOK

VIDEO

1 PEOPLE

Fishermen

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UNIT

Reading 1: A profile of a famous person (Communications)

Outdoor activities in winter

Reading 2: Cuban climate and weather (Meteorology)

3 LIFESTYLE Reading 1: Life under the midnight sun (Anthropology) Reading 2: Student timetable (Sociology / Education)

4 PLACES

Vocabulary for climate, weather and seasons

Additional skills: Using your knowledge Understanding key vocabulary Reading for detail Previewing Synthesizing

Life on the Reloncavi Estuary in Chile

Key reading skill: Annotating a text

The cenotes of Mexico

Key reading skill: Reading for main ideas

Additional skills: Using your knowledge Previewing Understanding key vocabulary Reading for main ideas Reading for detail Scanning to find information Synthesizing

Vocabulary for places

Additional skills: Understanding key vocabulary Previewing Annotating Scanning to find information Reading for detail Using your knowledge Synthesizing

Collocations for daily activities Vocabulary for study

Reading 2: The Maldives (Geography)

Key reading skill: Scanning to find information

Reading 1: A holiday in New Zealand (Travel)

Family vocabulary

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Reading 1: An article about the weather in a city (Geography)

Key reading skill: Previewing a text

VOCABULARY

Additional skills: Understanding key vocabulary Scanning to find information Reading for detail Understanding key vocabulary Synthesizing

Reading 2: A very tall man! (Anthropology)

2 SEASONS

READING

GRAMMAR

CRITICAL THINKING

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Collecting information

Nouns and verbs

Grammar for writing: Subject pronouns The verb be Possessive adjectives

WRITING Academic writing skill: Writing simple sentences: • subject + verb • capital letters • full stops

Writing task type: Write descriptive sentences

Writing task: Write a profile of your family.

Categorizing information

Grammar for writing: Prepositional phrases

Co Time expressions Grammar for writing: Parts of a sentence The present simple

Academic writing skills: Word order: subject–verb–adjective Punctuation: • capital letters • commas

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Nouns and adjectives Noun phrases

Choosing relevant information

Writing task type: Write descriptive sentences

Writing task: Write about the weather in your city or town. Academic writing skill: Main ideas and details

Writing task type: Write descriptive sentences

Writing task: Write about the life of a student in your class.

Noun phrases with of Grammar for writing: There is / There are Articles

Classifying topics and key words

Academic writing skills: Spelling and punctuation: capital letters Paragraph structure: topic sentences

Writing task type: Write a descriptive paragraph

Writing task: Write facts about your country.

UNIT

VIDEO

5 JOBS Reading 1: Find_my_job.com (Business and management)

Utah’s Bingham mine

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Living in Singapore

Reading 1: Architect’s world: expert interview (Architecture)

Reading 2: Ten of the best by cuisine (Hospitality management)

8 TRANSPORT Reading 1: Transport survey (Transport and logistics) Reading 2: Transport in Bangkok: Report (Urban planning)

Vocabulary for jobs

Vocabulary for buildings

Additional skills: Using your knowledge Understanding key vocabulary Scanning to find information Reading for main ideas Reading for detail

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Reading 1: Tea: A world history (History)

Key reading skill: Predicting content using visuals

An international baking competition

Key reading skills: Skimming Taking notes

Electric transport

Key reading skill: Working out meaning from context

7 FOOD AND CULTURE

Reading 2: Airports (Architecture)

Key reading skill: Reading for detail

VOCABULARY

Additional skills: Using your knowledge Previewing Understanding key vocabulary Scanning to find information Reading for main ideas Synthesizing

Reading 2: Job emails (Business and management)

6 HOMES AND BUILDINGS

READING

Vocabulary for food and drink

Additional skills: Using your knowledge Understanding key vocabulary Reading for main ideas Reading for detail Scanning to find information Previewing Synthesizing

Additional skills: Previewing Understanding key vocabulary Skimming Scanning to find information Reading for detail Using your knowledge Reading for main ideas Synthesizing

Transport collocations

GRAMMAR

CRITICAL THINKING Analyzing and evaluating opinions

Adjective phrases Grammar for writing: Must and have to The pronoun you

WRITING

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Academic writing skills: Joining sentences with and: • simple sentences • compound sentences Writing an email Writing task type: Write an email

Writing task: Write an email about a job. Analyzing data

Pronouns Adjectives

Grammar for writing: Comparing quantities Comparative adjectives

Writing task type: Write a comparative paragraph

Generating ideas

Can and cannot

Grammar for writing: Subject–verb agreement Determiners: a, an and some

Superlative adjectives Quantifiers Grammar for writing: Subject–verb–object Linking sentences with pronouns

Writing task: Write a comparison of two buildings.

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U Countable and uncountable nouns

Academic writing skills: Compound sentences with but Spelling: double consonants Supporting sentences

Academic writing skills: Error correction Concluding sentences

Writing task type: Write a descriptive paragraph

Writing task: Write about popular food in your country.

Collecting and analyzing data

Academic writing skill: Giving reasons with because and results with so Writing task type: Write an explanatory paragraph

Writing task: Write a paragraph explaining the results of a survey about transport.

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

HOW

WORKS

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WATCH AND LISTEN

YOUR KNOWLEDGE

Ask and answer the questions with a partner.

1 Look at the photo. Who are the people? family

friends

people at a sports game

2 Which people are important in your life? parents brothers and sisters friends people at school/university people at work

3 Why are these people important in your life? They’re … fun

clever

nice interesting

PREPARING TO WATCH

good ACTIVATING YOUR KNOWLEDGE PEOPLE 15

Unlock your knowledge

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

1 Work with a partner and answer the questions. 1 What do you like to eat? How often do you eat fish? 2 Think about people who live by the sea. What jobs do they have? What do they do in their free time? 3 Where can you buy or eat fish?

Watch and listen

the sentences (a–d) with the photos (1–4) from the video. Features an2 Match engaging and motivating video a The fishing boat is on the sea. b The fisherman is smiling. which generates interest in the topic and c They are fishing from a bridge. d They are eating fish in a restaurant. develops listening skills.

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PREDICTING CONTENT USING VISUALS

GLOSSARY

coast (n) the land close to the sea

READING READING

population (n) all the people who live in a country relax (v) to become happy and comfortable

fishing rod (n) a long piece of wood that is used for fishing

WHILE WATCHING

READING 1

READING 2 3

PREPARING TO READ SKILLS

net (n) a thin kind of cloth for fishing

UNDERSTANDING MAIN IDEAS

2 The text is about a …

1 Are there photos? 2 What is in the photos? 3 What is the title of the text? 4 Where is the text from? (a book? a magazine? a website?)

16 UNIT 1 a farm.

b snowboarder. 3 The text is from a … a book. b magazine.

a I do the same things Reading 2 I usually do. b I don’t know anybody who does that kind of work.

Offers students the opportunity to develop the reading skills required to process academic words examples texts, and presents and practises the vocabulary languages Spanish, Urdu, German city New York, Tokyo, Istanbul needed to comprehend theDubai, text itself.

c She enjoys studying things like grammar and pronunciation. Provides a different angle on the topic and WHILE READING serves as a model text for the writing task.

2 You are going to read a profile of a famous snowboarder. Read the words and examples in the table. Then write the bold words from the table in the sentences (1–6) below.

Saudi Arabia, the United Kingdom, China, Thailand

3 Read the texts on pages 22–23 and answer the questions. 1 What is normal about Sultan Kösen? 2 What is unusual about him?

4 Work with a partner. Decide who is Student A and who is Student B.

teacher, doctor

hobbies

reading, watching football, running

18 UNIT 1

GRAMMAR

My personal information

grandmother

First name: Chloe

father

Last name: Kim

son

Date of birth: 23 April 2000

sister

Father: Boran Yoon Kim

aunt

Language development NOUNS AND VERBS

Chloe Kim

My there. Profile in England. Many people live 1 London is a very big 1 Write the nouns from the box in the correct columns in the table. 2 I speak three : Turkish, Arabic and English. 3 Morocco is a in North Africa. It is close to Algeria and brother daughter grandfather mother uncle Spain. 4 My is 7 July 1997. 5 I have a great family vocabulary . I am a teacher. 6 I have many . I like running, reading and watching male (man) female (woman) cricket.

Read your text again and makes notes under the headings below the text. You will not be able to make notes under all the headings yet.

FAMILY VOCABULARY

READING FOR DETAIL

Student A: Read about Sultan Kösen on page 22. Student B: Read about Sultan Kösen on page 23.

LANGUAGE DEVELOPMENT job

SCANNING TO FIND INFORMATION

4 May 1998

country

c website.

1 That is an unusual job. 2 Andrea is interested in languages. 3 On a normal day I go to work.

1 The photo shows somebody snowboarding. Do you know this sport? Have you ever tried it? 2 What do you think the text is about? 3 What can you learn about in a profile? a a person b sports activities

date of birth

c very tall man.

2 You are going to read an article about a man who is very different. Match sentences 1–3 to sentences a–c. Make sure you understand the words in bold.

1 Look at the photo and the text on page 19. Ask and answer the questions with a partner.

UNDERSTANDING KEY VOCABULARY

PREVIEWING

5 Fish 1 The men in the first photo areand … chips is popular in the UK. is a good wayctoinrelax with friends. a at a shop. b6inFishing a house. a park.

Previewing means looking at a text before you read it. When you preview a text, look at the text and think about these questions:

Reading 1

1 Fish is a healthy food.

1 Look at the texts and photos on pages 22–23.sport Thenall choose theworld. 3 Fishing is a popular over the correct answers. 4 For some people, fishing is a job.

Previewing a text

PREVIEWING

Watch the video. Tick (✔) the information that you hear.

PREPARING TO READ 2 Fishing is a difficult job.

City: Long Beach, California

Mother: Jong Jin Kim

Country: United States

Sisters: Erica Kim, Tracey Kim

Languages: English, French, Korean

Grandmother: Jung Ae Moon

QR codes

READING 2

Job: Snowboarder Consolidates and expands on the language Allows students to easily access the audio of The words in bold are nouns. The underlined words are verbs. 3 Sultan is a farmer. He lives in Mardin. He works on a farm. presented in preparation for the writing task. the reading passages. 1 Hobbies: shopping, going to the Nouns = people, things, places Verbs = states, actions

2 Read the sentences. Write the bold words in the correct columns in the table below.

Email: info@chloekimfans.cupa.org

beach, playing my guitar

WRITING WRITING At the end of this unit, you are going to write a profile. Look at this unit’s writing task in the box below. Write a profile of your family.

SUBJECT PRONOUNS We use subject pronouns so we do not repeat nouns in texts.

1 Work with a partner. Ask and answer the questions about Sultan from Reading 2 on page 22. 5 What are Sultan’s hobbies? 6 What languages does Sultan speak?

1 What is Sultan’s last name? 2 Where does Sultan live? 3 Who is in Sultan’s family? 4 What is Sultan’s job?

noun

pronoun

✔ Sultan Kösen is from Türkiye. He lives in Mardin. noun

noun

✘ Sultan Kösen is from Türkiye. Sultan Kösen lives in Mardin. singular

plural

First person

I (always use a capital letter)

Collecting information

Second person

you

Before you write, collect information. This information can come from your knowledge, books, the internet, people or other places. Use a table to record the information.

Third person

he (man), she (woman), it (thing, idea)

they

SKILLS

GRAMMAR FOR WRITING GRAMMAR

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REMEMBER

CRITICAL THINKING

1 Write the correct pronoun in each gap.

1 My brother lives in Italy speaks Italian well. Grammar forandwriting

Develops the lowerfirst name and higher-order thinking last name skills required for the writing task.

3 My brother and I live at home with our parents. Presents and practises grammatical structures are students. 4 Dear Pablo, I hope are well. and features needed for the writing task. 5 Stefan has a wife and three children. live in Berlin.

WRITING TASK

country

LANGUAGE

WRITING SIMPLE SENTENCES

who in the family A simple sentence has a subject and a verb. Begin with a capital letter (A, B, C) and job end with a full stop ( . ) subject + verb subject + verb hobbies (noun) (pronoun) Sultan is from Türkiye.languages He is a farmer. capital letter

subject + verb (pronoun) He watches TV.

2 Change nouns with pronouns if it is necessary.

PLAN

1 My mother is tall. My mother is 182 cm. 1 Look back at your table in the Critical thinking section on page 26. 2 My father and my uncle are farmers. They work on the family farm. Check your notes for one person in your family and add any extra 3 Jakarta is the capital of Indonesia. Jakarta is a big city. information. Decide which other people in your family you want to 4 My sister and I live with my parents. My sister and I are interested write about in your profile, too. Tell your partner who you want to in music. write about. 5 My son’s hobby is playing football and he watches it on TV, too. Check forMy thissisters unit. Write 3, 2our or aunt 1 for each 6 1My sistersyour are learning studentsobjectives at university. live with brother(s) sister(s) mother and father/parents objective. and uncle. grandmother and grandfather (grandparents) 3= very well 2uncle(s) =about well somebody 1 = aunt(s) not soin well and 3 Write two sentences your family. Use a pronoun in the second sentence. I can … 2 Copy the table headings in your notebook. Make notes about watch and understand a video about people who other people in your family you want to write about. catch fish in different countries.

OBJECTIVES REVIEW

full stop 3 Work with a partner and use your table. Tell your partner about the ✔ Chloe Kim speaks threeyou languages. (correct) person wrote about. ✘ Chloe Kim three languages. (no verb) ✘ Chloe Kim three languages speaks. (wrong word order) 26 UNIT 1

am your new teacher.

6 My grandmother likes watching cricket and is interested in music. 7 What a great class! Thank for being such good students. Writelives a profile of your family. 8 Matt in Canberra. is the capital city of in Australia.

ACADEMIC WRITING SKILLS city

2 My name is Emma and

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date of birth

Critical thinking 2 Use the table to write information about a person in your family. APPLY

1 Put the words in order to make simple sentences. Add capital letters and full stops. 1 are / my parents / from Mexico

3 Read Maya’s profile. How many people in her family does she

Academic writing skills

preview a text. Writing write about?task

Practises all 3the writing skills needed for the in China / live in / Shanghai / my aunt and uncle writing task.4 our brothers / football on TV / watch

My name’s Maya and I’m 20 years old. I’m from Australia and I live Uses skills use the nouns and verbs. and language learned throughout in Sydney. My parents are Sanjay and Ria, and they live in Melbourne. Mysubject fatherto ispronouns. a support doctor, and my mother is a teacher. I in have drafting, a brother, the use unit students Dev. He’s 26 be years old andsimple). he works in a bank. He has a wife and a use the verb (present producing editing a piece of academic daughter. Theyand live in Ballarat, near Melbourne. I live at home with use possessive adjectives. my grandmother, Meera. I study languages at university. I speak writing. This is the unit’s main learning objective. write simple sentences. Mandarin and a little Hindi. My hobbies are playing tennis and

2 and I / are students / my sister

5 his grandparents / lives with / he

6 in Spain / are from / my mother and father / Seville

GRAMMAR FOR WRITING

collect information.

listening to music. write a profile of my family.

2 Correct ten mistakes in the text. Check for subjects, verbs, capital

letters, full stops and correct word order. OBJECTIVES REVIEW

3 = very well I can …

he a student. Arequipa lives. His are hobbies playing and 2 = well 1 = notHesoinwell watching football.

preview a text.

use subject pronouns.

aunt (n) brother (n) city (n) country (n) date of birth (n) daughter (n) family (n) father (n) grandfather (n)

grandmother (n) hobby (n) interested in (adj phr) job (n) language (n) listen (v) live (v) mother (n) music (n)

normal (adj) play (v) sister (n) son (n) uncle (n) unusual (adj) watch (v) work (v) years old (n phr)

= high-frequency words in the Cambridge Academic Corpus

WRITING TASK

use possessive adjectives.

Objectives review write simple sentences.

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.

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

write a profile of my family.

DIGITAL WORKBOOK

learning objectives.

WORDLIST aunt (n) brother (n) city (n) country (n) date of birth (n) daughter (n) family (n) father (n) grandfather (n)

grandmother (n) hobby (n) interested in (adj phr) job (n) language (n) listen (v) live (v) mother (n) music (n)

use the verb be (present simple).

collect information. 32 UNIT 1use nouns and verbs.

WORDLIST

DIGITAL WORKBOOK

watch and understand a video about people who catch fish in different countries.

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

1 Check your learning objectives forI’m thisfrom unit.Lima Write 2 or 1 for each My name Diego in 3, Peru. I 20 years old. my father objective. is Pablo and my mother Sofia. Have a brother. his name’s Carlo and

normal (adj) play (v) sister (n) son (n) uncle (n) unusual (adj) watch (v) work (v) years old (n phr)

OBJECTIVES REVIEW

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

PEOPLE

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about people who catch fish in different countries.

Reading skill Preview a text.

Critical thinking Collect information.

Grammar

Write a profile of your family.

Writing task

Write simple sentences.

Academic writing skill

Use nouns and verbs; use subject pronouns; use the verb be; use possessive adjectives.

UNIT 1 PEOPLE

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U YOUR KNOWLEDGE

Ask and answer the questions with a partner.

friends

people at a sports game

parents brothers and sisters friends people at school/university people at work

2 Which people are important in your life?

family

1 Look at the photo. Who are the people?

3 Why are these people important in your life? They’re … nice

interesting

fun

clever

good

PEOPLE

WATCH AND LISTEN 1

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PREDICTING CONTENT USING VISUALS

1 Work with a partner and answer the questions.

1 What do you like to eat? How often do you eat fish? 2 Think about people who live by the sea. What jobs do they have? What do they do in their free time? 3 Where can you buy or eat fish?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Match the sentences (a–d) with the photos (1–4) from the video. a The fishing boat is on the sea. b The fisherman is smiling. c They are fishing from a bridge. d They are eating fish in a restaurant.

GLOSSARY

coast (n) the land close to the sea

net (n) a thin kind of cloth for fishing

population (n) all the people who live in a country

fishing rod (n) a long piece of wood that is used for fishing

Watch the video. Tick (✔) the information that you hear. 1 Fish is a healthy food. 2 Fishing is a difficult job. 3 Fishing is a popular sport all over the world. 4 For some people, fishing is a job. 5 Fish and chips is popular in the UK. 6 Fishing is a good way to relax with friends.

16 UNIT 1

UNDERSTANDING MAIN IDEAS

WHILE WATCHING

relax (v) to become happy and comfortable

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Watch again. Circle the words you hear.

UNDERSTANDING DETAIL

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1 We eat 100,000 kilograms / tonnes of fish every year. 2 Most fishing boats are small / slow. 3 The fishermen in India use fishing rods / nets to catch their fish. 4 There are more than 10,000 / 100,000 fish and chip shops in the UK.

5 Tick (✔) the true statements from the video.

1 Fishermen are catching more fish today than in the past. 2 Most fishing boats have only one fisherman on them. 3 Most of the people on the bridge are fishing for fun, not as their job. 4 You can find a fish and chip shop in many towns in the UK. 5 There are different ways to catch fish. 6 Most fishing boats are big.

DISCUSSION

MAKING INFERENCES

6 Work with a partner and answer the questions.

1 Do you think fishing is an easy or hard job? Explain your answer. 2 Would you like to live in a village or town near the sea? Why / Why not? 3 Do you think fishing is a good job for a man or a woman? Why / Why not?

WATCH AND LISTEN

READING READING 1 Previewing a text Previewing means looking at a text before you read it. When you preview a text, look at the text and think about these questions:

SKILLS

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PREPARING TO READ

1 Are there photos? 2 What is in the photos? 3 What is the title of the text? 4 Where is the text from? (a book? a magazine? a website?)

1 Look at the photo and the text on page 19. Ask and answer the questions with a partner.

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PREVIEWING

1 The photo shows somebody snowboarding. Do you know this sport? Have you ever tried it? 2 What do you think the text is about? 3 What can you learn about in a profile? a a person b sports activities UNDERSTANDING KEY VOCABULARY

2 You are going to read a profile of a famous snowboarder. Read the words and examples in the table. Then write the bold words from the table in the sentences (1–6) below. words

examples

languages

Spanish, Urdu, German

city

New York, Dubai, Tokyo, Istanbul 4 May 1998

country

Saudi Arabia, the United Kingdom, China, Thailand

job

teacher, doctor

hobbies

reading, watching football, running

in England. Many people live there. : Turkish, Arabic and English. in North Africa. It is close to Algeria and is 7 July 1997. . I am a teacher. . I like running, reading and watching

18 UNIT 1

1 London is a very big 2 I speak three 3 Morocco is a Spain. 4 My 5 I have a great 6 I have many cricket.

date of birth

My Profile

Chloe Kim

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My personal information

First name: Chloe Last name: Kim

Date of birth: 23 April 2000

Father: Boran Yoon Kim Mother: Jong Jin Kim

Country: United States

Sisters: Erica Kim, Tracey Kim

Languages: English, French, Korean

Grandmother: Jung Ae Moon

City: Long Beach, California

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Job: Snowboarder 1

Email: info@chloekimfans.cupa.org

Hobbies: shopping, going to the beach, playing my guitar

Chloe Kim

Posted September 25 8:05 a.m.

3.5K

I’m Chloe Kim. I’m from Long Beach, California, in the United States. I speak three languages: English, French and Korean. I am a snowboarder. I have won many gold and silver medals. My sisters are older than me. Their names are Erica and Tracey. My father is an engineer. He is from South Korea. My grandmother lives in South Korea. I like shopping, going to the beach, and playing my guitar.

Say something…

SKILLS

WHILE READING 3 Read the profile on page 19 quickly. Complete the sentence with a or b.

SCANNING TO FIND INFORMATION

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The profile has information about Chloe Kim’s … a snowboarding b life

4 Read the profile again. Write the words from the box in the gaps 1–4.

READING FOR DETAIL

Contact information My family My hobbies and interests My life

5 Read the summary and circle the correct words.

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Chloe Kim is a 1skier / snowboarder. She is from 2California / Texas in the United States. Her date of birth is 23rd 3April / August 2000. She speaks 4English, French and Korean / English, German and Korean. Her 5brother / father is Boran Yoon Kim and he is an 6electrician / engineer. Chloe’s hobbies are 7shopping and going to the beach / shopping and reading.

POST-READING DISCUSSION

6 Ask and answer the questions with a partner.

My Profile

20 UNIT 1

First name:

City:

Last name:

Country:

Date of birth:

Languages: Job:

My personal information

7 Complete the personal information in your profile.

WRITING

1 What is your date of birth? 2 Do you have any brothers or sisters? 3 What are your brothers’ and sisters’ names? 4 What languages do you speak? 5 What are your hobbies?

READING 2 PREPARING TO READ

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1 Look at the texts and photos on pages 22–23. Then choose the correct answers.

1 The men in the first photo are … b in a house. a at a shop. 2 The text is about a … a farm. b snowboarder. 3 The text is from a … a book. b magazine.

PREVIEWING

c in a park. c very tall man.

c website.

2 You are going to read an article about a man who is very different. Match sentences 1–3 to sentences a–c. Make sure you understand the words in bold.

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1 That is an unusual job. 2 Andrea is interested in languages. 3 On a normal day I go to work.

a I do the same things I usually do. b I don’t know anybody who does that kind of work. c She enjoys studying things like grammar and pronunciation.

WHILE READING

3 Read the texts on pages 22–23 and answer the questions. 1 What is normal about Sultan Kösen? 2 What is unusual about him?

4 Work with a partner. Decide who is Student A and who is Student B.

Read your text again and makes notes under the headings below the text. You will not be able to make notes under all the headings yet.

READING FOR DETAIL

Student A: Read about Sultan Kösen on page 22. Student B: Read about Sultan Kösen on page 23.

SCANNING TO FIND INFORMATION

Reading 2

tall man! A VERY

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Sultan Kösen is from Türkiye. He is unusual because he’s very tall. He’s 251cm tall. His clothes and shoes are very big.

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Sultan lives in Mardin in Türkiye. He lives with his family. Sultan has a wife, three brothers and one sister. The people in his family are normal height. Sultan’s hobby is watching TV and he is interested in music.

Sultan Kösen

Country and city: …………………………………………………….... Family: ………………………………………………………………….. Hobbies: ……………………………………………………………….. Height: …………………………………………………………………. Job: …………………………………………………………………….. Languages: ……………………………………………………………. Travel: …………………………………………………………………...

5 Use your notes to tell your partner about Sultan. Ask your partner about information you could not find and complete your notes.

22 Unit 1

6 Work with a partner and discuss the following questions. 1 How many people are there in your family? 2 What languages do you speak? 3 Where are you from? 4 Where do you live? 5 Where is an interesting place you have travelled to? 6 What are your hobbies?

SYNTHESIZING

DISCUSSION

POST READING

tall A VERY

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man!

Sultan Kösen is from Türkiye. He is unusual because he’s very tall. He’s the tallest person in the world. People look at him in the street.

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Sultan is a farmer. He works on the family farm. He drives a tractor. Sultan speaks Turkish and English. He went to London, Paris and Madrid in Europe in 2010. He went to New York, Chicago and Los Angeles in the United States in 2011.

Sultan Kösen

es READING 2

LANGUAGE DEVELOPMENT FAMILY VOCABULARY 1 Write the nouns from the box in the correct columns in the table.

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brother

daughter

grandfather

mother

uncle

male (man)

female (woman) grandmother

father

son

sister

family vocabulary

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aunt

GRAMMAR

NOUNS AND VERBS

The words in bold are nouns. The underlined words are verbs. Sultan is a farmer. He lives in Mardin. He works on a farm. Nouns = people, things, places Verbs = states, actions

2 Read the sentences. Write the bold words in the correct columns in the table below.

24 UNIT 1

nouns

1 Chloe Kim is from California. 2 Sultan Kösen lives on a farm. 3 Chloe Kim’s father is an engineer. 4 Sultan Kösen works in Türkiye. 5 He is interested in music. 6 Moeen Ali plays with his son. 7 Chloe Kim speaks three languages.

verbs

3 Which word is different in each list? Why? 1 family, Türkiye, music, lives, brother 2 hobby, plays, watches, are, speak 3 man, like, clothes, wife, music

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4 Close your books. Write three nouns and three verbs you can remember from Exercises 2 and 3. Compare your lists with your partner. Did you remember the same words?

GRAMMAR

Regular singular and plural nouns

Singular = 1. Examples: Ray has one brother. He’s a farmer. Plural = 2+. Examples: Fernando has two brothers. They are farmers. For a plural noun we usually add s: ‘job’ + s = jobs

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Irregular plurals 1 man ➞ 2+ men 1 woman ➞ 2+ women 1 person ➞ 2+ people 1 child ➞ 2+ children

5 Read the sentences and circle the correct words. 1 My mother has four sister / sisters. 2 I have only one aunt / aunts. 3 I have a grandfather / grandfathers in Dubai.

6 Read the sentences and write a noun from the box in each gap. Choose plural or singular. aunt child

job

languages sister

7 Write two sentences like the ones in Exercise 6 about your family.

1 I have only one and she lives in Dubai. 2 He speaks two , Arabic and English. 3 His is working on the family farm.

LANGUAGE DEVELOPMENT

WRITING CRITICAL THINKING

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At the end of this unit, you are going to write a profile. Look at this unit’s writing task in the box below. Write a profile of your family.

1 Work with a partner. Ask and answer the questions about Sultan from Reading 2 on page 22.

REMEMBER

5 What are Sultan’s hobbies? 6 What languages does Sultan speak?

Collecting information

SKILLS

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1 What is Sultan’s last name? 2 Where does Sultan live? 3 Who is in Sultan’s family? 4 What is Sultan’s job?

Before you write, collect information. This information can come from your knowledge, books, the internet, people or other places. Use a table to record the information. APPLY

2 Use the table to write information about a person in your family. first name last name

date of birth city

languages

3 Work with a partner and use your table. Tell your partner about the person you wrote about.

26 UNIT 1

hobbies

job

who in the family

country

GRAMMAR FOR WRITING SUBJECT PRONOUNS noun

GRAMMAR

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We use subject pronouns so we do not repeat nouns in texts. pronoun

✔ Sultan Kösen is from Türkiye. He lives in Mardin. noun

noun

✘ Sultan Kösen is from Türkiye. Sultan Kösen lives in Mardin.

singular

plural

I (always use a capital letter)

Second person

you

he (man), she (woman), it (thing, idea)

they

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Third person

First person

1 Write the correct pronoun in each gap.

1 My brother lives in Italy and speaks Italian well. 2 My name is Emma and am your new teacher. 3 My brother and I live at home with our parents. are students. 4 Dear Pablo, I hope are well. 5 Stefan has a wife and three children. live in Berlin. 6 My grandmother likes watching cricket and is interested in music. 7 What a great class! Thank for being such good students. 8 Matt lives in Canberra. is the capital city of in Australia.

2 Change nouns with pronouns if it is necessary.

1 My mother is tall. My mother is 182 cm. 2 My father and my uncle are farmers. They work on the family farm. 3 Jakarta is the capital of Indonesia. Jakarta is a big city. 4 My sister and I live with my parents. My sister and I are interested in music. 5 My son’s hobby is playing football and he watches it on TV, too. 6 My sisters are students at university. My sisters live with our aunt and uncle.

3 Write two sentences about somebody in your family. Use a pronoun in the second sentence.

GRAMMAR FOR WRITING

GRAMMAR

THE VERB BE singular be

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You

are

He She It

tall. a student.

subject

are

You

are

They

are

from Türkiye. students.

subject

plural

She is not my sister.

They are not British.

Negative form Use not after am/is/are. ✔ I am not from Morocco.

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Verb be contractions

Use contractions (short forms) with pronouns in personal and informal writing. singular I am ➞ I’m you are ➞ you’re he is ➞ he’s she is ➞ she’s it is ➞ it’s

I’m from Riyadh.

She’s from Beijing.

plural

we are ➞ we’re you are ➞ you’re they are ➞ they’re

They’re from Cairo.

Verb be negative contractions singular

we aren’t / we’re not you aren’t / you’re not they aren’t / they’re not

28 UNIT 1

There are two negative forms. He is not tall. = He isn’t tall. = He’s not tall. We are not brothers. = We aren’t brothers. = We’re not brothers.

I am not ➞ I’m not you are not ➞ you aren’t / you’re not he is not ➞ he isn’t / he’s not she is not ➞ she isn’t / she’s not it is not ➞ it isn’t / it’s not

plural

4 Correct the sentences. 1 Tokyo the capital city of Japan. 2 I not am from England. 3 Google and Microsoft big are companies.

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5 Read paragraph A. Write the correct form of the verb be in the gaps. Use contractions where possible.

br A

My name (1) Ahmed. I (2) from Amman. It (3) in Jordan. (4) I 19 years old. My brother (5) Rashid and he (6) 26 years old. We (7) both students at university.

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Mayumi. I (2) Japan. (4)

My name (1) from Kyoto. (3) 17 years old. My sister (5) students (7) live with (9)

6 Help Mayumi write her profile. Complete her notes in paragraph B.

Sakura. We (6) university. (8) mother and father.

Grammar for Writing

7 Work in pairs. One student talks about Ahmed and one student talks about Mayumi. Ahmed’s from Amman …

Mayumi’s a student …

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8 Correct five mistakes in the text below.

My name am Ibrihim. My family is from Tunisia. I have two sisters and one brother. My sisters is at school in Tunis. They are 11 and 12. My brother is 22. He are a teacher in Spain. I live with my brother. We is in Madrid. I are at university. I speak Spanish, Arabic and English.

9 Rewrite the sentences. Use contractions.

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1 I am from Tokyo.

2 We are students in London. 3 It is a big city.

4 You are not tall.

5 She is not a student. 6 He is a teacher.

7 You are students in my class. 8 It is not a big school.

10 I am not at university.

9 We are not in Mexico.

30 UNIT 1

POSSESSIVE ADJECTIVES

possessive adjective my

My name is Ahmed.

you

your

What’s your name? What are your names?

her

Mayumi is from Japan. Her family lives in Kyoto.

his

Sultan is from Türkiye. His family lives in Mardin.

its

Japan is a country in Asia. Its capital is Tokyo.

she

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subject pronoun

GRAMMAR

Use possessive adjectives before a noun.

our

they

their

We live in Canada. Our uncle and aunt live in the US.

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Marta and Luis are farmers and their daughter Angela is a student.

10 Circle the correct word in each sentence.

1 My brother and I live in Bangkok, but our / your parents live in Chang Mai. 2 Can you tell me my / your email address? 3 Chloe Kim is from California. Its / Her sisters are older than her. 4 Enzo and Daniela are students in Rome. They / Their parents live in Milan.

11 Write sentences about your family.

12 Compare your sentences with a partner. Who did your partner write about?

1 Write one or two sentences about a man or woman in your family. Use a possessive adjective. 2 Write one or two sentences about two people in your family. Use a possessive adjective.

GRAMMAR FOR WRITING

ACADEMIC WRITING SKILLS A simple sentence has a subject and a verb. Begin with a capital letter (A, B, C) and end with a full stop ( . )

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LANGUAGE

WRITING SIMPLE SENTENCES

subject + verb (noun) Sultan is from Türkiye.

subject + verb (pronoun) He watches TV.

full stop

capital letter

subject + verb (pronoun) He is a farmer.

✔ Chloe Kim speaks three languages. (correct) ✘ Chloe Kim three languages. (no verb) ✘ Chloe Kim three languages speaks. (wrong word order)

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1 Put the words in order to make simple sentences. Add capital letters and full stops. 1 are / my parents / from Mexico 2 and I / are students / my sister

3 in China / live in / Shanghai / my aunt and uncle 4 our brothers / football on TV / watch 5 his grandparents / lives with / he

6 in Spain / are from / my mother and father / Seville

32 UNIT 1

My name Diego I’m from Lima in Peru. I 20 years old. my father is Pablo and my mother Sofia. Have a brother. his name’s Carlo and he a student. He in Arequipa lives. His are hobbies playing and watching football.

2 Correct ten mistakes in the text. Check for subjects, verbs, capital letters, full stops and correct word order.

WRITING TASK Write a profile of your family.

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PLAN

1 Look back at your table in the Critical thinking section on page 26. Check your notes for one person in your family and add any extra information. Decide which other people in your family you want to write about in your profile, too. Tell your partner who you want to write about.

brother(s) sister(s) mother and father/parents grandmother and grandfather (grandparents) uncle(s) and aunt(s)

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2 Copy the table headings in your notebook. Make notes about other people in your family you want to write about. 3 Read Maya’s profile. How many people in her family does she write about?

My name’s Maya and I’m 20 years old. I’m from Australia and I live in Sydney. My parents are Sanjay and Ria, and they live in Melbourne. My father is a doctor, and my mother is a teacher. I have a brother, Dev. He’s 26 years old and he works in a bank. He has a wife and a daughter. They live in Ballarat, near Melbourne. I live at home with my grandmother, Meera. I study languages at university. I speak Mandarin and a little Hindi. My hobbies are playing tennis and listening to music.

es WRITING TASK

WRITE A FIRST DRAFT 4 Use your notes on people in your family. Look at Maya’s example and other examples in the unit to help you. Also use some of the words and phrases below to help you.

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My name’s … I’m from … I live … He / She lives … They live … … years old … … is a (job)

He / She works in (place) I study … He / She studies … My hobby is … / hobbies are … I’m / he’s / she’s interested in … I speak … He / She speaks …

EDIT

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5 Use the Task checklist to review your profile.

TASK CHECKLIST

✔

Make sure each sentence has a subject and a verb.

Make sure each sentence begins with a capital letter and ends with a full stop. Use the correct form of be with subjects and subject pronouns.

Use possessive adjectives (my, his, her) before a noun (brother, sister, uncle).

Make sure people’s names and places have capital letters.

Make sure the personal pronouns he and she are before the verb is.

6 Make any necessary changes to your profile.

Make sure the personal pronouns we and they are before the verb are.

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 people who catch fish in different countries. preview a text.

collect information.

use nouns and verbs.

use subject pronouns.

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use the verb be (present simple). use possessive adjectives. write simple sentences.

write a profile of my family.

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

WORDLIST

normal (adj) play (v) sister (n) son (n) uncle (n) unusual (adj) watch (v) work (v) years old (n phr)

grandmother (n) hobby (n) interested in (adj phr) job (n) language (n) listen (v) live (v) mother (n) music (n)

aunt (n) brother (n) city (n) country (n) date of birth (n) daughter (n) family (n) father (n) grandfather (n)

DIGITAL WORKBOOK

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

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IT N U

SEASONS

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about outdoor activities in winter.

Reading skill Scan to find information.

Critical thinking Categorize information.

Grammar

Write about the weather in your city or town.

Writing task

Use correct word order; use correct punctuation.

Academic writing skills

Use nouns and adjectives; use noun phrases; use prepositional phrases.

UNIT 2 SEASONS

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es YOUR KNOWLEDGE 1 How do you feel when you look at this photo? Why? 2 Would you like to visit this place? Why / Why not? 3 Is this a time of the year you enjoy? Why / Why not?

SEASONS

WATCH AND LISTEN 1

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br ge U

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PREDICTING CONTENT FROM VISUALS

1 Work with a partner and answer the questions.

1 In the winter, do you like being inside your house or outside? Why? 2 What do you enjoy doing in the winter? 3 What kind of exercise can people do in the winter?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Look at the photos (1–4) from the video. Match the sentence halves. 1 This person is 2 This person is 3 This person is 4 This person is

a running in the snow. b swimming in the snow. c on a bicycle in the snow. d doing yoga in the snow.

3 Would you like to do these things in the snow? Why / Why not?

GLOSSARY

yoga (n) a set of exercises for the mind and body

alpaca (n) a South American animal with a long neck and long hair

virus (n) a living thing that cannot be seen that causes disease or illness

minus (adj) a number less than zero depression (n) the feeling of being very unhappy for a period of time

38 UNIT 2

chemical (n) a basic substance that is used in chemistry

average (adj) the result you get by adding two or more amounts together and then dividing by the number of amounts

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br ge U

Watch the video. Tick (✔) the sentences that are true in the video.

1 2 3 4

In the winter, people want to stay inside and keep warm. Doing exercise in winter is good for us. Swimming in the snow isn’t a good idea. In the winter, we need to go outside sometimes. Watch the video again. Circle the correct answers.

1 Exercise and light / snow help us stay strong and happy. 2 The yoga teacher wants people to feel warm / good in the winter. 3 The alpacas help / don’t help people with yoga. 4 Going outside is a good / bad way to stay healthy.

6 Complete the sentences below with the words from the box. people scientists

swimming

temperatures

7 Work with a partner and answer the questions.

DISCUSSION

MAKING INFERENCES

think we stay inside too much in the winter. do not stop some Canadians doing yoga. in cold water helps a person who feels unhappy. should try to do exercise in the winter.

UNDERSTANDING DETAIL

1 2 The cold 3 4 More

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

1 Do you think people get sick when it’s cold? Why / Why not? 2 Do people need more exercise in the winter? Why / Why not? 3 What ideas do you have to help people do more exercise in winter?

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 weather in a city. Complete the sentences with a word from the box.

cloudy

sunny

windy

1 When there is a lot of sun, we say it’s 2 When there is a lot of wind, we say it’s 3 When there are a lot of clouds, we say it’s

. . .

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2 Ask and answer the questions with a partner. Use the examples in the box to help you.

it’s (very) hot it’s (very) cold it’s warm it’s sunny it’s cloudy it’s windy it’s raining it’s snowing I like hot weather. I don’t like rain.

1 What’s the weather usually like in your town/city? 2 What’s the weather like today? 3 What kind of weather do you like? USING YOUR KNOWLEDGE

3 Read the example and complete the gaps 1–3. 15 °C = fifteen degrees Celsius 1 8 °C = degrees Celsius 2 19 °C = nineteen Celsius 3 32 °C = thirty-two degrees

4 Complete the names of the four seasons. , autumn,

5 Ask and answer the questions with a partner.

spring,

6 Look at the pictures of the city on page 41 and answer the questions. 1 What time of year is it in picture 1? 2 What time of year is it in picture 2?

7 Read the title of the text on page 41. What do you think is interesting about the weather in this city? Discuss with a partner. 40 UNIT 2

1 What’s an average temperature in your town/city in the summer? 2 What’s an average temperature in your town/city in the winter? 3 What temperature is very hot/cold for you?

Four Seasons in

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one day

This happens in Melbourne, the capital city of the state2 of Victoria in southeast Australia. Melbourne is famous for fast changes in the weather. Usually, the weather isn’t too hot or too cold. In summer, from December to February, the average temperature3 is between 15 °C and 25 °C, but sometimes it can be more than 30 °C. In winter, from June to August, the average temperature is between 6 °C and 14 °C.

On sunny days, the people of Melbourne often take their umbrella4 with them when they leave home.

In the morning, it was cloudy, and the temperature was 18 °C. At midday, it was sunny and it was 28 °C, but 30 minutes later the wind changed and the temperature went down1 to 15 °C and it started to rain. In the evening, the rain stopped, and the temperature was 20 °C. It was like having the four seasons of spring, summer, winter and autumn together in one day.

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go (went) down (v) become less state (n) part of a large country 3 average temperature (n phr) how hot or cold a place usually is 4 umbrella (n) a thing that you hold above your head to keep yourself dry when it is raining 1 2

es READING 1

Scanning to find information Scanning means looking for information. When we scan, we do not read every word in a text. We can scan for information such as: • numbers • names of places • months Look for capital letters to find places and months.

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SKILLS

WHILE READING

8 Complete the information in the table.

SCANNING TO FIND INFORMATION

City: State: Country:

Melbourne

READING FOR DETAIL

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months average temperature Summer in Melbourne: December to February Winter in Melbourne:

9 Circle the correct words to make the sentences about the text true. 1 Last summer / On one day in Melbourne the temperature changed from 15 °C to 28 °C. 2 This temperature change happens often / happened one time in Melbourne. 3 In summer, the temperature is sometimes / always higher than 30 °C. 4 The people of Melbourne are often / never ready for weather changes.

POST-READING DISCUSSION

1 Would you like to live in Melbourne? Why / Why not? 2 Do you prefer hot or cold temperatures? Why?

11 Write about the weather in your country. Use ideas below to help you. I live in . The average temperature in . I like / don’t like the weather in .

42 UNIT 2

is because

WRITING

10 Ask and answer questions with a partner.

READING 2 PREPARING TO READ 1 Put the months of the year in the correct order.

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USING YOUR KNOWLEDGE

April August February July May October November , March, , , December

, , September,

, ,

January, June,

2 Work with a partner. Ask and answer the questions about your town or city.

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1 What months are very hot / very cold? 2 What months does it rain a lot? 3 What months do you like most?

3 Look at Texts A, B and C on page 44. Choose the correct answers (a–c) to the questions (1–3).

PREVIEWING

1 Where are the texts from? a a book b a magazine c a website 2 Which text is about the weather in Cuba now? a Text A b Text B c Text C 3 Which texts are about typical weather in Cuba? a Texts A and B b Texts B and C c Texts A and C

4 You are going to read about the weather in Cuba. Read the definitions in the box. Then write the words from the box in the gaps in 1–3.

Normally in my town, the (1) is very comfortable. But (2) in the summer, it is very hot and the is not high. My (3) garden gets very and it’s difficult to grow vegetables and flowers.

climate (n) the weather that a place usually has dry (adj) with very little or no rain rainfall (n) the amount of rain that falls in one place

UNDERSTANDING KEY VOCABULARY

Reading 2

5 Write the words from the box in the gaps in Text A. cloudy rainy

sunny

windy

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Cuba weather

Updated just now

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

+28 ˚C

+26 ˚C

+29 ˚C

+31 ˚C

sunny and

sunny

TODAY

TODAY | TOMORROW | 5 DAY | MONTHLY

+29 ˚C

cloudy and

(2)

and cloudy

(4)

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(1)

(3)

www.cubaweather.org

Cuban Climate

1 Cuba is in the Caribbean. The climate in Cuba is good. It has two seasons: the dry season and the rainy season. The dry season and the rainy season each last for six months. 2 The dry season is from November to April. The average temperatures are between +22 ˚C and +25 ˚C in the dry season. The average rainfall is 62 mm in the dry season. It is windy and sunny in the dry season. 3 The rainy season is from May to October. In the rainy season, the average temperatures are between +26 ˚C and +28 ˚C. The average rainfall in the rainy season is 146 mm. It is often cloudy. 4 The best time to visit Cuba is April or May.

www.cubaweather.org

44 UNIT 2

AVERAGE TEMPERATURE

SEASON (MONTHS)

Weather Averages AVERAGE RAINFALL

AVERAGE WIND SPEED

Dry (Nov–Apr)

+23 ˚C

62 mm

8 kph

Rainy (May–Oct)

+27 ˚C

146 mm

15 kph

WHILE READING 6 Read the three texts (A–C) quickly. Match the facts (1–6) to the correct numbers (a–f).

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1 number of months in the dry season 2 average temperatures (˚C) in the dry season 3 average rainfall (mm) in the dry season 4 average rainfall (mm) in the rainy season 5 temperature (˚C) on Tuesday 6 temperature (˚C) on Thursday

SCANNING TO FIND INFORMATION

a +26 b +31 c +23 d 146 e 6 f 62

7 Work with a partner. Student A make notes about the dry season in Cuba. Student B make notes about the rainy season in Cuba. Student B rainy season

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Student A dry season

SYNTHESIZING

9 Work with a partner. Use ideas from Reading 1 and Reading 2 to answer the questions.

DISCUSSION

8 Tell your partner about the rainy or the dry season in Cuba. Use your notes from Exercise 7.

1 When is a good time for you to visit Cuba? 2 When is a good time for you to visit Melbourne? 3 Before you go to a new country, is it a good idea to read facts about the climate? Why / Why not?

READING 2

LANGUAGE DEVELOPMENT Example nouns: morning, temperature, city, umbrella, weather, people Example adjectives: hot, cloudy, famous, fast, cold, sunny adjective + noun ✓ cold winter, famous city ✗ winter cold, city famous Is / are / was / were (not) + adjective ✓ The summer isn’t hot. ✗ The summer not hot. ✓ The people are kind. ✗ The people kind. ✓ It was cloudy. ✗ It cloudy. Adjectives go before a noun. Adjectives come after the verb be (is / are / was / were).

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GRAMMAR

NOUNS AND ADJECTIVES

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1 Match the adjectives in the box to the correct category. Some adjectives can go in two categories. clean

expensive famous happy interesting kind sunny tall warm windy

Categories weather: sunny city: people:

2 Tick (✔) the correct sentences. Correct the mistakes in the other sentences.

46 UNIT 2

4 Read your partner’s sentences. Are they the same?

1 In spring, the weather in my country is … . 2 We have … summers in my country. 3 … is a(n) … city in my country. 4 The people in my class are … .

3 Complete the sentences with your own ideas.

1 We have hot summers in Bangkok. 2 The weather very cloudy in March. 3 She is a person very interesting. 4 Seville is a city famous in Spain.

NOUN PHRASES

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GRAMMAR

Noun phrase = a/the + adjective + noun Examples: Cuba has a hot summer. The average rainfall is 62 mm. Finland has very cold winters. Quibdó in Colombia has high rainfall. When the noun is plural or uncountable, we don’t always use a and the.

5 Underline the noun phrases that have an adjective in each sentence.

1 Melbourne has a warm spring. 2 The dry season is usually sunny. 3 Lisbon in Portugal has warm winters. 4 Copenhagen in Denmark is a clean city. 5 A rainy summer isn’t very nice.

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6 Write the words from the box in the gaps to complete the noun phrases. a season summers the

warm

1 Cuba has rainy season. 2 Sydney has a spring. 3 The dry is very hot. 4 In Cape Town, South Africa, the

are long and hot.

7 Tell your partner about the weather in a town or city you know, but not the place you live. Use a noun phrase with an adjective.

es LANGUAGE DEVELOPMENT

WRITING CRITICAL THINKING Write about the weather in your city or town.

Categorizing information

After you collect information, the next step is to categorize it, or put the information in groups. Look at the headings in the table. A table is a good way to categorize information. It is easy to see facts and numbers.

SKILLS

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At the end of this unit, you are going to write about the weather. Look at this unit’s writing task in the box below.

season

March, April, May

average temperature +21 ˚C

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spring

months

APPLY

1 Complete the table below about Melbourne. Use information from the text on page 41. season

winter

months

average temperature

10 °C–20 °C

48 UNIT 2

11 °C–20 °C

autumn

December, January, February

2 Work with a partner. Look at your completed table from Exercise 1 on page 48. Ask and answer questions.

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1 Is Melbourne cold in January? 2 Is Melbourne warm in July? 3 What is the weather like in February? 4 When is spring? 5 Is autumn warm or cold?

3 Create a table for the seasons in your city or town. If you don’t know the information, write what you think it is. months

season

average temperature

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4 Compare your answers with a partner. Then use the internet to check and correct your information.

Critical Thinking

GRAMMAR FOR WRITING Prepositions

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GRAMMAR

PREPOSITIONAL PHRASES

Examples: about, in, from, between, for, on, of, with, after Prepositional phrase = preposition + noun Examples: in Australia, for six months, about 30 °C Uses of prepositional phrases: To say where: Marcos is from Colombia. To say when: It is very hot in summer. To say how long: The rainy season last for six months. To give a general idea: It is about 19 °C. To show a range: The average winter temperature is between 6 °C and 14 °C.

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1 Read about Sofia and her city. Use the prepositions in the box to complete the text. about between for

from

My name is Sofia and I’m 1 Chicago in the USA. In my city, 2 the weather is warm the summer. We have an average 3 high temperature of 28 °C, but it rains a lot. The winter 4 lasts four months from December until March. January and February are very cold months. The average temperatures are 5 –1 °C and –4 °C. I like September in Chicago. The average temperature is between 12 °C and 24 °C and it doesn’t rain a lot.

2 Underline all the prepositional phrases in the text.

3 Write sentences about you. Use the ideas to help.

4 Work in small groups and present the information you wrote about in Exercise 3 to other students.

50 UNIT 2

1 My name is … and I’m from … (city / country) 2 In my city, the weather is … (hot / warm / cold; summer / winter) 3 I like … (month / city). The average temperature is … (temperatures)

GRAMMAR

Prepositional phrases and punctuation At the beginning of a sentence, use a comma (, ) after a prepositional phrase. prepositional phrase prepositional phrase °C. In the rainy season, the average temperatures are between 26 °C and 28 °C

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comma

no comma

5 Circle the prepositional phrase in the sentences. Tick (✔) sentences with correct punctuation. Correct the incorrect sentences.

1 In the dry season, the weather is often cloudy. 2 From May to September the weather is warm, but not very hot. 3 The average temperature in spring is between 10 °C and 20 °C. 4 The average high temperature in summer is, about 29 °C. 5 In spring, there is a strong wind that comes, from the sea.

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6 Match the sentence halves. Write a sentence and add commas if necessary. 1 It is warm in Melbourne 2 In the rainy season 3 From December to August the average temperature

a is between 6 °C and 14 °C. b in the summer. c the average rainfall is 146 mm.

7 Add six commas to the text.

In Vietnam Da Nang is a great city to visit. It has many beautiful beaches. From April to July there is a dry season, and this is the best time to visit Da Nang. In the dry season the average temperatures are between 27 °C and 29 °C. It is usually sunny, but sometimes the weather is cloudy. From August to December Da Nang has a rainy season, and it rains a lot. In this season the average rainfall is about 260 mm. In November and December the weather is a little cooler. The average temperatures are between 22 °C and 25 °C.

GRAMMAR FOR WRITING

8 Put the words in order to make sentences. Remember to use a comma if a prepositional phrase begins the sentence. 1 windy / October / , / is / it / In / .

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2 weather / good / summer / is / The / in / . 3 Cuba / climate / good / the / is / In / , / .

4 the average / , / 34 mm / In / autumn / rainfall / is / . 5 Yakutsk / The / are / cold / winters / in / .

6 in / summer / is / The average temperature / +20 ˚C /.

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7 the dry season / 62 mm / In / , / average rainfall / is / the / .

52 Unit 2

ACADEMIC WRITING SKILLS WORD ORDER

There are two seasons in Vietnam. subject + be + noun phrase

Summer is from December to February. subject + be + prepositional phrase

The winter months are cold. subject + be + adjective

Cairo is the capital of Egypt. subject + be + noun phrase

LANGUAGE

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Sentences with be

Subjects of a sentence can be nouns (summer, Cuba), noun phrases (the weather, the dry season) or pronouns (it, they). After the verb be we can use noun phrases, prepositional phrases and adjectives.

1 Put the words in order to make correct sentences.

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1 is / The weather / in Melbourne / famous /. 2 are / two seasons / There / in Dubai /. 3 hot / are / in Chicago / Summers /. 4 cloudy / is / It / in autumn /. 5 from June / are / to August / Winters /. 6 the best / are / June and July / of the dry season / months /.

2 Use phrases from the box and write three sentences about your country. there are two/four seasons … the weather in June … winters are … from (month) to (month) … in spring … the summer months … temperatures are between … are the best months …

1 2 3

ACADEMIC WRITING SKILLS

Capital letters Use a capital letter for these types of words: names of months: April, May, June names of days: Monday, Tuesday, Wednesday names of countries: Australia, Colombia, Vietnam names of places: Melbourne, Chicago, Cape Town nationalities: Mexican, Egyptian, Korean names of people: Ahmed, Melanie, Sofia

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LANGUAGE

PUNCTUATION

Commas

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Use a comma after a prepositional phrase at the beginning of a sentence: In September, it rains a lot. Use a comma when you write a list of three or more nouns: The weather is warm in March, April, May and June.

3 Add or take away commas in the sentences if necessary.

1 It is autumn in March April and May. 2 It rains a lot, in the winter. 3 It rained last week on Tuesday, Wednesday Thursday and Friday. 4 From June to August there is a lot of cold, and rainy weather. 5 The best time for sunny weather is in August, and September.

4 Correct the punctuation in the text to make four sentences. Add capital letters, commas and full stops. in argentina summer is between december and february the weather is warm and rainy in the capital city buenos aires the average temperature is 24 °C the average rainfall in the summer months is about 103 mm

54 UNIT 2

WRITING TASK Write about the weather in your city or town.

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PLAN 1 Look back at the notes in your table in the Critical thinking section on page 49. Add any new information to the table. Use the information in these notes for your writing.

2 Make more notes in the box below.

My town/city My country: Adjectives that talk about the weather in my country:

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EXAMPLE

3 Read an example about the weather in a person’s city. Is the weather like this in your town/city?

I live in Liverpool in the United Kingdom. We have four seasons. The seasons are autumn, winter, spring and summer. The winter is from December to March, and the weather is cold and windy. The average temperature in winter is 6 °C. In summer, the weather isn’t very warm, and it is sometimes cloudy. The average temperature is 15 °C.

WRITE A FIRST DRAFT

I live in … in … … has (number) seasons. The seasons are … The (season) is (months) … and the weather is (adjectives). The average temperature … In (season) the weather … and it is (adjectives). The average temperature …

4 Use the ideas below to help you write a first draft. Read the Task checklist on page 56 as you write your sentences.

Writing Task

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U EDIT

5 Use the Task checklist to review your sentences. TASK CHECKLIST

✔

Use adjectives before a noun or after the verb be.

6 Make any necessary changes to your sentences.

56 Unit 2

Capitalize the beginning of a sentence and names of months, days, people, nationalities and places.

Use commas after prepositional phrases which begin a sentence and for items in a list.

Use prepositional phrases to tell where, when or how long, or to give an estimate or range.

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 outdoor activities in winter. scan to find information.

categorize information.

use noun phrases.

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use nouns and adjectives.

use prepositional phrases. use correct word order.

use correct punctuation.

write about the weather in my city or town.

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

WORDLIST

rainfall (n) rainy (adj) season (n) spring (n) summer (n)

sunny (adj) warm (adj) windy (adj) winter (n)

= high-frequency words in the Cambridge Academic Corpus

autumn (n) climate (n) cloudy (adj) cold (adj) dry (adj)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

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IT N U

LIFESTYLE

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about life on the Reloncavi Estuary in Chile.

Reading skill Annotate a text.

Critical thinking Choose relevant information.

Grammar

Write about the life of a student in your class.

Writing task

Write about main ideas and details.

Academic writing skill

Use time expressions; recognize parts of a sentence; use the present simple.

UNIT 3 LIFESTYLE

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es YOUR KNOWLEDGE

1 Look at the photo and ask and answer the questions with a partner. 1 Who do you think the two women are? friends sisters mother and daughter people who work together 2 What are they doing? 3 How do you like to spend your free time with family and friends?

LIFESTYLE

WATCH AND LISTEN 1

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PREDICTING CONTENT FROM VISUALS

1 Work with a partner and answer the questions.

1 When you were a child, how far was it from your home to your elementary school? 2 How did you travel to school each day? 3 What different activities did you like doing at elementary school?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 The video is about Diego and his father Carlos. They live on the Reloncavi Estuary in Chile. Look at the photos 1–4 and answer the questions. 1 How does Diego travel to school? 2 How big is the school? 3 What is on the school roof? 4 What is Diego using to study?

GLOSSARY

mussel(s) (n) a small sea creature that has a black shell in two parts and that can be eaten

stress (n) feelings of worry caused by difficult situations such as problems at work

opportunity (n) a situation in which it is possible for you to do something education (n) the process of teaching and learning in a school or college

satellite dish (n) a round piece of equipment that receives television and radio signals broadcast from satellites dreams (n) something you want to happen although it is not very likely

60 UNIT 3

sailor (n) somebody who sails ships or boats as their job or as a sport

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Watch the video. Circle the correct words in the sentences.

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

1 Carlos is a teacher / fisherman. 2 Carlos thinks going to school is / is not important. 3 Diego learns new things using a computer / the internet. 4 Diego wants to be a fisherman / sailor.

Watch again. Are the sentences T (true) or F (false)?

1 It is not easy to travel to Reloncavi Estuary. 2 Carlos and his family do not like living there very much. 3 To go to school, Carlos and Diego walk for 30 minutes and then take the boat. 4 Diego does not go to school when the weather is bad. 5 It is not easy for most people in Reloncavi Estuary to get the internet.

6 Work with a partner and answer the questions.

DISCUSSION

MAKING INFERENCES

a more than school. b makes them happy. c enough when he was a child.

5 Match the sentence halves. 1 Carlos’ family think that living in Reloncavi Estuary 2 Carlos thinks he did not learn 3 Diego maybe enjoys boats

UNDERSTANDING DETAIL

1 Would you like to live where Diego and Carlos live? Why / Why not? 2 What are the good things about living somewhere difficult to travel to? What are the bad things? 3 Why is it important to have the internet at an elementary school? WATCH AND LISTEN

READING READING 1

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PREPARING TO READ 1 Ask and answer questions with a partner.

USING YOUR KNOWLEDGE

2 Put the activities from the box next to the usual times.

PREVIEWING

1 What activities do you like doing in the summer? 2 Imagine you have more free time in your day. What can you do? How can you spend the extra time?

get up go to bed have breakfast have dinner have lunch

7:45 am 7 pm

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7:30 am midday midnight

With a partner, talk about the times you do these things in the day. UNDERSTANDING KEY VOCABULARY

3 Check the meaning of the words in bold in sentences 1–3. Put these words in the gaps in sentences a–c.

1 In my garden, I grow flowers and some vegetables. 2 At midday, the light of the sun is very strong. 3 I like going to the sea. I usually swim and sunbathe all the time. a I love the soft when the sun goes down in the early evening. b Every day I sit on the beach and I . But I never swim in the sea. c I want to fruit trees behind my house.

62 Unit 3

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LIFE UNDER THE MIDNIGHT SUN id

Imagine life with the sun 24 hours a day. What changes can you make to your life?

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Logan loves the midnight sun. ‘I work in the garden at 3 am if 1 Mandy I want to,’ she says. Mandy lives in Inuvik in the Northwest Territories in Canada. She works for a Community Greenhouse1 that grows fruit and vegetables in the summer.

in Inuvik, it’s always cold and dark. But in summer, there is light 2 In24thehourswinter a day. People there sleep less. They want to enjoy life and do lots of different things when they have light.

cook lunch at 2 am, they go to bed in the morning and get up early 3 People in the afternoon. Or maybe at 10:30 pm you go fishing or go for a swim. You can sunbathe at midnight.

and vegetables are also different in the summer. ‘Everything grows 4 Fruit really fast between April and August,’ says Mandy. People and plants all change under the midnight sun.

es Community Greenhouse (n phr) a building made of glass for growing plants in; for the community – everyone who lives in Inuvik

READING 1

WHILE READING 4 Read the text on page 63. Tick (✔) two sentences below that are correct about Inuvik in the summer.

READING FOR MAIN IDEAS

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1 There’s light all night. 2 People sleep during the day. 3 People often do daytime activities at night. 4 Plants don’t grow very well.

5 Scan the text to find what activities people do at these times: 10:30 pm midnight 2 am 3 am

SCANNING TO FIND INFORMATION

6 Scan the text again to complete the information about Mandy.

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Name: Mandy Logan Summer job: Summer job months: Greenhouse plants:

POST READING DISCUSSION

7 Ask and answer the questions with a partner.

1 Imagine you are on holiday in Inuvik. What can you do there? When can you do it? 2 Would you like to have light all night in the summer? Why / Why not? 3 What activities do you enjoy doing in the summer and winter?

WRITING

8 Write about the activities you enjoy doing in the summer and the winter. Use the expressions from the box to help you.

64 Unit 3

In the summer / winter, I enjoy / love … and …. In the morning / afternoon / evening, I ….

READING 2 PREPARING TO READ

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1 Read the sentences (1–8). Choose the best definition (a or b) for the words in bold.

1 After lunch, I like to go for a walk in the afternoon. a the time between 12 pm and 6 pm b something you eat for lunch 2 I am very busy at university. I take many courses. a having a lot of friends b having a lot of things to do 3 My timetable is the same every day. I work and then go to school. a a place where you work to make money b a list or plan to show when you do things 4 I get up at 6 am every morning. I make coffee and eat breakfast. a the time between 5 am and 12 pm b the place where you make food 5 I relax after work. I watch TV. a to become calm and comfortable b to have many things to do 6 In the evening, I do my homework and read a book before bed. a a place you go to relax b the time between 6 pm and 11 pm 7 I have school on weekdays. I have to get up early. a the five days of the week when many people work b the two days of the week when many people do not work 8 At the weekend, I go cycling. I have fun with friends. a the two days of the week when many people do not work b the five days of the week when many people work

UNDERSTANDING KEY VOCABULARY

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Things I do on weekdays:

Weekdays:

USING YOUR KNOWLEDGE

2 In your country, what days are weekdays? What days are weekends? List the things you do on weekdays and weekends. Compare your list with a partner.

Weekends: , Things I do at weekends:

READING 2

WHILE READING 3 Read about Abdullah’s life at university. Put paragraphs a–f in the correct order.

READING FOR DETAIL

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a On Sunday, he meets his study group. His study group is from 12:30 pm to 1:30 pm. On Monday and Wednesday, he has English. His English class is from 2 pm to 3 pm. On Thursday afternoon, he has Arab History from 2 pm to 3 pm. b Abdullah is a busy student. He gets up at 6 am every weekday. He studies every evening. He has many classes, seminars and lectures every week. c Abdullah says, ‘My university life is very busy. I have a lot of exams and projects, but I always have time to relax with friends and family, especially at the weekend.’ d In the evening, Abdullah studies in the library. In his free time, Abdullah relaxes with friends. Sometimes, Abdullah goes to the cinema. Abdullah likes taking photographs. He is in the university Camera Club. e Abdullah has three classes every morning. He has Physics from 8 am to 9 am, Maths from 9:15 am to 10:15 am and Engineering from 10:30 am to 11:30 am. f Abdullah Taha is a student in my class. He has a busy timetable. Abdullah studies Engineering at Cairo University. Abdullah takes five courses. They are Physics, Maths, English, Engineering and Arab History. His favourite subjects are Physics and Maths.

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66 UNIT 3

4 In pairs underline the subjects that Abdullah studies. Then translate the subjects. Use a dictionary to help you. 5 In pairs discuss which of the subjects Abdullah studies you like and which you don’t like.

When you annotate, you mark the text. For example, you can underline key words. Key words are the words or phrases which give the important information in the text. Look at the underlined words in the paragraph below. The reader has underlined the key words which give the most important information and details.

SKILLS

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Annotating a text

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In an article about summer in Inuvik in Canada, Mandy Logan talks about her work in a Community Greenhouse. She explains she can work in a garden at 3:00 am if she wants to.

6 Read the text about Abdullah on page 66 again. Underline two or three key words or phrases in each paragraph. Then compare your key words with a partner. What is the important information? Take notes.

ANNOTATING

Weekly Planner

Sunday Monday Tuesday

Thursday

Wednesday

Friday Saturday

READING 2

SCANNING TO FIND INFORMATION

7 Read the whole text in Exercise 3. Then complete Abdullah’s timetable.

Name of student: Abdullah Taha

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Sun

8–9 am

101 lecture

br 9:15–10:15 am

Maths 121

10:30–11:30 am

Mon

Tue

Wed

Thur

Physics seminar

Physics 101 lecture

Physics 101

Physics 101 lecture

Maths 121

Maths 121 lecture

Maths 121 seminar

Engineering 122

Engineering 122 lecture

121 lecture

morning

Department: Engineering

Engineering 122 seminar

afternoon evening

2–3 pm

122 lecture

12:30–1:30 pm

English 101

Library

101

123 lecture

5–7 pm

Library

Relax with friends

7–10 pm

Library

Camera Club

Go to the gym

Relax with friends

1 What does Abdullah do to relax? What do you do to relax? 2 Compare your timetable to Abdullah’s. What is the same? What is different? 3 Compare your life to the people of Inuvik and to Abdullah. What is the same? What is different? 4 Would you like to live in a place like Inuvik? Why / Why not? 68 UNIT 3

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

DISCUSSION

POST READING SYNTHESIZING

Sat

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Engineering 122 lecture

Fri

LANGUAGE DEVELOPMENT COLLOCATIONS FOR DAILY ACTIVITIES

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VOCABULARY

Collocation = words that go together Example Collocation verb + noun Abdullah studies Engineering. study + Engineering / English / History verb + noun phrase Abdullah takes five courses. take + one / five / many courses verb + prepositional phrase Abdullah goes to the gym. go + to the gym / for a coffee verb + prepositional phrase Abdullah studies in the library. study + in the library / at home

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1 Match the verbs from the box to the words and phrases. have study

1 at home 2 lunch 3 a new course

take

4 to the library 5 a good time 6 Mathematics

2 Underline verb + noun and verb + prepositional phrase collocations in the text. Every morning, I get up at 7 am and I have breakfast. I take the bus to university at 8 am. I go to lectures from 9 am to midday. In the afternoon, I meet my study group at 1:30 pm and at 2:30 pm I study in the library. At about 5:15 pm I go to the gym for an hour and then I go home.

3 Work with a partner. Tell each other about your daily activities.

LANGUAGE DEVELOPMENT

VOCABULARY FOR STUDY 4 Read the names of the subjects. Tick (✔) in the correct box. Use the glossary on page 192 to help you. Arts and Humanities

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subject

Business

Maths

Science

Languages

✔

Physics

Management Geography Chemistry Art

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History

Biology

Economics

English

Literature

5 Put the letters in the correct order to make the names of subjects.

1 Which of the subjects in the table do you study? 2 Which do you enjoy? 3 Do you know any other subjects for each group? 70 Unit 3

6 Check your answers with a partner. Then ask and answer the questions.

G E P C H

1 ogypherag 2 snegihl 3 siphcsy 4 miechtyrs 5 rysothi

TIME EXPRESSIONS

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Example

I get up at 6:30 pm.

GRAMMAR

Time expressions tell you when and how often something happens. when Rule at + clock time / weekend / night

They play football at the weekend.

in + part of the day

I have a class on Wednesday morning.

on + day of the week and part of the day

We meet in the afternoon.

I study at home in the evening.

I work in a café on Saturday afternoon.

how often

Rule on + day of the week (singular & plural)

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Example We have no classes on Friday.

He has a swimming lesson on Saturdays. I do my homework every evening.

every (=all) + noun (singular)

They study together every Tuesday. I study for 30 hours every week.

7 Choose the words in italics to make correct time expressions. For some, more than one answer is possible.

1 What is something you do at the same time every day? 2 What’s something you do in the afternoon? 3 What something you do on one day in the week?

8 Answer the questions. Write sentences. Compare your answers with a partner. Do you do the same things?

Min and Fen study English together at university. 1On / Every / At day they meet 2on / in / at 7:45 am at university 3in / every / on the morning and have lunch 4on / in / at 1 pm. 5Every / On / In Monday, Tuesday and Thursday afternoon they study together in the library. But 6on / in / every Wednesday and Friday they have a conversation class 7every / in / at 2 pm. 8On / Every / At Friday evenings they go out together to a restaurant.

LANGUAGE DEVELOPMENT

WRITING CRITICAL THINKING

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At the end of this unit, you are going to write about the life of a student in your class. Look at this unit’s writing task in the box below. Write about the life of a student in your class.

1 Work with a partner. Ask and answer the questions about Abdullah. If you can’t remember the answer, look at the text on page 66 for help. 1 What is Abdullah’s surname? 2 What university does Abdullah go to? 3 What courses does he take? 4 When does he get up? 5 When are his classes? 6 When does he meet with his study group? 7 When does he go to the library? 8 When does he relax with friends?

REMEMBER

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APPLY

2 Now talk with a partner about his or her life. Ask and answer questions like the ones from Exercise 1. Write your partner’s answers in the timetable below. What classes do you take? When do you relax with friends? Weekly Planner

Sunday

Friday Saturday 72 UNIT 3

Thursday

Wednesday

Tuesday

Monday

3 Now ask your partner to check the timetable and correct any errors.

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When you write, make sure that the information you include helps to answer the question. Do not include information which does not help to answer the question.

4 Look at your partner’s timetable in Exercise 2. Find three important facts about his or her life. Tell your partner the facts. Does your partner agree or disagree that these are important?

SKILLS

Choosing relevant information

EVALUATE

GRAMMAR FOR WRITING GRAMMAR

subject + verb People and plants change.

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PARTS OF A SENTENCE

Simple sentence = subject + verb.

Add an object (noun / noun phrase or pronoun): subject + verb + object (noun phrase) subject + verb + object (pronoun) Mandy loves the midnight sun. Mandy loves it. Add a prepositional phrase: subject + verb + prepositional phrase I work in the garden.

Add an object and a prepositional phrase: subject + verb + object + prepositional phrase She grows fruit and vegetables in the summer.

1 Work with a partner. Match the sentences (1–4) to the descriptions (a–d).

a subject + verb + object b subject + verb c subject + verb + prepositional phrase d subject + verb + object + prepositional phrase

1 Abdullah relaxes. 2 He has a busy timetable. 3 Abdullah studies Arab History at university. 4 Mandy Logan works in a Community Greenhouse.

2 Put the words in order to make sentences. 1 eats / at 7 am / breakfast / She /. 2 in the sea / We / swimming / love /. GRAMMAR FOR WRITING

3 Write two sentences about yourself. Use the verbs from the box. Make sure each sentence has an object and prepositional phrase. Compare your sentences with a partner. have

meet

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Daily life: I have breakfast every morning. Facts: Mandy lives in Inuvik. Third person singular (he, she, it) add -s to the verb.

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GRAMMAR

THE PRESENT SIMPLE

subject I You He She It

singular verb swim

every day.

swims

every day.

plural

subject

We You They

verb

swim

every day.

Third person singular spelling rules: rule

third person singular verb form

Replace -y with -ies if the verb ends in a consonant + -y.

study ➞ studies

Add -es if the verb ends in a vowel sound (a, e, i, o, u).

go ➞ goes

Add -s if the verb ends in a vowel + -y.

say ➞ says

Irregular verbs – remember their spelling: have ➞ has, be ➞ is

74 UNIT 3

pass ➞ passes relax ➞ relaxes watch ➞ watches wash ➞ washes

Add -es if the verb ends in -s, -z, -x, -ch or -sh.

cook ➞ cooks live ➞ lives

Add -s if the verb ends in a consonant or a consonant sound.

4 Find the third person singular verb in each sentence. Is the spelling correct?

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1 Mahmoud gets up every morning at 7:45 am. 2 Tomoko traveles to university by train. 3 Fernando gos to the library every afternoon to study. 4 Matteo watchs football on TV in the evening.

5 Use the notes to finish the description of Meera’s daily life.

Meera is a student in my class. We study Marketing at the University of Toronto. This is her timetable. – get up 6 am – have breakfast 6:30 am – meet her study group 11 am Mondays and Wednesdays – have lunch 12:30 pm every day – study in the library from 3 pm to 6 pm – go to the gym with friends Sundays

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6 Write answers to the questions about your partner’s timetable on page 72. Use the correct verb form. 1 What does your partner do on Saturdays? 2 What does your partner do every day? 3 When does your partner relax?

4 What does your partner study?

5 When does your partner have classes?

es LANGUAGE DEVELOPMENT

ACADEMIC WRITING SKILLS A main idea says what a paragraph is about. The details add information about the main idea.

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SKILLS

MAIN IDEAS AND DETAILS

main idea

details

Abdullah Taha is a student in my class. He has a busy timetable. Abdullah studies Engineering at Cairo University. He takes five courses. They are Physics, Maths, English, Engineering and Arab History. His favourite subjects are Physics and Maths.

The main idea is often at the beginning of the paragraph. Then the writer writes details after it. They give more information and explain the main idea.

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The main idea in the example is that Abdullah is a student. The details give more information about Abdullah’s life as a student. They talk about his school, timetable and courses. Remember that when you write, the details need to be about the main idea.

1 Read the paragraph. Circle the main idea and underline the details. Then choose the correct answer (a–c) to the questions (1 and 2). Abdullah has three classes every weekday morning. He gets up at 6 am every day. Then he has Physics from 8 am to 9 am, Maths from 9:15 am to 10:15 am and Engineering from 10:30 am to 11:30 am.

1 What do the details talk about? a Abdullah’s weekday mornings b Abdullah’s English class c Abdullah’s weekday afternoons

2 What detail could the writer also include in this paragraph? a Abdullah meets his brother on Sunday afternoons. b Abdullah studies in the library in the evening. c Abdullah plays football on Wednesday afternoons.

At the weekends, Abdullah relaxes with friends. Sometimes, he goes He to the cinema. enjoys his busy life.

76 UNIT 3

2 Read the paragraph. Circle the main idea and underline the details. Then add one more sentence to give another detail. Use your own ideas.

WRITING TASK Write about the life of a student in your class.

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PLAN

1 Look back at the timetable you created for your partner in the Critical thinking section on page 72. Check your notes and add any new information you want to include in your writing. Use it to plan the details for your sentences.

2 Read the Task checklist below as you prepare your sentences.

✔

TASK CHECKLIST

Write a sentence which says the main idea.

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Write other sentences which add details.

Spell present simple third person verbs correctly.

Use the correct collocations for free-time activities. Use the correct prepositions for time expressions.

EXAMPLE

3 Add sentences a–c to gaps 1–3 in the text.

a He goes to lectures from 9 am to 12:30 pm. b This is his timetable. c He meets his study group on Tuesday and Thursday afternoons from 2:00 pm to 3:30 pm.

Jack is a student in my Environmental Sciences class at the University of Brighton. (1) He studies Chemistry, Geography, Ecology and Statistics. He gets up at 7:30 am every day and he has his breakfast at 7:45 am. (2) He has lunch at 1 pm. He studies in the library on Mondays, Wednesdays and Fridays from 1:30 pm to 5:30 pm. (3) He plays football every Saturday with his friends from university.

WRITING TASK

WRITE A FIRST DRAFT 4 Write an introduction about the life of a student. Use the instructions and language below. To help you, look at the example from Exercise 3.

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• Introduce the student and the class you are in. … is a student in my … class at …. • Introduce the timetable. This is his / her …. • Write about the subjects he / she studies. He / She studies … and …..

5 Write about the student’s daily life. Use the instructions and language below. To help look at the example in Exercise 3.

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• Write about the subjects he / she studies. He / She studies … and …. • Write about the time he / she gets up and has breakfast. … gets up at … and has breakfast … … at 7 am …. • Write about his / her timetable (times, days, lectures, lessons, study group) … studies in the … … meets his / her study group … every Monday … on Wednesday afternoons …

6 Write about the student’s weekend and free time activity. Use the instructions and language below. To help look at the example from Exercise 3. • Write about his / her free time or weekend On Saturdays … At the weekend … he / she meets friends / plays football ….

EDIT

7 Use the Task checklist to review your answers.

8 Make any changes to your text.

78 Unit 3

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 life on the Reloncavi Estuary in Chile. annotate a text.

choose relevant information.

use time expressions.

recognize parts of a sentence.

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use the present simple.

write about main ideas and details.

write about the life of a student in my class.

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

WORDLIST

meet (v) morning (n) Physics (n) relax (v) Science (n) subject (n) swim (v) timetable (n) travel (v) weekday (n) weekend (n)

enjoy (v) evening (n) Geography (n) get up (phr v) greenhouse (n) grow (v) History (n) lecture (n) Literature (n) lunch (n) Management (n) Maths (n)

afternoon (n) Art (n) Biology (n) breakfast (n) Business (n) busy (adj) Chemistry (n) cook (v) course (n) dinner (n) Economics (n) English (n)

DIGITAL WORKBOOK

= high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW

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IT N U

PLACES

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about cenotes in Mexico.

Reading skill Read for main ideas.

Critical thinking Classify topics and key words.

Grammar

Write facts about your country.

Writing task

Use capital letters for cities, country names and nationalities; write topic sentences.

Academic writing skills

Use noun phrases with of; use there is / there are; use articles.

UNIT 4 PLACES

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Ask and answer the questions with a partner.

es YOUR KNOWLEDGE 1 What place is in the picture? 2 Why do people go there? 3 Do you want to visit this place? Why / Why not? 4 What places do people visit in your country? PLACES

WATCH AND LISTEN 1

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PREDICTING CONTENT USING VISUALS

1 Work with a partner and answer the questions.

1 What makes a place special? 2 Why do people like to visit special places? 3 What special place do you want to visit? Why?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Look at the photos (1–4) from the video. Put the words in order to make sentences. 1 a monkey / There is / in the forest /. 2 in the trees / a space / There is /.

3 are growing / Plants / in the water /.

4 in the water / is swimming / A man /.

GLOSSARY

lily pad (n) the large leaf of a water plant that floats on the surface of water, for example, on a lake or pond turtle (n) an animal with four legs and a hard shell that usually lives in water

full of (adj phr) containing a lot of things

space (n) an empty area

82 UNIT 4

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WHILE WATCHING 3

There aren’t many rich, green forests in the Yucatán. The people in Mexico call the holes in the forests cenotes. These holes are made of wood. The scientist studies the trees there. In the Yucatán, cenotes are the only places to find fresh water. Most of the plants and animals live at the top of the cenotes.

1 2 3 4 5 6

UNDERSTANDING MAIN IDEAS

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Watch the video. Tick (✔) the true statements.

Watch again. Write the missing words in the gaps.

1 These amazing holes are the only spaces in the . 2 For Olmo, the cenotes are very . 3 is very important in the Yucatán. 4 Cenotes help the and plants in the forest live. 5 When Olmo swims far into the cave, it gets and dark.

5 Circle the correct word or phrase.

6 Ask and answer the questions with a partner.

DISCUSSION

MAKING INFERENCES

1 Cenotes are very / not important in the Yucatán. 2 Animals and plants need / die in the cenotes. 3 There is / is no life in the water. 4 It is safe / dangerous to swim far into the cave.

UNDERSTANDING DETAIL

1 Are there any special places in your country like the cenotes? What are they? 2 Do you want to visit the cenotes? Why / Why not? 3 Is it interesting to swim in a cave? Why / Why not?

WATCH AND LISTEN

READING READING 1

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PREPARING TO READ

UNDERSTANDING KEY VOCABULARY

forest lake

1 Match the words in the box to the pictures. mountain

river

sea

valley

waterfall 4

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U 5

2 Work in pairs. Use the verbs in the box to talk about things you can do in the places from Exercise 1. climb

look at swim

You can walk in the forest.

a She enjoys sitting and looking at it when she’s in her room. b She says it’s a very simple little building, but it’s quite comfortable. c She likes to be comfortable and doesn’t care if they are expensive. d She only stayed away one night.

84 UNIT 4

1 Emilia went on a short trip to Rome. 2 Jing always stays in luxury hotels. 3 The view from Lena’s hotel is very beautiful. 4 Hiroko is staying in a hut near the sea.

3 Choose the sentence a–d that best follows 1–4.

You can look at a waterfall.

walk

Who needs to be comfortable?

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The scenery is

amazing! ge ni

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2 on the Milford Track 1 Day My blogs are usually about beautiful places with nice hotels. I like comfortable travel. But I also love beautiful scenery. For this trip, I am in the Fiordland National Park in the southwest of New Zealand. I’m walking the Milford Track. Day 2, and I’m staying at the Mintaro Hut. This is not a luxury 2 It’shotel,thebutenditofdoesn’t matter. In the past two days, I have seen some of the most beautiful scenery of my life.

1 was easy. We travelled across Lake Te Anau to start our walk. Then we 3 Day walked only five kilometres through beautiful forest. we walked along the Clinton Valley with beautiful views of the river and 4 Today the mountains. We walked past some amazing waterfalls and arrived at Lake Mintaro. Tomorrow, we walk up a mountain for more fantastic views.

very tired, but very happy. Who needs a luxury hotel? After a lot of walking, 5 I’m I know I’ll sleep very well tonight.

es READING 1

4 Look at the text and pictures on page 85 about a holiday. Read the questions and choose the correct answers.

PREVIEWING

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1 What kind of holiday is it? a by the sea b walking in nature 2 Where do you read a text like this? a in a book b in a newspaper

c in an online blog

WHILE READING 5 Read the text again and underline this information in the text.

ANNOTATING

c a luxury day trip

1 the name of the country Anna visits 2 the part of the country 3 a place Anna stays in 4 things Anna sees

1 the country Anna visits 2 the National Park

3 the valley on Day 2 4 the lake on Day 2

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READING FOR DETAIL

6 Scan the text again to find the names of:

SCANNING TO FIND INFORMATION

7 Read the text again. Write T (true) or F (false) next to the statements. Correct the false statements. 1 Anna usually stays in luxury hotels.

2 She stays at the Montaro Hut at the end of Day 1. 3 Day 1 wasn’t very difficult.

4 On Day 2 she walked along a lake and saw some beautiful views.

8 Ask and answer the questions with a partner.

86 Unit 4

1 Would you like to walk the Milford Track? Why / Why not? 2 Do you prefer holidays in your home country or a different country? Why? 3 What kind of holidays do you enjoy? a by the sea b in a city c doing lots of different things

DISCUSSION

POST READING

WRITING 9 Write about holidays in your country. Use the ideas below to help you.

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In (country), many people have holidays in / at … It’s interesting / fun / exciting / relaxing … A popular place to stay is … The scenery / views … beautiful / interesting …

READING 2

PREPARING TO READ

1 Ask and answer the questions with a partner.

USING YOUR KNOWLEDGE

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1 What kind of jobs do people have in your country? 2 How many people live in your country? 3 What is the climate in your country? 4 What languages do people speak in your country?

2 Read about New Zealand. Write the words in bold next to the correct definitions (a–h).

UNDERSTANDING KEY VOCABULARY

New Zealand has three main 1islands. The 2capital city is Wellington, but the biggest city is Auckland. They are both 3 modern cities with many new buildings. New Zealand is 4 famous for its scenery and is 5popular with 6tourists from all around the world. Most arrive in Auckland. It has a large 7 international airport. New Zealand has sea all around it. This means there are some great 8beaches for swimming and surfing.

f g h

( n) people who travel and visit places for fun (adj) made with new ideas and designs (n) land with water all around it (n) areas of sand or rocks next to a sea, ocean or lake (n) the most important city in a country, where the government is (adj) many people know it (adj) many people like it (adj) relating to or involving two or more countries

a b c d e

Reading 2

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THE MALDIVES

AN OVERVIEW

1 The Maldives are islands in the Indian

Ocean. The islands are near Sri Lanka. The Maldives are famous for their good climate, beautiful beaches and warm seas.

2 There are 580,000 people in the Maldives.

Most people live on small islands.

3 The capital of the Maldives is Malé. It is a

modern city with an international airport and a big harbour1.

FULL NAME: Republic of Maldives POPULATION: 580,000 CAPITAL: Malé GEOGRAPHY: 1,192 islands CLIMATE: good, average temperature +30 ˚C LANGUAGES: Dhivehi and English RELIGION: Islam

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4 People in Malé speak English and Dhivehi.

FACT FILE

English is useful because many tourists come here.

CURRENCY3: rufiyaa

INDUSTRY4: tourism and fishing

5 Tourism and fishing are very important

industries in the Maldives. There are many tourist hotels. Many people work there. Others work as fishermen or in fish factories2. The currency is the rufiyaa.

harbour (n) area of water next to land for ships and boats factories (n) buildings where a large number of things or products are made 3 currency (n) the money a country uses 4 industry (n) types of businesses 1 2

MEET THE LOCALS

Ahmed Faiz, 19

one of the Maldives’ beautiful beaches

6 I live on an island south of Malé. Life on

There is a popular fish soup here. It is called garudiya. It is delicious.

7 The Maldives are famous for their fish.

my island is very simple. There are some shops and there is one mosque. We speak Dhivehi but we also learn English in high school. It is a nice place to live.

Ahmed Faiz

8 People in the Maldives like to swim and dive.

88 UNIT 4

WHILE READING

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Many texts have paragraphs. A paragraph is part of a long text. Each paragraph has one topic or main idea. When we read for the main ideas in a text, we read each paragraph to find: • the topic (e.g. family, weather, university) • the important information about the topic (e.g. the number of brothers and sisters a person has; the average rainfall in summer; the reason a student wants to study)

SKILLS

Reading for main ideas

Tourism and fishing are very important industries in the Maldives. There are many tourist hotels. Many people work there. Others work as fishermen or in fish factories. The currency is the rufiyaa. The topic here is tourism and fishing. The important information about the topic is that they are very important businesses in the Maldives.

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3 Read the text on page 88. Write the topics from the box next to the paragraph numbers in the table. Then write the important information about the topics.

READING FOR MAIN IDEAS

the capital city hobbies and sport languages the population tourism and fishing traditional food where the Maldives are a young Maldivian’s home paragraph 1 2 3

topic

they are very important industries in the Maldives

tourism and fishing

4 5

important information about the topic

7 8

READING 2

POST READING DISCUSSION 4 Work with a partner. Use ideas from Reading 1 and Reading 2. Ask and answer the questions.

SYNTHESIZING

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1 What are important industries in your country? 2 Do you want to work in one of these industries? Why / Why not? 3 Why do people travel to different countries? What’s important to know about a country?

LANGUAGE DEVELOPMENT

noun

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One type of noun phrase is a noun + of + a noun. noun

GRAMMAR

NOUN PHRASES WITH OF

noun

Bogota is the capital of Colombia. Madrid is in the centre of Spain.

The noun phrase noun + of + noun answers the question What? This book is about history. (The history of what?) This book is about the history of Japan. 1 Use the words to write a noun phrase with of. 1 London is / capital / the United Kingdom. 2 The yen is / currency / Japan.

3 English and French are / two main languages / Canada.

4 35 °C is / average summer temperature / Cairo.

2 Think of a country you know well, but not your country. Write sentences about:

3 Work in pairs. Tell your partner about the country you know about.

90 UNIT 4

1 capital: 2 currency: 3 main languages:

VOCABULARY FOR PLACES 4 Write the words from the box in the correct places (1–10) on the picture.

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beach cliff desert farm field forest hill mountain sea valley

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10.

1 a sea place 2 a high place

sm 5 Cover the picture and the words. Write down one word you remember for the places. Compare your words with your partner. 3 a dry place 4 a green place

6 Tell your partner two places in the picture where you like going and two places where you don’t like going. LANGUAGE DEVELOPMENT

WRITING CRITICAL THINKING Write facts about your country.

Classifying topics and key words

Classifying means putting words into groups with the same topic. Classifying helps you to plan your writing.

SKILLS

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At the end of this unit, you are going to write about your country. Look at this unit’s writing task in the box below.

A writer thinks about words to describe his or her country. tourism language fishing Dhivehi industry English

industry

topic language

UNDERSTAND

topic

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Then the writer classifies the words to organize and plan. key words

tourism

fishing

English

Dhivehi

1 Look at Reading 2 on page 88. Circle the key words which the writer used to discuss each topic.

key words

geography

islands

climate

food

language

English

Thai

Dhivehi

industry

tourism

fishing

92 UNIT 4

key words

population

2 Find the paragraphs in Reading 2 with the topics in the table below. Then list the key words.

capital

diving

topic

currency

near Sri Lanka

APPLY

cooking

Indian Ocean

3 Think about your country. Choose five topics from the box and write these in column A. capital climate currency food geography industry language population sport

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B key words

A topic

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U ANALYZE

5 Without showing your table, tell a partner your key words. Can your partner guess your topic? If your partner is wrong, you may need to choose different key words.

4 Think of key words for the topics and write them in column B.

Critical Thinking

GRAMMAR FOR WRITING We use there is to introduce singular nouns and there are to introduce plural nouns.

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GRAMMAR

THERE IS / THERE ARE singular:

plural:

There is an airport in Malé. There is a mosque on Ahmed Faiz’s island. There is a popular fish soup in the Maldives.

There are many countries on al-Idrisi’s map. There are many tourist resorts in the Maldives. There are 580,000 people in the Maldives.

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1 Complete the paragraph with there is or there are.

In my city 1 many shops in the centre. 2 also a beautiful park. Near the park, 3 an important 4 museum. Three kilometres from the city centre a 5 large football stadium. only one airport in my city, but 6 two railway stations.

2 Read the sentences. Tick (✔) the sentences with correct grammar. Put a cross (✘) next to the incorrect sentences and correct them. 1 There are more than 9.5 million people in London. 2 There is about 8,300 mountains in New Zealand. 3 There is 14 national parks in Tokyo. 4 In Thailand, there are 430 islands. 5 There have about 5.3 million people in Buenos Aires.

3 Work with a partner. Do you think the information in the sentences from Exercise 2 is correct or not? Check with your teacher.

94 UNIT 4

ARTICLES GRAMMAR

Use articles before a noun or before an adjective + noun.

Indefinite articles (a / an)

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A / An is an indefinite article. Use a / an with singular countable nouns.

Use a before consonant sounds. • a river, a lake, a sea, a mountain • a big river, a small lake, a cold sea, a tall mountain

Use an before vowel sounds. • an ocean, an island, an hour • an old city, an ancient map

Definite article (the)

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The is a definite article. Use the before the names of singular or plural places: • rivers – the river Danube, the river Nile, the river Thames • seas – the North Sea, the Mediterranean Sea, the Black Sea • oceans – the Pacific Ocean, the Atlantic Ocean, the Indian Ocean • many famous places – the Galata Tower, the Eiffel Tower, the Pyramids • ‘united’ countries – the United Arab Emirates, the United Kingdom, the United States of America • groups of islands – the Maldives, the Azores • groups of mountains – the Andes, the Alps, the Himalayas • plural countries – the Philippines, the Maldives

Zero article

Use no article (the zero article) before the names of: • continents – Asia, North America, Europe • most countries – England, China, Türkiye • cities – Abu Dhabi, Bangkok, Shanghai • lakes – Lake Superior, Lake Garda

4 Read the two texts and write a, an, the or ø (zero article) in the gaps.

Text B My sister lives in 6 United Kingdom. She lives in 7 small 8 9 village near Lake Windermere. This is in north of 10 England.

Text A My family comes from 1 Chile in 2 South America. 3 4 They live on island in Valdivia River. It ends in 5 Pacific Ocean.

GRAMMAR FOR WRITING

5 Correct the mistakes in the sentences. 1 I come from the India. 2 Paris is an popular city with tourists.

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3 There is very tall building in Abu Dhabi. 4 I go to an university in Dublin.

5 United Kingdom is in a Europe.

6 I live by big lake.

7 Rocky Mountains are in Canada and the USA. 8 He studies in a United Kingdom.

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9 The Türkiye is a beautiful country.

10 There is big mountain near my city.

6 Choose five places below you want to see or visit. Write the names. a country a city a lake a river a famous place a group of mountains an ocean an island / a group of islands

7 Work with a partner. Talk about the places you want to see or visit. Talk about what you can do there.

96 Unit 4

ACADEMIC WRITING SKILLS SPELLING AND PUNCTUATION

The first letter of the name of a city, the name of a country and the adjective for a nationality is always a capital letter.

SKILLS

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Capital letters

1 Look at the country names and write vowels (a, e, i, o, u) in the gaps to make the correct nationality names.

ge country

India

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Saudi Arabia

Egypt

China

nationality

gypt

The United Arab Emirates

Algeria

Japan Thailand Türkiye France The United Kingdom Canada

nch

2 there are many beautiful beaches in portugal

1 i am from cairo

2 Correct the punctuation in the sentences. Add capital letters and full stops.

3 the climate is good in the maldives 4 there are four main islands in japan 5 chicken is very popular in malaysia

ACADEMIC WRITING SKILLS

Paragraphs are groups of sentences which talk about one idea. This is called the main idea. Good paragraphs have three parts: a topic sentence, supporting sentences / details and a concluding sentence.

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SKILLS

PARAGRAPH STRUCTURE

The topic sentence usually comes first. The details, also called the supporting sentences, come next and give more information about the main idea. The paragraph ends with a concluding sentence. I live on an island south of Malé.

supporting sentences / details

Life on my island is very simple.

concluding sentence

It is a nice place to live.

topic sentence

There are some shops and there is one mosque.

We speak Dhivehi, but we also learn English in high school.

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Topic sentences

The topic sentence tells the reader what the paragraph is about. It tells the main idea of the paragraph. In the paragraph above, the topic is ‘an island south of Malé’. The main idea in the topic sentence is that it is where the writer lives. The topic sentence is usually the first sentence in a paragraph. Then the following sentences add details to the topic.

3 Read each group of sentences. Underline the topic sentence in each.

1 The Maldives are islands in the Indian Ocean. The islands are near Sri Lanka. The Maldives are famous for their good climate, beautiful beaches and warm seas. 2 Tourism and fishing are very important industries in the Maldives. There are many tourist hotels. Many people work there. Others work as fishermen or in fish factories. The currency is the rufiyaa.

98 UNIT 4

4 Read each group of sentences (1–2). Choose the correct topic sentence (a–c). Then compare with a partner.

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1 The mountains are beautiful, but people also enjoy the forests and lakes in Canada. It’s a popular tourist place. a Toronto is a big city in Canada. b Many people come to visit Canada every year. c Canada is a large country.

2 There are many restaurants and there is a public market. You can buy fresh fish, vegetables and other delicious food there. Everyone loves eating in Rome. a Eating is an important part of visiting Rome. b You can do many things in Rome. c Rome is the capital of Italy.

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U Rome, Italy

5 Read the sentences below and write your own topic sentence. Then compare with a partner.

Many people live in the capital. There are lots of things to do and see. It is a busy and interesting place to live.

1 Look back at the notes you created about your country in the Critical thinking section on page 93. Choose three topics to write paragraphs about. Check the key words and phrases you will use and add any new information you want to include in your writing.

PLAN

Write facts about your country.

WRITING TASK

2 Read the Task checklist on page 100 as you prepare your paragraphs.

WRITING TASK

EXAMPLES 3 Read an example paragraph and choose a title, a or b. a The geography of Switzerland

b The languages of Switzerland

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In Switzerland, there are four important languages, German, French, Italian and Romansh. People in different parts of Switzerland speak different languages. About 63% speak German, about 23% speak French and about 8% speak Italian. Only about 0.5% speak Romansch.

WRITE A FIRST DRAFT

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4 Write the three paragraphs about your country. Use the key words from your notes and some of the phrases below. Look at the examples from Exercise 3 and the Task checklist below. Remember to write a topic sentence and supporting sentences in each paragraph. I come from … in … In my country … There is / are a(n) beautiful / interesting / important / popular … There are two / three / many … About (number/percentage) live / speak / play / …

EDIT

5 Use the Task checklist to review your paragraphs. TASK CHECKLIST

✔

Write three short paragraphs.

Use the zero article before the names of continents, some countries and cities.

6 Make any necessary changes to your paragraphs. 100 UNIT 4

Use the before the names of rivers, seas, oceans, some countries and famous places.

Use there is before singular nouns and there are before plural nouns.

Write one or two supporting sentences for each topic sentence.

Write a topic sentence for each paragraph.

OBJECTIVES REVIEW 1 Check your learning objectives for this unit. Write 3, 2 or 1 for each objective. 1 = not so well

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3 = very well 2 = well I can …

watch and understand a video about cenotes in Mexico.

read for main ideas.

classify topics and key words. use noun phrases with of.

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use articles.

use there is / there are.

use capital letters for cities, country names and nationalities. write topic sentences.

write facts about my country.

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

WORDLIST

river (n) sea (n) scenery (n) tourist (n) valley (n) view (n) waterfall (n)

= high-frequency words in the Cambridge Academic Corpus

industry (n) international (adj) island (n) lake (n) map (n) modern (adj) mountain (n) ocean (n) popular (adj)

beach (n) capital (n) cliff (n) desert (n) famous (adj) farm (n) field (n) forest (n) hill (n)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

101

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IT N U

JOBS

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

Reading skill Read for detail.

Critical thinking Analyze and evaluate opinions.

Grammar

Write an email about a job.

Writing task

Join sentences with and; write emails.

Academic writing skills

Use adjective phrases; use must and have to; use the pronoun you.

UNIT 5 JOBS

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U Look at the photo. Ask and answer the questions with a partner.

es YOUR KNOWLEDGE 1 What are the men doing? What is their job? 2 Do you want this job? Why / Why not? 3 What makes a job good? 4 What job do you want? What job do you not want?

JOBS

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WATCH AND LISTEN 1

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PREDICTING CONTENT USING VISUALS

1 Work with a partner and answer the questions.

1 Do you work? What do you do? 2 What are some unusual jobs? 3 What are some dangerous jobs? 4 Would you like to have an unusual job? Why / Why not?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Look at the photos (1–4) from the video. Match the sentence halves. 1 There is a large 2 The truck is carrying 3 The truck is 4 The earth and rocks

a much bigger than the man. b are flying in the air. c hole in the ground. d a lot of rocks and earth.

GLOSSARY

copper (n) a soft, red-brown metal

mine (n) a hole in the ground where people get gold, salt, etc. wire (n) a long, very thin piece of metal giant (adj) very big

dig (v) to make a hole in the ground

produce (v) to make or grow something

104 UNIT 5

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Watch the video. Write T (true) or F (false) next to the statements. Correct the false statements.

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

1 The Bingham mine is in Utah.

2 It produces enough copper wires for all homes in Canada. 3 We use copper wires in a lot of different places.

Watch again. Circle the words you hear.

1 It is the largest / longest mine of its kind in the world. 2 It is almost one mile / two and a half miles deep. 3 The rocks contain a large / small amount of copper. 4 They also use something stronger / weaker to get the rocks and copper out of the ground.

5 Tick (✔) the true sentences about work in the Bingham mine.

DISCUSSION

MAKING INFERENCES

It can be dangerous. The truck drivers work in the office for half of the day. The operations manager has an important job. Finding copper can take a long time. There are many mines in Utah.

1 2 3 4 5

UNDERSTANDING DETAIL

6 Ask and answer the questions with a partner. 1 Is working in the Bingham mine an interesting job? Why / Why not? 2 Are there any mines in your country? What do they produce?

WATCH AND LISTEN

105

READING READING 1

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PREPARING TO READ 1 Ask and answer the questions with a partner.

USING YOUR KNOWLEDGE

2 Look at the texts on page 107. Where are they from?

PREVIEWING

1 What makes somebody good at his or her job? 2 What information do you want to know before you take a job? 3 Where can you find information about different jobs?

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3 You are going to read online job adverts. Read the sentences (1–8). Choose the correct definitions (a or b) for the words in bold.

UNDERSTANDING KEY VOCABULARY

a a website about travel b a website for jobs c a website for teachers

106 Unit 5

1 I am fit. I run five kilometres every day. a in good health; strong b have a lot of money 2 My mum is a doctor. She works at a hospital. a a place where people who are sick or hurt go for help b a place where people go to study and learn 3 Miriam needs two teaspoons of medicine. She is not feeling well. a a sandwich or a salad b something you take to feel better 4 Oscar is a pilot. He can fly planes and passed a flying test. a a person who teaches children b a person who flies an aeroplane 5 Footballers get good pay. They make millions of pounds a year. a the money you receive for doing a job b the feeling you get from doing good work 6 Selina is an app developer. She is working on a smartphone app to help people study English vocabulary. a a person who makes new computer programs for smartphones b a person who designs new smartphones 7 The nurse checked the boy’s temperature. He was not feeling well. a a person who helps doctors and cares for people b a person who helps children learn at school 8 I am healthy. I eat good food. I sleep well. I go to the gym. a quick to understand; intelligent b being well; not sick

Find_my_job.com FIND A JOB

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GET HELP!

UPLOAD YOUR CV

Your search Renji Hospital

Area(s): Medicine

Renji Hospital is in Shanghai. We train and teach doctors and nurses.

Job(s): Nurse

RSS Feeds

You must have ten years’ experience2. You must also speak Chinese and English.

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Email me jobs like this

We are looking for a nurse to work at the hospital and teach student nurses. You have to work early mornings and late nights. You must also give medicine to patients.

Location1: Shanghai, China

Your search Area(s): Aviation Job(s): Pilot

Hours: Full time (including weekends)

FlyHigh Air Transport Company

FlyHigh is a small company in Mumbai, India. We have private3 flights throughout Asia.

Email me jobs like this

We are looking for a pilot. All our pilots are friendly and speak English, Hindi and Urdu.

RSS Feeds

You must have two years’ experience. You have to work weekends. You must be fit and healthy.

Location: Mumbai, India

Pay: CNY 16,800 per month

Your search

Pay: INR 200,000 per journey Hours: Part time

GAMESY APPS

Job(s): App developer

Gamesy Apps is an app development company. We make fun games for everyone.

Location: Doha, Qatar

You must know many different programming languages and different platforms4 (Android, iOS). You must speak English and a little Arabic.

RSS Feeds

We are looking for an app developer to work on English language game apps.

Email me about this job

Area(s): Technology

Pay: USD 5,000 per month Hours: Full time

location (n) a place experience (n) what you know from doing your job 3 private (adj) belongs to one person or group 4 platform (n) the type of computer system or smartphone you use 1 2

READING 1

107

WHILE READING

SCANNING TO FIND INFORMATION

4 Scan the texts on page 107. Write words from the texts in the gaps (1–8).

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text A

text B

text C

(1)

pilot

(2)

2 Which country is the job in?

(3)

(4)

Doha

3 Where is the work?

Renji Hospital

(5)

Gamesy Apps

4 What is the pay?

CNY 16,800 per month

(6)

(7)

1 What is the job?

Reading for detail means looking for key words which give more information about the main idea. One way of reading for detail is to follow the steps below: • Ask a question: What is the job at Renji Hospital? • Scan the text to find key words: looking for, hospital, teach, nurses • Read the sentences in the paragraph with the key words to find the correct answer: are looking for a nurse to work at the hospital and teach student nurses

READING FOR DETAIL

SKILLS

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U Reading for detail

5 Read the texts again. Write T (true) or F (false) next to the statements. Correct the false statements. 1 The pilot at FlyHigh must speak three languages.

2 The nurse at Renji Hospital must have five years’ experience. 3 App developers at Gamesy Apps know a lot of computer programs.

POST READING 6 Work with a partner. Discuss the questions. 1 In all three jobs why is it important to know languages? 2 Which jobs do you think are very difficult to do? Why? 3 Which jobs are popular in your country? Why? 108 UNIT 5

DISCUSSION

4 The nurse at Renji Hospital must speak one language.

WRITING 7 Write about a popular job in your country. Use the phrases from the box to help you.

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In my country, … is a popular job. It is easy / difficult to find … The pay is (quite) good / low … It is a(n) interesting / safe / exciting job. work normal hours / part-time / long hours / work from home

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READING 2

PREPARING TO READ

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1 Match the jobs in the categories in the table. Do you know people who do these jobs? Tell your partner.

USING YOUR KNOWLEDGE

chef doctor engineer farmer fitness instructor French teacher nurse pilot vet categories health cooking animals language aeroplanes roads

2 You are going to read emails about job searches. Read the sentences (1–5). Write the words and phrases in bold next to the correct definitions (a–e).

( n) an organization which sells something (n) a school for children from about 12 to 18 years old (n) a place with machines where people exercise (adj) very good; excellent (adj) exciting; not boring

a b c d e

1 Science is very interesting. There is so much to learn and know. 2 I work for a company which makes computers. 3 Yusuf works at a gym. He teaches people to do exercises. 4 I need to do well in high school so I can go to a good university. 5 School is great. I really like it and I’m learning a lot. It’s going well.

UNDERSTANDING KEY VOCABULARY

Reading 2

109

A To: From: Subject:

a_evgin@cup.org k_t_b1001@cup.org Interesting job for you!

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Hi, Ahmad! I’ve found a great job for you. It’s for a full-time fitness instructor1. The job is at David Allen’s Irish Gym in Manchester. You have to get up early in the morning. There are 12 students in each group. You have to be very friendly and good at sports. The pay is very good – they pay £28 an hour. You don’t have to work on Fridays. I think you’ll like this job. Here’s the link2: www.ukjobs.co.uk/Fitness-instructor Talk to you soon! Karel

erik1221@cup.org ingrid_soljberg@cup.org IT’S MUM – LOOK AT THIS JOB!

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To: From: Subject:

Erik, I’ve found a great job for you. It’s in Oslo and I know you want to live there. Here’s the link: www.itcompany42.org/jobs I know this company. The job is for a software3 engineer. They pay £4,150 per month! You must have studied Computer Science at university, and you have to have two years’ experience. It also says that you must know some Norwegian. You don’t have to speak Norwegian a lot, so it’s OK for you. Let me know what you think! Love, Mum

C To: From: Subject:

daria_122@cup.org olly_murgatroyd@cup.org Do you want a job in a great country?

instructor (n) somebody who teaches link (n) a word or phrase on a website which takes you to another website 3 software (n) programs which you use to make a computer do different things 1 2

110 UNIT 5

Dear Daria, I hope you’re well. I have a great job for you. I think you’ll like it. It’s in South Korea! I know you love Korean food. The job is in Suncheon. It’s a small city in the south of the country. The job is at a high school. You have to teach English and French to grades 10 to 12. You speak English and French (and Russian!). You don’t have to speak Korean, so this is a great job for you. You have to work many hours every day. But you are a very serious teacher. I know you work hard. Here’s the link: www.skoreajobs.com/Education/HS/Languages Good luck! Oliver

WHILE READING 3 Scan the texts on page 110. Write the correct information in the gaps.

SCANNING TO FIND INFORMATION

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1 The email to Ahmad is about a job as a . 2 There are students in a class at the gym. 3 The email to Erik is about a job as a . 4 The pay for Erik’s job is per month. 5 Daria must teach grades to .

4 Read the texts again. Choose the answer that best states the main ideas.

READING FOR MAIN IDEAS

a Each email is from a company. The company gives information about a job. b Each email is about a teaching job. The emails talk about the languages the person needs to speak. c Each email is from a family member or friend. The person talks about a job. d Each email is from a person looking for a job. The person says why the job is great.

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5 Read the texts on page 110 again. In your notebooks, write down key information about each job. Include: • the name of the job • where it is

• what is necessary to do this job • the pay

READING FOR DETAIL

6 Work in pairs. Use your notes from Exercise 5 to ask and answer the questions.

POST-READING

1 Where’s the fitness instructor job? 2 What do you have to be good at to be a fitness instructor? 3 What’s the pay of the fitness instructor? 4 Where’s the software engineer job? 5 Do you have to speak Norwegian to work at the software company? 6 What’s the pay of the software engineer? 7 Where’s the high school teacher job? 8 Do you have to speak French to teach at the high school?

DISCUSSION 7 Think of your dream job. Think about: • the name of the job • where it is

• what is necessary to do this job • the pay

8 Discuss your dream job with your partner.

SYNTHESIZING POST-READING

111

LANGUAGE DEVELOPMENT VOCABULARY FOR JOBS

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1 Match the jobs in the box to the places where people usually work. Some places have more than one job.

doctor farmer fitness instructor footballer journalist language teacher manager nurse school teacher software engineer

1 on a farm 2 in an office 3 in a hospital 4 in a stadium 5 in a school 6 in a gym

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2 Read the sentences and write each person’s job. 1 Sabine grows food and looks after animals. 2 Ahmed writes news stories. 3 Maurizio plays a sport in a team. 4 Laila teaches children. 5 Mei finds out the problem with sick people. 6 Stefan manages people. 7 Hiroshi teaches people to do exercises. 8 Su-Ho looks after sick people. 9 Kanda makes software programmes. 10 Daniel teaches languages.

A doctor finds out the problem with sick people in a hospital.

3 Use the information from Exercises 1 and 2 to write definitions of jobs. Write five definitions. Compare your examples with your partner. Are they the same jobs?

112 Unit 5

4 Take turns to check the jobs with your partner. This person writes news stories in an office.

Journalist

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ADJECTIVE PHRASES GRAMMAR

An adjective phrase describes a noun. It comes after the verb be.

There are two main types: • very + adjective.

Software engineers are very intelligent. Nurses must be very kind. • adjective + and + adjective. Fitness instructors are fit and healthy. Nurses have to be kind and helpful.

Adjectives with prepositional phrases

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Another type of adjective phrase is good at + noun or good with + noun.

The teacher is good at Maths / Languages / Chemistry. Nurses must be good with people. Usually people are good at a skill and good with a person or object.

5 Complete the sentences with a word from the box and underline the adjective phrase in each sentence. friendly intelligent

strong with

1 Fitness instructors have to be healthy and 2 Nurses need to be very . 3 A primary school teacher has to be good 4 Doctors need to be very .

children.

6 Write about two different jobs from Exercise 1. Use ideas from Exercises 2 to 5 and your own ideas.

– Write what the job is. A footballer plays for a team. – Write where the person does the job. They train in a gym and play football games in a stadium. – Write what they have to be/do. A footballer has to be strong and healthy.

LANGUAGE DEVELOPMENT

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WRITING CRITICAL THINKING Write an email about a job.

Analyzing and evaluating opinions

It is useful to know what people think about a topic. This is their opinion. Then you can use the information to make decisions. One way to get people’s opinions is with a Likert scale. In a Likert scale, people read a sentence and then circle the answer that is true for them. Their answer shows how they feel.

SKILLS

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At the end of this unit, you are going to write an email. Look at this unit’s writing task in the box below.

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I am good at English. 1 2 3 4 5 1 = strongly disagree 2 = disagree 3 = neither agree nor disagree EVALUATE

4 = agree 5 = strongly agree

1 Read the sentences and circle the answers which are true for you. 4 = agree 5 = strongly agree

1 = strongly disagree 2 = disagree 3 = neither agree nor disagree

1 I am healthy. 1 2 3

7 I am very good at football. 1 2 3 4 5

2 I am fit and strong. 1 2 3 4

8 I am good at Maths. 1 2 3 4

3 I am good with people. 1 2 3 4 5

9 I am good at writing. 1 2 3 4

4 I am very intelligent. 1 2 3 4

10 I am good with computers. 10 1 2 3 4 5

11 I am good with animals. 11 1 2 3 4 5

6 I am good with children. 1 2 3 4 5

12 I am good at languages. 12 1 2 3 4 5

5 I am kind and helpful. 1 2 3 4

114 UNIT 5

2 Work with a partner. Underline the adjective phrases in the sentences in Exercise 1.

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3 Look at the jobs (1–10) in the table. For each job, write the adjective phrase(s) from Exercise 1 which describe(s) it. The first one has been done for you. A job

ANALYZE

B best description

1 a farmer

good with animals

2 a manager

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U 3 a doctor

4 a journalist

5 a software engineer

6 a footballer

7 a school teacher

8 a fitness instructor

10 a language teacher

9 a nurse

4 Work with a partner. Read your partner’s answers to Exercise 1. Then look at the table in Exercise 3 and choose the best job for your partner. Does your partner agree?

EVALUATE

Critical Thinking

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GRAMMAR FOR WRITING Use must + infinitive or have to + infinitive to say that something is necessary. Doctors must be intelligent. Doctors have to be intelligent.

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GRAMMAR

MUST AND HAVE TO

Use must + infinitive for I, you, he, she, it, we and they. They must be kind.

Never use must to + infinitive. A nurse must to be kind and helpful. ➞ A nurse must be kind and helpful.

Use have to + infinitive for I, you, we and they. Managers have to be good with people. They have to be good with people.

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Use has to + infinitive for he, she and it. A manager has to be good with people. He / She has to be good with people.

1 Choose the correct answers.

GRAMMAR

1 A football player must / musts be very fit. 2 Pilots sometimes has / have to work at night. 3 A manager must / have to be helpful and patient. 4 Teachers must be good / must good with people. 5 A language teacher musts / has to be good at speaking and writing.

Do not have to / Does not have to

Use do not have to / does not have to (doesn’t have to) + infinitive to say that something is not necessary. Use do not have to + infinitive for I, you, we and they. Farmers do not (don’t) have to be good with computers.

Use does not have to + infinitive for he, she and it. A language teacher does not (doesn’t) have to be good at Maths.

Do not use must not + infinitive to say that something is not necessary. A journalist must not be good with animals. ➞ A journalist does not (doesn’t) have to be good with animals.

116 UNIT 5

2 Complete the sentences with the correct form of must, have to or don’t have to.

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1 A farmer be good with people. 2 A software engineer be good at Maths. 3 Nurses be good at writing. 4 Fitness instructors be fit and friendly. 5 Maths teachers be good at languages.

The pronoun you can be singular or plural. The verb does not change. It is the same form.

singular

You are great students. (you = more than 1 person)

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You are a good teacher. (you = 1 person)

plural

GRAMMAR

THE PRONOUN YOU

You = people in general. We often use this meaning in job adverts. You have to be kind. (People in general have to be kind.) There is a job for a fitness instructor. You must be fit and healthy. (People who want to be a fitness instructor must be fit and healthy.)

3 Look back at Reading 2 on page 110. Circle the examples of you where it means people in general.

4 Use the notes to write two job ads. Use the information below. Use the pronoun you and have to or must. 1 Farmer … be fit and strong … work at the weekend. 2 Journalist … be good at writing … have two years’ experience.

5 Read your partner’s job ads. Do you think you are a good person for the job? Why / Why not?

GRAMMAR FOR WRITING

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ACADEMIC WRITING SKILLS Simple sentences

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SKILLS

JOINING SENTENCES WITH AND

A simple sentence has a subject and a verb. subject verb

subject verb

You are friendly. You are good with people.

Join two simple sentences with the same subject. Use and – use you only once. and You are friendly. You are good with people. ➞ You are friendly and good with people.

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Compound sentences

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Join two simple sentences with different subjects. Use and. subject verb

You need both subjects. Put a comma before and. subject verb

The pay is good. The job is interesting. , and

➞ The pay is good. The job is interesting. ➞ The pay is good, and the job is interesting.

It is important to have both simple and compound sentences in your writing. This makes your writing more interesting.

1 Join sentences in the text to make no more than five sentences. Use and to write simple sentences with the same sentence or compound sentences with different subjects.

My friend Suzi is a fitness instructor. She is healthy. She is fit. Fitness instructors have to be friendly. Suzi is good at working with people. Fitness instructors have to work at weekends. Suzi works on Saturday and Sunday mornings. Her pay is good. She enjoys her job.

118 UNIT 5

WRITING AN EMAIL

Hi Ahmad

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SKILLS

Begin an email with a greeting. Use Hi for people you know. Use a person’s first name, followed by a comma for most situations.

Dear Daria,

Use Dear for people you do not know very well.

Erik,

End an email with a closing. Write your name after the closing. Use this expression for people you talk to often.

Love, Mum

Use this for close family and friends.

Talk to you soon, Karel

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Use this phrase to wish somebody good luck.

Good luck! Oliver

You can use contractions in informal emails to family and friends. You do not have to work at weekends. ➞ You don’t have to work at weekends. It is in South Korea. ➞ It’s in South Korea. I hope you are doing well. ➞ I hope you’re doing well. We do not usually use contractions in academic writing.

2 Rewrite the information as emails with a greeting, contractions and a closing. Then compare your work with a partner.

1 To: Allen Sentences: Let us meet for a coffee. I have some exciting news about my job. From: Max

es 2 To: Jen Sentences: You do not have to worry. I found a job for you. It is in London. From: Carmen

ACADEMIC WRITING SKILLS

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3 To: Chuanwei Sentences: It is great that you found a job. You will be so happy there. From: Tao

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WRITING TASK

Write an email about a job.

PLAN

Who is the job for?

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1 Look at the job you chose for your partner in the Critical thinking section on page 115. Think of details for the job and fill in the table.

What is the job? Where is the job?

What does he / she need to be good at? Why is your friend good for the job? What is the pay?

2 Show the table to your partner. What other details can you use? Add them to the table.

When does he / she work?

120 Unit 5

EXAMPLE 3 Read the example email. Divide the middle section into three parts:

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1 the job and where it is 2 the kind of person BBcare Vets wants 3 the hours and pay of the job Hi Mona

I hope you’re well. I have a great job for you.

It’s for a vet nurse at BBcare Vets. It’s in Byron Bay, a small town near Brisbane in Australia. I know you like small towns and I know you like living near the sea. Byron Bay is a really great place for you.

You must have a diploma in vet nursing, and you have to have two years’ experience. You also have to be good with small animals. BBcare Vets is small, and they help people’s pets. You don’t have to work with large animals like horses or cows. The job is full-time, and you have to work on Saturday mornings. The pay is A$65,000 per year.

Clara

Talk soon

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Here’s the link: www.discoverjobs4you.com

WRITE A FIRST DRAFT

4 Use the information from your table to write an email to your partner about the job. To help you, use the structure and example phrases below. Also, look at the example from Exercise 3 and the Task checklist on page 122.

Structure

Greeting

Write about the job and where it is

Closing

(company/organization) is big / small / interesting / exciting. They make / help / have / grow / teach … The job is full-time / part-time / three days a week / … You have to / don’t have to work at the weekend / evenings … The pay is …

Link

You must have … You have to be + (adj) …

Write information about the job

It’s (job) at (company/organization name) … It’s in …. near … I know you like …

Write about what you have to have for the job

Hi … (your partner’s name)

Heres’ the link: www.discoverjobs4you.com Talk soon / Good luck! /

your name

WRITING TASK

121

EDIT 5 Use the Task checklist to review your email.

✔

TASK CHECKLIST

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Describe the job and explain why it is good for your partner.

Use must and have to to say that something is necessary.

Use adjective phrases to describe the person for the job.

Use the pronoun you and contractions in your email.

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Use a greeting and closing in your email.

6 Make any necessary changes to your email.

122 Unit 5

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 a mine.

read for detail.

analyze and evaluate opinions. use adjective phrases.

U ni

use must and have to.

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use the pronoun you.

join sentences with and. write an email.

write an email about a job.

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

WORDLIST

medicine (n) nurse (n) office (n) pay (n) pilot (n) school (n) school teacher (n) software engineer (n)

= high-frequency words in the Cambridge Academic Corpus

great (adj) gym (n) healthy (adj) high school (n) hospital (n) interesting (adj) journalist (n) language teacher (n) manager (n)

app developer (n) company (n) doctor (n) engineer (n) farmer (n) fit (adj) fitness instructor (n) footballer (n) good at (adj)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

123

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IT N U

HOMES AND BUILDINGS

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about homes and buildings in Singapore.

Reading skill Predict content using visuals.

Critical thinking Analyze data.

Grammar

Write a comparison of two buildings.

Writing task

Write compound sentences with but; spell words with double consonants correctly; write supporting sentences and details.

Academic writing skills

Use pronouns; use adjectives; compare quantities; use comparative adjectives.

UNIT 6 HOMES AND BUILDINGS

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Look at the photo. Ask and answer questions with a partner.

es YOUR KNOWLEDGE

1 Do you think this town is a nice place to live? Why / Why not? 2 What problems can people have with old houses? 3 What problems can people have with modern houses?

HOMES AND BUILDINGS

125

WATCH AND LISTEN 1

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PREDICTING CONTENT FROM VISUALS

1 Work with a partner and answer the questions.

1 Are there a lot of tourists in your town or city? Where do most of them come from? 2 What kind of homes do most people in your city live in (a house, flat, etc.)? 3 What do you know about Singapore? Where is it? Tell your partner what you know.

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Match the sentences (a–d) to the photos (1–4) from the video. a This big city is on an island. b Inside these tall buildings there are thousands of flats. c The port is always busy. d This famous hotel is more than a hundred years old.

GLOSSARY

transport (n) a train, car, bus, ship or plane to get you from one place to another port (n) a place near the water where ships arrive and leave from luxury hotel (n) a very expensive and comfortable hotel

own (v) to have; when you own something, it is yours

traditional (adj) doing something in the old way

126 UNIT 6

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

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

1 Singapore is an island.

2 Singapore has the busiest port in the world. 3 Most people in Singapore live in houses. 4 Singapore has a lot of hotels.

Watch again. Circle the correct word or phrase.

1 Singapore is a centre for technology / education. 2 Space / transport is a problem in Singapore. 3 About 50% / 80% of people in Singapore live in tall buildings. 4 Most hotels in Singapore are traditional / modern.

shopping

plane

1 People live very together in Singapore. 2 People in Singapore can go near their homes. 3 Most tourists come to Singapore in a car or .

MAKING INFERENCES

close home

5 Complete the sentences with words from the box.

UNDERSTANDING DETAIL

DISCUSSION 6 Work in a small group. Discuss the questions. 1 How is Singapore like your city? How is it different? 2 Do you live in a house or a flat? What are some good things about both kinds of home? What are some bad things? WATCH AND LISTEN

127

READING READING 1

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PREPARING TO READ

USING YOUR KNOWLEDGE

1 What do you like about your home? What do you not like? 2 What kind of home do you want to live in? 3 What makes a home a good place to live?

1 You are going to read an interview with an architect (somebody who plans and designs buildings). Ask and answer the questions with a partner.

2 Read the sentences (1–8). Write the words in bold below the photos (a–h).

UNDERSTANDING KEY VOCABULARY

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1 In a garden, you grow flowers and plants. 2 Children drink out of plastic cups. 3 Cities have tall buildings. 4 Tables and chairs are made of wood. 5 The roof on our house is red. 6 I have a picture on the wall. 7 The sun shines through the window. 8 Be careful! Glass can break. b

SKILLS

Predicting content using visuals Visuals can be photographs, pictures, graphs or charts. You can use the visuals to help you understand the topic of the text.

128 UNIT 6

3 Look at the photos in the text below. Choose the phrases (a–d) to make sentences you agree with. I think the buildings in the photos … a are exciting/interesting/beautiful/strange. b are easy to build. c are good for people to live in. d have the same architect.

PREDICTING CONTENT USING VISUALS

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Architect’s world EXPERT INTERVIEW ge

Michael Chan teaches design to architects 1 Professor at the London School of Architecture. He has been at the

architect Michael Chan

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school for 30 years. Home design is different today than it was 30 years ago. This week, Michael tells us more about new home design around the world.

world: What are your favourite home designs? 2 Architect’s Michael Chan: I really like Japanese designs. Many people

in Japan build interesting houses. For example, the roof house is very tall and has a steep1 roof. The windows on the roof are different sizes. Inside the house, the rooms are very narrow2 and the ceilings are very high. It is simple and very small inside. What do you think about ‘green’ homes? 3 AW: MC: It is very important to build houses which are good for the 3

mirror house

Earth. My favourite example is a house in Saigon, Vietnam. It is a ‘garden home’. This house is in the middle of a busy city, but there are plants everywhere. From the street, people see a tall garden. But, in fact, it is a house. There are plants and trees in front of the glass walls. There is also a small garden on the roof. You can put chairs and a table there and enjoy tea with your family.

house warm in winter. They also use metal and glass. Sometimes they use something different. For example, one architect from Amsterdam put mirrors on every wall of a house. Other architects use glass or even plastic for the walls.

do architects use to build houses? 4 AW:MC:What Many architects use wood. It keeps your

1 steep (adj) goes down very quickly and almost straight down 2 narrow (adj) not much space from one side to the other 3 green (adj) something which does not use a lot of energy

Japanese roof house

garden home with plants

READING 1

129

WHILE READING 4 Read the text on page 129. Write the words from the box in the correct place in the table.

SCANNING TO FIND INFORMATION

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glass walls plants everywhere small rooms tall mirrors on walls Japanese roof house

Vietnamese garden home

Dutch house

a metal, wood, glass and plastic. b good for the Earth. c unusual and interesting homes.

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1 Michael Chan likes 2 Green architecture is 3 Architects make homes out of

READING FOR DETAIL

5 Match the sentence halves to make a main idea.

READING FOR MAIN IDEAS

6 Read the interview again. Write T (true) or F (false) next to the statements. Correct the false statements. 1 Professor Chan’s favourite home designs are Korean. 2 The roof house has small and narrow rooms.

3 Professor Chan says it is important to build more homes in Vietnam. 4 The ‘garden home’ is in the centre of a busy city.

5 The garden of the garden home is only in front of the walls of the building.

6 In Amsterdam, many architects put mirrors on the walls.

7 Ask and answer the questions with a partner? 1 What is one good thing and one bad thing about living in the three houses in the text? 2 What is an example of a ‘green’ home in your country? 3 In your country, what kind of houses do people live in? 130 Unit 6

DISCUSSION

POST-READING

WRITE 8 Write about houses in your country. Use the phrases below to help you.

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In my country, most families live in … house /apartment / cottage / old building / large buildings Most people have (number) rooms … The houses / rooms are small / large / comfortable / narrow … Many people / not many people have … a garden / a garage

READING 2

PREPARING TO READ 1 Ask and answer the questions with a partner.

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1 What is the normal order for these activities when you catch a flight? get a seat number get on the plane go to the airport go through security go to check in 2 At an airport, what kinds of things do you find after security? 3 What do you like and what don’t you like about airports?

2 You are going to read an article about airports. Match the words in bold (1–4) to the definitions (a–d).

( v) when you have to pay money to buy something (n) a building where you can get on a plane (n) a large object that children climb and go down as a fun thing to do (adj) when you feel happy and comfortable because nothing is worrying you

a b c

UNDERSTANDING KEY VOCABULARY

1 Many airports have more than one terminal. You need to know the correct terminal for your flight. 2 I always feel relaxed when I catch a flight. I’m never afraid or worried. 3 It costs a lot of money to fly Business Class. 4 There’s a park near my house that has a slide. Children spend hours playing on it.

USING YOUR KNOWLEDGE

Reading 2

131

BEFORE YOU CATCH

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YOUR FLIGHT …

Think about an airport. You go there, you check in and then you catch your flight. Is that all you can do? No, airports have lots of interesting things to do.

If you go to Changi Airport in Singapore, you can go down the world’s tallest slide. In Terminal 3, there’s a 12-metre-high slide for children and adults.

Terminal 3 Changi Airport, Singapore

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Do you want to feel very relaxed before your flight? Try the beautiful Zen Garden at Dubai Airport. Or if you are feeling very tired, there are Napcabs at Munich Airport. They are very small rooms where you can sleep for one or two hours.

Dubai International Airport

MINI CITIES

These days, airports are like small cities. They all have lots of shops and restaurants and they are big. Changi Airport has an area of 2,500 hectares (that’s 25 square kilometres). Munich Airport is a bit smaller with 1,575 hectares. But Dubai Airport is very big with an area of 2,900 square hectares. All these airports have grown over the years. Changi Airport opened with one terminal in 1981. It now has four terminals. Dubai Airport was very small when it opened in 1960. It now has three terminals. Munich Airport opened with one terminal in 1992. It now has two terminals and Terminal 2 also has an extra new area.

CHANGES AREN’T CHEAP

It costs a lot of money to make airports bigger and better. For example, Terminal 3 at Dubai Airport cost 4.5 billion dollars. Munich Airport’s new area for Terminal 2 cost 695 million dollars. And Terminal 4 at Changi Airport cost 730 million dollars.

Munich International Airport

132 UNIT 6

3 Read the text on page 132. Complete the text summary. Choose from 1–3.

READING FOR DETAIL

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The text about airports talks about … 1 the large number of flights and passengers at airports these days. 2 problems with making changes to airports. 3 different changes in airport buildings.

4 Scan the text. Write information from the text in the table below.

Munich International Munich 1,575 hectares

C year opened

1981

D number of terminals E cost (US$) of changes

Changi Airport

A city B size

Singapore

two

4.5 billion

(Terminal 3)

(Terminal 2 new area)

Airport name

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ni 7

Dubai International Dubai

SCANNING TO FIND INFORMATION

(Terminal 4)

5 Answer the questions with information from the text.

1 What are three different things you can do at the airports in the text? 2 Why are airports now like small cities? 3 What are there more of at each airport? 4 What is one problem with making changes at airports?

POST-READING DISCUSSION

6 Ask and answer the questions with a partner.

SYNTHESIZING

1 What do you like doing at airports when you are waiting to get on the plane? 2 What’s an airport that you like the design of? Why do you like it? 3 Do you agree with this idea? ‘A good airport is a fun place to visit with lots of interesting things to do’.

POST-READING

133

LANGUAGE DEVELOPMENT You can link pronouns to nouns to help you understand a text.

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GRAMMAR

PRONOUNS There are Napcabs at Munich Airport. They (They = Napcabs) are very small rooms. Changi Airport opened with one terminal in 1981. It (It = Changi Airport) now has four terminals.

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1 Change a word or phrase in the sentences to they or it. Check your answers in the text on page 132.

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1 These days, airports are like small cities. Airports all have lots of shops and restaurants and airports are big. 2 Changi Airport opened with one terminal in 1981. Changi Airport now has four terminals. 3 Dubai Airport was a very small airport when Dubai Airport opened in 1960. Dubai Airport now has three terminals.

VOCABULARY FOR BUILDINGS

2 Complete the text with words from the box.

apartment building car park ceiling entrance exit floors garden lift roof shopping centre stairs walls windows

134 UNIT 6

There are 90 apartments in my 1 . It has ten 2 . It’s an old building and has a slow 3 . 4 There are some which you can walk up. But there are 125 of them, and that’s too many. The front 5 is on King Street. You need a number code to come in the door. There’s a new 6 at the back of the building for cars and motorbikes. There’s a(n) 7 at the back for cars. 8 There’s also a small with trees behind the building, but no-one goes there. People prefer to sit in the 9 on top of the building There are some plants and chairs there. I think my apartment is beautiful. It has a high 10 and 11 12 white . There are big in the lounge and bedroom. The apartment has a lot of light and space. Also, it’s close to a modern 13 and it’s easy to go shopping.

3 Circle the word that is different in each group. Why is it different?

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1 lift, stairs, garden 2 car park, floors, shopping centre 3 entrance, apartment building, exit 4 ceiling, windows, lifts 5 walls, garden, roof

ADJECTIVES

4 Match adjectives (1–8) to their opposites (a–h).

1 big 2 tall 3 traditional 4 old 5 expensive 6 fast 7 beautiful 8 high

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a ugly b slow c cheap d short e low f small g modern h new

5 Write sentences so they are true for you. Use language from Exercises 2 and 4. My house / apartment is

The building is

There’s a / There are

There isn’t / aren’t

I think my house / apartment is

. The ceiling is and the walls are The windows are

6 Work with a partner. Tell each other about your house / apartment. LANGUAGE DEVELOPMENT

135

WRITING CRITICAL THINKING Write a comparison of two buildings.

Analyzing data

Data is information. Data can come in many different forms, but it is often in numbers. When you have data, you need to analyze it – to look at it closely – in order to understand what it is saying.

SKILLS

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At the end of this unit, you are going to write a comparison. Look at this unit’s writing task in the box below.

1 Read the sentences (1–4) and match them with the same data in the table on page 133. Write the letter of the row (A–E) at the end of the sentence it matches. There is one extra row.

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UNDERSTAND

1 Changi Airport has more terminals that Dubai International Airport or Munich Airport. It has four terminals. Dubai has three terminals, but Munich Airport has fewer. It has only two. 2 Dubai International Airport is very big. It is 2,900 hectares. Changi Airport is also big but not as big as Dubai International. It is 2,500 hectares. Munich Airport is smaller. It is 1,575 hectares. 3 Terminal 4 at Changi Airport cost US$730 million to build. It was more expensive than the new area in Terminal 2 at Munich Airport, but cheaper than Terminal 3 at Dubai International Airport. Terminal 3 at Dubai International cost US$4.5 billion. 4 Dubai Airport was built in 1960. It was built before the other airports. Changi Airport was built in 1981 and Munich Airport was completed in 1992.

2 Compare your answers with a partner. Make changes if necessary.

136 UNIT 6

3 Work with a partner. Choose two skyscrapers you are interested in. Find information on the internet to complete the table. Choose buildings from the box or a different building you like.

APPLY

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Bank of China Tower Burj Al Arab Empire State Building Petronas Twin Towers Taipei 101

(building 1)

(building 2)

city

height (m)

number of floors

cost

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number of lifts

year

4 Work with a partner. Ask and answer the questions about your buildings. 1 Which building is taller?

ANALYZE

2 Which building is more modern? 3 Which building has more floors? 4 Which building has more lifts?

5 Which building was more expensive?

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137

GRAMMAR FOR WRITING You can compare quantities with more / fewer / less + a noun or a noun phrase + than. This phrase comes after the subject and the verb.

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GRAMMAR

COMPARING QUANTITIES

Use more for a higher quantity.

Changi Airport has more terminals than Dubai International Airport. Skyscrapers cost more money than other buildings. The garden home in Saigon has more rooms than the roof house.

Use fewer or less for a lower quantity. Use fewer with countable nouns (things you can count) and use less with uncountable nouns (things you cannot count). You will learn more about countable and uncountable nouns in Unit 7.

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The Shanghai World Financial Center has fewer lifts than One World Trade Center. There is less information about Building B than about Building A.

1 Put the words and phrases in order to make sentences.

1 Dubai International Airport / more / than Munich Airport / terminals / has /.

2 more / than the British Museum / The Shard / has / stairs / .

3 has / than the British Museum / lifts / more / The Louvre Museum / .

4 The Burj Khalifa / less / money / cost / than One World Trade Center / .

you

windows

floors

lifts

rooms

2 Work in pairs. Compare the number of things in your homes.

your partner

3 Write two sentences that compare your home with your partner’s home. Use more in one sentence and fewer in the other.

138 UNIT 6

COMPARATIVE ADJECTIVES GRAMMAR

Comparative adjectives describe how two things are different.

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One-syllable adjectives, add -(e)r + than. tall ➞ taller than

The Burj Khalifa is taller than the Shanghai World Financial Center. Munich Airport is smaller than Changi Airport.

Adjectives with two syllables + -y, replace the -y with -i and add -er + than. busy ➞ busier than

Shanghai is busier than Cambridge.

Adjectives with two or more syllables, use more + adjective + than or less + adjective + than. expensive ➞ more expensive than / less expensive than

One World Trade Center was more expensive than the Burj Khalifa.

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The Burj Khalifa was less expensive than One World Trade Center. Irregular comparatives: good ➞ better bad ➞ worse My new house is better than my old flat. The traffic in Madrid is worse than the traffic in Edinburgh.

4 Underline the comparative phrases in the sentences. Correct the mistake in one sentence.

1 The Louvre Museum is more popular than the British Museum. 2 The SM Mall of Asia in Manila is larger than the Istanbul Cevahir. 3 The Country Club Plaza in Kansas is more small than the Istanbul Cevahir.

5 Use the information to write complete sentences. 1 wood / expensive / plastic.

1 2

6 Compare buildings and cities you know. Write two sentences.

2 Shinjuku Station in Tokyo / busy / Ikebukuro Station.

7 Work in pairs. Show each other your sentences.

GRAMMAR FOR WRITING

139

ACADEMIC WRITING SKILLS Use but to join two sentences. But introduces a new idea in the second sentence. This idea is different from the information in the first sentence. You can use but with comparisons.

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SKILLS

COMPOUND SENTENCES WITH BUT

Sentences 1 and 2: subject

verb

subject

verb

One World Trade Center is tall. The Burj Khalifa is taller than One World Trade Center.

Join sentences 1 and 2 with but. Add a comma before but:

One World Trade Center is tall, but the Burj Khalifa is taller than One World Trade Center. Do not repeat than + noun phrase after a comparison:

New sentence:

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One World Trade Center is tall, but the Burj Khalifa is taller than One World Trade Center.

One World Trade Center is tall, but the Burj Khalifa is taller.

1 Join each pair of simple sentences below to make one compound sentence with but. 1 The Metro Centre has a lot of restaurants. The Country Club Plaza has more restaurants than the Metro Centre. 2 Istanbul Cevahir Mall has many shops. The SM Mall of Asia has more shops than Istanbul Cevahir Mall. 3 The Country Club Plaza is modern. The Metro Centre is more modern than the Country Club Plaza. 4 The SM Mall of Asia is old. The Country Club Plaza is older than the SM Mall Asia.

140 UNIT 6

SPELLING

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Vowels are the letters a, e, i, o and u. The other letters in the alphabet are consonants: b, c, d, f, etc. We sometimes repeat a consonant in some comparative adjectives and some verb forms. If we repeat a consonant, we double it.

SKILLS

Double consonants

We double the consonant if: • the word has one syllable • the last two letters of the word are a vowel + a consonant • the last consonant is not -y

comparative adjectives: big ➞ bigger, fat ➞ fatter, thin ➞ thinner the -ing forms of some verbs: swim ➞ swimming, run ➞ running, shop ➞ shopping

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2 Read the text below and correct the underlined words. Correct the spelling and/or add any missing capital letters.

WHAT ARE

MALLS?

southdale center in minnesota in the united states was the first mall in the world. It is popular today but there are biger malls in america, europe, the gulf and asia.

Mals are big buildings for shoping. They are near big cities. Sometimes they are inside skyscrapers. Many cities have more than one mall. Malls have restorants and sinemas. The restaraunts are biger than restrants in the city. Some malls also have gyms and swiming pools.

ACADEMIC WRITING SKILLS

141

Supporting sentences are in the middle of a paragraph. Supporting sentences give details and examples to make the topic sentence clearer. All supporting sentences should be about the topic sentence.

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SKILLS

SUPPORTING SENTENCES

Skyscrapers are very expensive.

supporting sentences and details

They cost more money than other buildings. The Burj Khalifa cost $1,500,000,000 to build. It was more expensive than the Shanghai World Financial Center ($850,000,000), but it was cheaper than One World Trade Center. One World Trade Center cost $3,900,000,000.

topic sentence

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3 Read the topic sentences (1–2). Tick (✔) the supporting sentences and details that explain the topic sentence.

1 Topic sentence: Many airports are like small cities. They often have more than one terminal. Changi Airport in Singapore has four terminals. Terminal 4 cost 730 million dollars. They also have a lot of area. Dubai International has 2,900 hectares. It opened in 1960. Airports also have lots of shops and restaurants.

2 Topic sentence: All skyscrapers have lifts. The Burj Khalifa has more lifts than One World Trade Center or the Shanghai World Financial Center. It has 57 lifts. One World Trade Center cost $3,900,000,000. The Empire State Building in New York is a world-famous skyscraper. One World Trade Center has 54 lifts, but the Shanghai World Financial Center has fewer.

142 UNIT 6

4 Read the topic sentences (1–2). Find a supporting sentence in Reading 1 or Reading 2 for each topic sentence. 1 Topic sentence: All these airports have grown over the years. Supporting sentence:

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2 Topic sentence: It is important to build houses which are good for the Earth. Supporting sentence:

5 Read the topic sentences (1–2). Write a supporting sentence to explain each topic sentence. 1 Topic sentence: Modern design is interesting. Supporting sentence:

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2 Topic sentence: It costs a lot of money to make airports bigger and better. Supporting sentence:

WRITING TASK

Write a comparison of two buildings.

PLAN

1 Look at the table you completed in the Critical thinking section on page 137. What other information can you research about your skyscrapers? Write two or more topics to compare in the table. Add the information you find about your buildings.

(building 2)

(building 1)

Writing Task

143

2 Plan the paragraphs of your text. Make notes under the headings. Paragraph 1: names of the buildings, location Paragraph 2: compare two things

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Paragraph 3: compare two other things

Paragraph 4: interesting information about the buildings

WRITE A FIRST DRAFT

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3 Use your notes from the table and your plan from Exercises 1 and 2 to help you write a first draft. Use comparative structures and topic sentences. There are also useful phrases below to help. Read the Task checklist below as you write. There are two famous buildings … Both buildings are popular with … It opened in … It cost (currency and number) to build. It is (number) metres / feet / tall. It has (number) floors / lifts. It has more / fewer / less … It is bigger / more expensive than …

EDIT

4 Use the Task checklist to review your paragraph. TASK CHECKLIST

✔

Use pronouns to refer to your buildings. Use sentences which compare quantities.

Use supporting sentences and details to explain the topic sentence and compare two different buildings.

Make sure sentences have than after a comparative adjective. Join sentences with but to make comparisons.

5 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.

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3 = very well 2 = well

1 = not so well

I can …

watch and understand a video about homes and buildings in Singapore. predict content using visuals.

analyze data.

compare quantities.

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use adjectives.

use pronouns.

use comparative adjectives.

write compound sentences with but.

spell words with double consonants correctly. write supporting sentences and details. write a comparison of two buildings.

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

WORDLIST

slide (n) slow (adj) small (adj) stairs (n) tall (adj) terminal (n) traditional (adj) ugly (adj) wall (n) window (n) wood (n)

glass (n) high (adj) lift (n) low (adj) modern (adj) new (adj) old (adj) plastic (adj) relaxed (adj) roof (n) shopping centre (n) short (adj)

apartment (n) beautiful (adj) big (adj) building (n) car park (n) ceiling (n) cost (v) entrance (n) exit (n) fast (adj) floor (n) garden (n)

DIGITAL WORKBOOK

= high-frequency words in the Cambridge Academic Corpus OBJECTIVES REVIEW

145

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IT N U

FOOD AND CULTURE

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about an international baking competition.

Reading skill Skim a text; take notes.

Critical thinking Generate ideas.

Grammar

Write about popular food in your country.

Writing task

Understand error correction marks; write concluding sentences.

Academic writing skills

Use countable and uncountable nouns; use can and cannot; use subject–verb agreement; use determiners a, an and some.

UNIT 7 FOOD AND CULTURE

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es YOUR KNOWLEDGE

Look at the photo. Ask and answer the questions with a partner.

1 Where is the boy? 2 What is he thinking? 3 Do you like cakes and biscuits? Why / Why not?

FOOD AND CULTURE

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WATCH AND LISTEN 1

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PREDICTING CONTENT FROM VISUALS

1 Work with a partner and answer the questions.

1 What kind of sweet foods do you like eating? 2 How often do you eat these foods? 3 What are popular sweet foods in your country?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Look at photos (1–4). Work with a partner. Talk about what you see in each photo. 3 Match the photos (1–4) to sentences (a–d) from the video.

a More than 250 years ago, the kings and queens of France asked their chefs to make special desserts. b It’s a team competition. c Walk down any shopping street in France, and you will see a patisserie. d The best pastry chefs from around the world meet here in Lyon.

GLOSSARY

dessert (n) sweet food that is eaten after the main part of a meal chef (n) somebody who is the main cook in a restaurant

competition (n) an organized event in which people try to win a prize by being the best fan (n) somebody who admires and supports a famous person or sport sculpture (n) a piece of art that is usually made from wood or stone judge (n) somebody who decides which person or thing wins a competition

148 UNIT 7

delicious (adj) food that smells or tastes extremely good

pastry (n) a small sweet baked cake

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Watch the video. Choose the best summary. This video is about

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

a a famous dessert chef from Lyon. He always wins a competition to make desserts. b the history of desserts and pastries in France. It shows a famous competition to make desserts.

Watch again and answer the questions.

1 What two things do French patisseries sell? 2 French desserts are delicious. What’s another reason they’re famous? 3 Where do chefs come from for the Lyon competition? 4 How many days do teams have to make their desserts? 5 What do judges want to see in a competition dessert?

6 Complete the sentences with a word from the box. beautiful different important popular

MAKING INFERENCES

1 Patisseries are a(n) part of life in France. 2 The Lyon competition is with both chefs and fans. 3 Teams of chefs have to show they can make kinds of desserts. 4 In the competition, desserts need to be delicious and to look at.

UNDERSTANDING DETAIL

DISCUSSION 7 Work with a partner and answer the questions. 1 How important are sweet foods in your country? 2 Is special sweet food served at certain times of the year? 3 Are there any food competitions in your country? Why / Why not? WATCH AND LISTEN

149

READING READING 1

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PREPARING TO READ 1 Ask and answer the questions with a partner.

USING YOUR KNOWLEDGE

1 What foods are popular all over the world? 2 Why do you think those foods are popular? 3 What are your favourite foods? Why?

2 You are going to read an article about tea. Read the sentences (1–7). Write the words in bold next to the correct definitions (a–g).

UNDERSTANDING KEY VOCABULARY

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1 I enjoy a cup of tea in the afternoon. I add honey to make it sweet. 2 I can play many different sports. I like football, basketball and tennis. 3 My father prepares our family’s dinner at the weekends. He really likes cooking. 4 We buy our bread at a bakery. I enjoy it with butter and jam. 5 I have the same colour eyes as my mother. They are dark grey. 6 There are five main types of food: grains, meats, fruits, vegetables and dairy. 7 When it is hot outside, it is good to have water or other drinks. a

b c d e f

( n) a basic food made from flour, water and salt mixed together and baked (adj) like something else (adj) not the same (n) a group of things which are like each other (n) a sweet and sticky food made by bees (n) liquids that you can put in your mouth and swallow, like water or juice (v) to make something

150 Unit 7

BY A. CAPPER

Tea: a world history m Ca

INTRODUCTION: THE WORLD IN A TEACUP

1 Tea is tasty and good for you. It is also one of the most popular drinks around the world. But what is tea? And why is it so popular?

2 All tea comes from tea leaves, but tea is not always the same. There are many kinds of tea. You can drink black tea, green tea, white tea or fruit tea. Each type of tea has a different taste and a different colour.

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3 The history of tea begins in Asia. In China, Korea and Japan, tea is still very important today. In Japan, it can take many hours to prepare and drink tea with your guests. In Malaysia, a popular drink at breakfast is teh tarik (‘pulled tea’). Malaysians say it is good for you and tastes good with roti canai – a kind of bread.

a tea seller prepares tea in Kuala Lumpur

4 Tourists in Kuala Lumpur like watching the tea sellers make ‘pulled tea’. The tea sellers pour hot water on black tea. After five minutes, they add sugar and milk. Then they ‘pull’ the tea – they pour the tea from one cup to another many times. 5 In many countries you must have a special kettle1 to make tea. People in different countries also like to add different things to their tea. For example, people in Türkiye use a çaydanlık to make black tea. A çaydanlık has two kettles: one for water and one for the tea. Many Turkish people drink tea in a glass with some sugar.

a Turkish çaydanlık set

6 Karak is a tea that is popular in Arab countries. It is made with cardamon, ginger, milk and sugar. In the United Kingdom, people usually add some milk and sugar. They eat biscuits with their tea. In the United States, tea is popular with honey.

7 In Japan, there is a special ceremony3 for drinking tea. Japanese people have a tea ceremony when people come to visit. They use green tea and they like drinking the tea in a special room. The room is often near a garden. There is usually some sweet food to eat. The ceremony takes more than an hour.

a Japanese tea ceremony

kettle (n) a container with a lid and a handle for boiling water cardamom (n) a South Asian plant with seeds used as a spice 3 ceremony (n) a formal event that is performed on an important social occasion 1 2

READING 1

151

Skimming If you look for the main topic and idea of a text, you are skimming. When you skim, do not read every word. Read quickly to get an understanding of the most important information in the text. You can read the first and last sentence in each paragraph. Also read the words that are bold.

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SKILLS

WHILE READING

3 Write the paragraph number (1–7) from the text next to the correct main idea (a–e). You will not use all the paragraphs.

SKIMMING

4 Read the text again. Write T (true) or F (false) next to the statements. Correct the false statements.

READING FOR MAIN IDEAS

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a People drink tea in many different ways. b The history of tea started in Asia. c There are different kinds of tea made from tea leaves. d In Kuala Lumpur, pulled tea is special. e Tea is very popular.

1 Different kinds of tea have different colours.

2 Tea is popular in China and Japan, but not in Korea and Malaysia. 3 Pulled tea has sugar and milk.

4 In Türkiye, people drink tea from a çaydanlık.

5 In the United Kingdom, people like biscuits with their tea.

152 UNIT 7

SKILLS

Taking notes When you take notes, you write down the important information from the text. You do not need to write complete sentences. You can use a table to organize your ideas.

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READING FOR DETAIL

5 Write information from the text in the table. country

How is the tea prepared? What do people eat with it?

• Pour hot water on black tea. • After five minutes, add sugar and milk. • Then ‘pull’ tea. Pour tea one cup to another many times. • Eat roti canai with it.

Malaysia

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Türkiye

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Japan

U United Kingdom

6 Work in pairs and use your notes. Write the names of the correct countries from the text in the gaps. 1 People in drink teh tarik. 2 In , people have a special tea ceremony. 3 People prepare tea with two kettles in .

USING YOUR NOTES

POST-READING DISCUSSION

WRITING

1 How do people drink tea in your country? (With sugar? With milk?) 2 How often do they drink tea? (three cups a day / once a day) 3 What is more popular in your country – tea or coffee? Why?

7 Work with a partner and answer the questions.

8 Write about tea and coffee drinking in your country. Use the ideas from your discussion and the table in Exercise 5 and the ideas below to help you. In my country, people drink more tea/coffee than coffee/tea. People drink (number) cup(s) of tea/coffee … They (often/sometimes) drink tea/coffee with … READING 1

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READING 2 PREPARING TO READ 1 Check the meaning of the words in the box.

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UNDERSTANDING KEY VOCABULARY

cereal dish fish meal meat milk rice served with vegetables

2 Work in pairs. Take turns to talk about the food in each photo. Use the words in the box from Exercise 1 to talk about this food in your country.

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In photo a, I see some rice. In my country, rice is very popular. People eat rice with meat and vegetables.

WHILE READING 3 Scan the social media posts. Do not read every word. Tick (✔) the THREE cuisines that are mentioned. French cuisine Arab cuisine

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Australian cuisine Korean cuisine

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Mexican cuisine Cambodian cuisine

melbournestudentguide Australian cuisine

melbournestudentguide Cambodian cuisine

Arab cuisine

SCANNING TO FIND INFORMATION

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Comments

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Comments

If you are in Australia, you must try a crocodile or kangaroo ! Many Australian restaurants serve crocodile curry. Crocodile meat is tasty and very good for you. (It is better that you eat crocodile than a crocodile eats you!) Kangaroo meat is also good for you. Kangaroo burgers are served on a type of bread. Australian restaurants also serve great fish and many other .

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Comments

At a Cambodian restaurant, there are many types of . Cambodians like fish with rice. Cambodian are served with a lot of vegetables. They are very popular in Cambodian cuisine. One famous is amok trey. Cambodians prepare amok trey with fish, nuts, coconut milk and egg. There are many tasty , but this is one of the best.

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At an Arab restaurant, you can find delicious meat . Two popular are shawarma and kabsa. Shawarma is a savoury meat . The meat is served in pita bread with vegetables. Kabsa is a popular meal in many Arab countries and it is very popular in Saudi Arabia. Kabsa is a with rice, meat and vegetables. There are many different ways to prepare kabsa. It can be served with onions, chillies and other spices. If you like meat , you will enjoy your meal at an Arab restaurant.

298 Likes

nancy_loves_food

I want to try it. How do you cook it?

ali.the.foodie

fishhh.55

I make it with coconut milk and nuts. It’s delicious .

It looks delicious! I food from Arab countries.

What? I’m not sure it’s for me . How do you cook it?

arun_266

#kabsa #tryarabcuisine #arabfoodinmelbourne

jasons_cooking

In addition to the many flavourful meat , you can get many delicious vegetable .

#crocodilecurry #eatcrococdilemeat #delicious #tryaustraliancuisine

#amoktrey #cambodianfood #fish #rice #tasty #trycambodiancuisine #cambodianfood #bestfoodinmelbourne #worldcuisines

My mom is from Lebanon. She makes the best kabsa, but she puts too many chillies and onions in it so my friends can’t eat it !

READING 2

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4 Read the social media posts again. ONE word is missing in all three posts. Can you guess the word?

READING FOR DETAIL

5 Choose one post from Exercise 3. Take notes about the cuisine in your post. Use these headings.

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Name of dish(es): Served with:

6 Using only your notes from Exercise 5, write a paragraph about your chosen cuisine. Do not look at the post text as you write.

7 Work in pairs, each student with a paragraph about a different cuisine. Exchange your paragraphs. Then check them against the text in Exercise 3. Correct any spelling mistakes.

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POST-READING DISCUSSION SYNTHESIZING

8 Work with a partner and answer the questions.

1 What dishes do you want to try from Reading 2? Why? 2 Describe your favourite meal. 3 How popular is food from your country around the world?

156 Unit 7

LANGUAGE DEVELOPMENT VOCABULARY FOR FOOD AND DRINK

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1 Write the words from the box under the correct photos. Use the glossary on page 200 to help you. almonds chillies coconuts dates honey jam milk onion rice spices water yoghurt

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LANGUAGE DEVELOPMENT

157

2 Work with a partner. Write the names of food next to each description. Use your own ideas and look at the pictures from Exercise 2 on page 154, Reading 2 on page 156 and Exercise 1 on page 157 to help you. Add one or two more foods or drinks that you know about for each category.

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description

food

sweet

savoury

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U good for you

popular in your country

3 Look at the foods you have listed. Work with a partner and answer the questions. 1 What kinds of foods and drinks do you like? 2 What do you usually serve them with?

Countable nouns name things you can count, such as vegetables, drinks and meals. They can have a singular or a plural form and a singular or a plural verb. singular

plural Vegetables are served in pita bread.

A popular dish is shawarma.

Two popular dishes are shawarma and kabsa.

Uncountable nouns are words for things that you cannot count, like meat, rice and honey. They always use a singular verb. They do not have a plural form or a plural verb.

Meat is good for you. Meats are good for you. Rice is served with many dishes. Rices are served with many dishes. 158 UNIT 7

One vegetable is cabbage.

GRAMMAR

COUNTABLE AND UNCOUNTABLE NOUNS

4 Look back at Exercise 1 on page 157. Write C (countable) or U (uncountable) next to the words and photos. 5 Find six mistakes in the text.

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For breakfast I usually have bread with honeys and a cup of tea. At about 10:00 am I have a cup of coffee and two biscuit. At lunch I eat rices and vegetables and drink waters. In the afternoon I like almonds or date for a snack. The dinner I like most is fishes and vegetables with yoghurt for dessert.

6 With your partner, talk about the food you eat each day.

can + infinitive = an action is possible. cannot + infinitive = an action is not possible.

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You can get many delicious vegetable dishes. The dishes can be spicy. I cannot eat spicy food. I do not feel well afterwards. The singular and plural forms of can / cannot are the same. I can, they can, etc.

GRAMMAR

CAN AND CANNOT

7 Choose the correct form of the verb in sentences 1–5. 1 A meat dish can has / have vegetables. 2 You cannot taste / tasting the chillies in this dish. 3 British tea cans / can have milk or sugar. 4 Some people cannot eat / to eat almonds. 5 Chillies can is / be very spicy.

8 Write sentences about what people in your family can and cannot eat or drink. Show your sentences to your partner. There are two examples for you below.

My mother cannot eat chillies. She doesn’t like spicy food. My sister can drink eight cups of tea every day. She loves it.

LANGUAGE DEVELOPMENT

159

WRITING CRITICAL THINKING Write about popular food in your country.

Generating ideas

Thinking about what you want to say or write can sometimes be difficult. When you want to generate ideas, you can use an ideas map. You can think of ideas on your own or in a group. To make an ideas map, you can identify supporting information for a main topic. Look at the ideas map below.

SKILLS

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At the end of this unit, you are going to write about food. Look at this unit’s writing task in the box below.

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1 Work with a partner. Write words to describe the dish in the ideas map. Explain what it is made of, tastes like and is served with. Look at Reading 2 on page 155 to help you.

UNDERSTAND

served with

made with

shawarma

160 UNIT 7

tastes

2 Work in small groups. List popular dishes from your country.

REMEMBER

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3 Choose two popular dishes from Exercise 2. Write the name of the dish in the middle of each ideas map. Say what each dish is made of, what it is served with, and how it tastes.

ANALYZE

made with

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served with

name of dish

tastes

made with

served with

name of dish

tastes

CRITICAL THINKING

161

GRAMMAR FOR WRITING The verb in a sentence agrees with the subject.

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GRAMMAR

SUBJECT–VERB AGREEMENT a singular verb form with a singular subject. subject

verb

This yoghurt subject

verb

is a popular dish.

is tasty.

verb

subject

verb

The almonds

subject

verb

are popular dishes. verb

They

are tasty.

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subject

Vietnamese cuisine uses coconut milk. a plural verb form with a plural subject.

Many dishes use coconut milk. Remember: Uncountable nouns must have a singular verb form. 1 Circle the correct verb forms.

1 Turkish people love / loves eating small dishes called meze. 2 Greek food use / uses a lot of vegetables. 3 Italian people eat / eats a lot of pasta. 4 Two popular Mexican foods is / are tacos and enchiladas.

2 Put the verbs in the box in sentences 1–4. Use the correct form of the verb. have like

use

Chinese food. 1 Many people around the world 2 Cambodian food salty fish sauce a lot. 3 Onion soup a popular food in France. 4 Swedish cuisine a lot of different breads.

162 UNIT 7

3 Use the verbs, the phrases and your own ideas. In pairs, write three sentences about food. Examples: Pasta is a popular food in my country.

Mexican food uses a lot of chillies.

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verbs: be eat have like use phrases: served with … many people in (country) … (nationality) cuisine … a popular food … not many people …

DETERMINERS: A, AN AND SOME

Write articles before a noun or noun phrase.

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Use the articles a or an before a singular countable noun. Use a before a consonant sound. Use an before a vowel sound. A famous dish from Italy is risotto. Amok trey is a popular Cambodian dish. Jambalaya is an American dish. An apple is served with this dish.

GRAMMAR

A, an and some are words that come before nouns. They are called determiners. Determiners are words before a noun, such as articles (a, an, the and ‘the zero article’) and other words, such as some.

Do not use a / an before an uncountable noun. Add a honey to the dish. English people drink tea with a milk. Add honey to the dish. English people drink tea with milk.

You can use some before: • a plural countable noun (e.g. vegetables, drinks) • an uncountable noun (e.g. milk, rice)

We use some when we are not sure of how much/many. Some biscuits are served with the coffee. Chefs prepare the dish with some vegetables. Some means ‘a (small) part of’ before an uncountable noun. Add some honey to the dish. English people drink tea with some milk.

1 At an / some Arab restaurant, there are many delicious meat dishes. 2 Curry is usually served with some / a rice. 3 Some / A famous dish in New Orleans is jambalaya, made with meat, vegetables and rice. 4 Italian chefs add the / a carrot to pasta sauces.

4 Choose the correct determiner in sentences 1–4.

GRAMMAR FOR WRITING

163

5 Use the notes to write sentences in your notebooks.

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Example: there / chicken and / vegetables / Japanese teriyaki chicken There is chicken and some vegetables in Japanese teriyaki chicken. 1 there / vegetables / Korean kimchi 2 chicken soup / popular dish / Latin America 3 there / meat and rice / Spanish paella.

ERROR CORRECTION

Some teachers use correction codes for errors. Look at the examples below.

[G] = grammar Honey are sweet. ➞ Honey is sweet. [MW] = missing word I drink tea sugar. ➞ I drink tea with sugar. [P] = punctuation I like almonds ➞ I like almonds. [SP] = spelling mistake They are delicus. ➞ They are delicious. [CL] = capital letter It is an arab dish. ➞ It is an Arab dish. [C] = content (is the information correct?) Amok trey is from France. ➞ Amok trey is from Cambodia. [WP] = wrong preposition They are served for bread. ➞ They are served with bread.

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SKILLS

ACADEMIC WRITING SKILLS

1 Look at a student’s paragraph marked with correction codes. Correct the mistakes. My favourite cusine [SP] 1 is Mexican food. The dishes served with rice and beans. They are also served [MW] 2 chips and salsa. Salsa is made with tomatoes of [WP] 3 spicy. I drink mexican and other vegetables. It can is [G] 4 5 coffee after my meal. It has cinnamon in it [P] [CL] 6 I like all the dishes in this cuisine.

topic sentence + supporting sentences

All tea comes from tea leaves, but tea is not always the same. There are many types of tea. You can drink black tea, green tea, white tea or fruit tea. concluding sentence

Each type of tea has a different taste and a different colour. In the example above, the last sentence is the concluding sentence. It repeats the main idea that tea is not always the same. 164 UNIT 7

SKILLS

A concluding sentence ends a paragraph. Often it repeats the main idea of the paragraph using different words.

CONCLUDING SENTENCES

2 Read the first sentence of the paragraphs. Then tick (✔) the concluding sentence.

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1 At a Cambodian restaurant, there are many types of dishes. One famous dish is amok trey. Cambodians prepare amok trey with fish, nuts, coconut milk and egg. There are many tasty dishes, but this is one of the best. The coconut milk makes it sweet.

2 At an Arab restaurant, you can find delicious meat dishes. Shawarma is a savoury meat dish. Kabsa is a dish with rice, meat and vegetables. If you like meat dishes, you will enjoy your meal at an Arab restaurant. Kabsa is a popular meal in many Arab countries and it is very popular in Saudi Arabia.

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3 Read the paragraphs. Then write a concluding sentence.

1 France is known for its great bakeries. You can get delicious bread, biscuits and other sweet food at these shops. The French are also known for their tasty cheeses. A popular meal is bread and cheese.

2 Brazilian restaurants serve delicious meat dishes. The meat is cooked over a fire and salted. You eat it with vegetables. You can find this savoury dish at most restaurants.

WRITING TASK

2 Think of any more information you would like to add to your ideas map.

1 Look at the brainstorming notes you made in your ideas map in the Critical thinking section on page 161.

PLAN

Write about popular food in your country.

Writing task

165

3 Use your notes from the ideas map to plan three paragraphs. Use the three points below.

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1 Say what dishes are popular in your country. 2 Describe the taste of the first dish. Describe what the dish is made of. Explain what the dish is served in or served with. 3 Describe the taste of the second dish. Describe what the dish is made of. Explain what the dish is served in or served with.

4 Use your notes for each paragraph from Exercise 3 to help you write a first draft. There are also useful phrases below to help. Write a concluding sentence for each paragraph. Read the Task checklist as you write.

WRITE A FIRST DRAFT

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(nationality) people eat a lot of … In my country, two popular dishes are … (nationality) people love / like eating … It is a traditional dish … They cook / prepare … It is / They are made with … It has / They have a nice/strong/sweet/spicy taste … It is / They are served with

5 Use the Task checklist to review your paragraphs. TASK CHECKLIST

✔

Write a paragraph about each dish.

Make sure subjects and verbs agree in your sentences.

Use the article a / an before a singular countable noun.

Use some before a plural countable or an uncountable noun.

166 Unit 7

6 Make any necessary changes to your paragraphs.

End each paragraph with a concluding sentence.

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 an international baking competition. skim a text.

take notes.

generate ideas.

use countable and uncountable nouns.

use can and cannot.

use subject–verb agreement.

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use determiners a, an and some.

understand error correction marks. write concluding sentences.

write about popular food in my country.

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

WORDLIST

sauce (n) serve with (v phr) spice (n) taste (n), (v) type (n) use (v) vegetable (n) water (n) yoghurt (n)

= high-frequency words in the Cambridge Academic Corpus

jam (n) make with (v phr) meal (n) meat (n) milk (n) onion (n) prepare (v) rice (n) same (adj)

almond (n) bread (n) chilli (n) coconut (n) date (n) different (adj) dish (n) drink (n) fish (n) honey (n)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

167

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IT N U

TRANSPORT

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U LEARNING OBJECTIVES Watch and listen Watch and understand a video about electric transport.

Reading skill Work out meaning from context.

Critical thinking Collect and analyze data.

Grammar

Write a paragraph explaining the results of a survey.

Writing task

Give reasons with because and results with so.

Academic writing skill

Use superlative adjectives; use quantifiers; use subject–verb–object sentence order; link sentences with pronouns.

UNIT 8 TRANSPORT

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es YOUR KNOWLEDGE

Look at the photo. Ask and answer the questions with a partner.

1 How many kinds of transport are there in the photo? 2 Do people in your city use these kinds of transport? Why / Why not? 3 What transport do you use to come to school / university / work? TRANSPORT

169

WATCH AND LISTEN 1

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PREDICTING CONTENT FROM VISUALS

1 Work with a partner and answer the questions.

1 What was traffic like in your capital city 50 years ago? 2 What’s it like now? 3 What’s one good thing about traffic in your capital city now?

ACTIVATING YOUR KNOWLEDGE

PREPARING TO WATCH

2 Look at the photos (1–4) of Nairobi, the capital of Kenya, from the video. Choose the correct word. 1 In some parts of Nairobi, the roads are busy / wide. 2 In old parts of Nairobi people need to use small / large vehicles. 3 People need to push / pull this old handcart (‘mikokoteni’). 4 This electric handcart is easy / difficult to use.

GLOSSARY

solve (v) to find answer to a problem

inventor (n) somebody who designs or creates something that did not exist before

vehicle (n) a machine, usually with wheels and an engine, used for transporting people or goods

narrow (adj) narrow things measure a small distance from one side to the other

pollution (n) damage caused to water, air, etc. by harmful substances or waste

170 UNIT 8

recharge (v) to fill a battery with electricity so that it can work again

battery (n) an object that provides electricity for things such as radios, toys, or cars

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Watch the video. Complete the sentences with the words from the box. free

big

noisy

UNDERSTANDING MAIN IDEAS

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WHILE WATCHING

popular

slow

1 Kenneth Guantai wants to solve two traffic problems. 2 Mikokoteni are heavy and in traffic. 3 Tuk-tuks are and dirty. 4 Electric mikokoteni are to push and safe.

Watch again. Choose the correct end to each sentence.

UNDERSTANDING DETAIL

1 Kenneth Guantai wants to solve traffic problems a only in Nairobi. b in cities in Kenya. 2 In Nairobi some roads are a only for buses. b easy to travel on. 3 Tuk-tuks and mikokoteni are used a for tourists. b for work.

problem

help

1 Traffic is not a in some parts of Nairobi. 2 Tuk-tuks and mikokoteni can make life for some people. 3 Electric transport will the air pollution problem.

MAKING INFERENCES

difficult

5 Complete the sentences with the words from the box.

DISCUSSION 6 Ask and answer the questions with a partner. What changes would you like to make to traffic in your city? Why? WATCH AND LISTEN

171

READING READING 1

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PREPARING TO READ 1 You are going to read about transport. Work with a partner. Look at the text on page 173 and answer the questions.

PREVIEWING

1 What type of text is this? 2 Why do people write this type of text?

2 Label the pictures with the words from the box.

UNDERSTANDING KEY VOCABULARY

bicycle metro motorbike on foot traffic train

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1 Which word from Exercise 2 is different from the others? Why? 2 What kinds of transport are green and good for the environment?

172 Unit 8

es 3 Work with a partner and answer the questions.

UST

Bangkok University of Science and Technology

TRANSPORT SURVEY 1

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We are a group of Engineering students from Australia. This summer, we are studying at Bangkok University of Science and Technology. We would like to find out: 1 how people in Bangkok travel. 2 how people feel about transport in Bangkok. Please answer the questions below. The survey1 takes about five minutes.

There is a lot of traffic in Bangkok.

B3 How often do you use these kinds of transport?

bicycle car

it no her r d ag isa ree gr di ee sa gr ee st ro di ngl sa y gr ee

gl ro n

We should create more metro lines. Then more people could use the metro, and there would not be so much traffic on the roads.

ne ve r

fte

✓

C2 Write any comments or suggestions that you have about transport in Bangkok.

✓

water taxi

✓

taxi

✓

bus

✓

SkyTrain

✓

tuk-tuk

We need more public transport.

✓

motorbike

metro

✓

The traffic makes me late.

✓

te n

t w ay s

nd tra s of ns po r

ki on foot

en ts

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at em

B. Travel B1 How long is your journey to work or school? ✓ 15–45 minutes 5–15 minutes 45–60 minutes more than 1 hour B2 How do you get to work or school? on foot2 bicycle car tuk-tuk motorbike water taxi taxi ✓ metro SkyTrain bus Table 1

gr ee

Table 2

✓ female

22–31

C. Opinion C1 Read the statements in the table. Do you agree or disagree with them?

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A. About you A1 Age: How old are you? 14–17 18–21 ✓ 32–53 older than 53 A2 Gender: I am: male A3 Occupation: What do you do? ✓ work study

Tick (✔) the correct boxes to answer the questions.

✓

B4 Which type or types of transport do you own? ✓ car I own a: bicycle motorbike other (Please write.):

tuk-tuk

SkyTrain

water taxi

survey (n) a set of questions people are asked to get information on foot (prep phr) if you go somewhere on foot, you walk there.

1 2

Thank you for taking the time to answer the questions in this survey. READING 1

173

WHILE READING 4 Skim read the first paragraph and sections A, B and C. Then answer the questions.

SKIMMING

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1 What is the topic of the survey? 2 Which section wants to know what people think? 3 Which section wants people’s personal information? 4 Which section wants to know what transport people use?

5 Scan the text for the survey answers. 1 How old is the person?

SCANNING TO FIND INFORMATION

2 How long is the person’s journey?

3 How does the person travel to work?

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4 What does the person never use for transport?

5 Does the person think the traffic makes her late?

READING FOR DETAIL

6 Look at the text again. Write T (true) or F (false) next to the statements. Correct the false statements.

1 There is not a place for people to write their suggestions in the survey. 2 The survey asks if the person is male or female. 3 The purpose of the survey is to see how people like Bangkok. 4 The person answering the survey often takes the bus. 5 The person answering the survey thinks more water taxis should be added.

174 Unit 8

READING BETWEEN THE LINES

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The type of text and the topic are part of the context of a text. The context is also the phrases and sentences in a text which help you understand the meaning of new words.

7 Match the highlighted words in the text on page 173 to their definitions (1–5).

WORKING OUT MEANING FROM CONTEXT

1 another word for job 2 another word for questionnaire 3 another word for on foot 4 another word for type 5 a word that means man or woman

SKILLS

Working out meaning from context

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POST-READING DISCUSSION

8 Work with a partner and answer the questions.

1 Which types of transport from the survey do you have in your town or city? 2 Which type(s) of transport is/are popular? Why? 3 In your country, which type of transport is popular for holidays?

WRITING

9 Write a short paragraph about transport in your town or city. Use the phrases below to help.

In my city / town many people use … to go to work or school. There are trains / buses / taxis There isn’t / aren’t … Many / Some use their bicycles / go on foot … The traffic is bad / all right … It a difficult / easy city for bicycles / walking.

POST-READING

175

READING 2 PREPARING TO READ 1 You are going to read a survey report about transport in Bangkok. Tick (✔) the kind of things you think you will find in the report.

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USING YOUR KNOWLEDGE

br ge

PREVIEWING

facts numbers people’s personal information tables and charts percentages photos of Bangkok traffic

2 Guess the answers to the questions.

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1 What do you think is the most popular type of transport in Bangkok? a Sky Train b bus c car 2 What do you think is the least popular type of transport? a bicycle b on foot c water taxi 3 What do you think is one the fastest types of transport? a tuk-tuk b water taxi c Sky Train

176 Unit 8

3 Read the definitions. Write the correct form of the words in bold to complete the sentences.

UNDERSTANDING KEY VOCABULARY

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drive (v) to make a car, bus or train move, and control what it does prefer (v) to like somebody or something more than another person or thing report (n) information about an event or situation result (n) information which you get from something, like an exam, a survey, a medical test, etc. ride (v) to travel by sitting on a bike or motorbike, in a bus or metro, etc. spend (v) to use time by doing something take (v) to travel somewhere using a taxi, bus or train

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1 I riding my bike to going by car. I like to be outside. 2 My mum the bus to work every day. She gets there in ten minutes. 3 My dad 40 minutes in traffic every morning. Driving in the morning takes a lot of time. 4 The traffic said that traffic was moving slowly all over the city. 5 I got the back from my test. I did really well! 6 The bus driver too fast! He should go more slowly on these busy streets. 7 I my motorbike into the city on the weekends. It’s faster than my bike.

es READING 2

177

WHILE READING

SCANNING TO FIND INFORMATION

4 Scan the text. Write the correct numbers in the gaps on the pie chart (Figure 1). Did you guess correctly in Exercise 2?

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Student Name: Lamal Tongduan Student ID: 100035478 / Bangkok University of Science and Technology

Course: Transport and the City

Transport in Bangkok: Report on foot, 3%

bicycle,

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This report shows the results of a survey about transport in Bangkok. Over 10 million people live in the city. The pie chart (Figure 1) shows the most popular types of transport in Bangkok. It shows the percentage1 of people who use each type of transport to get to work or school.

2 use public and private transport. Every day, thousands of people

There is a lot of traffic in Bangkok. The roads are full of different 2

drive a car to work or school. Most people spend more than one hour every day travelling because the traffic is so bad. Almost 35% of people are late because of traffic jams. However, there are no traffic jams on the river. 11% of people take the water taxi. It is one of the fastest means of transport.

178 UNIT 8

3 types of vehicles (cars, motorbikes, tuk-tuks, etc.). 23% of people

SkyTrain, % A popular form of public transport is the SkyTrain. People take public car, % transport so they don’t have to drive themselves. 21% of the population of Bangkok takes the SkyTrain to work or school. Another form of public transport bus, % tuk-tuk, in the city is the bus. 18% of % people who live in Bangkok take buses. People prefer buses to motorbike, tuk-tuks because buses cost less water % money. Only 8% of people use tuktaxi, 11% tuks to get to work or school. Most people in Bangkok use private transport. They drive their own cars. 14% of people ride motorbikes to get to work or take children to Figure 1: Means of transport school. Only 3% walk to work and only 2% cycle to work. in Bangkok by popularity Most places of work are too far away to walk or cycle to so these are the least popular ways to get to work. 1 percentage (n) how many out of 100 2 vehicles (n) things such as cars or buses which take people from one place to another, especially using roads

5 Write the words and phrases from the box in the gaps. You can use a word more than once. You may have to change verb form.

READING FOR MAIN IDEAS

drive motorbikes take traffic transport

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This report shows the results of a survey about (1) in Bangkok. Over 10 million people live in Bangkok. The pie chart (Figure 1) shows the most popular types of transport in Bangkok. It shows the percentage of people who use each type of transport to get to work or school. 21% of the the SkyTrain to work population of Bangkok (2) the bus. or school. Another way to travel is to (3) (4) your own car. However, it is more popular to in Bangkok. The roads are full of There is a lot of (5) , etc. cars, (6)

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6 Read the text on page 178 again. Underline the information which answers each question and write it below. 1 How many people live in Bangkok?

READING FOR DETAIL

2 Is the SkyTrain a public or private form of transport? 3 What percentage of people drive cars?

4 How long do most people spend in traffic?

5 What percentage of people are late because of traffic jams?

7 Ask and answer the questions with a partner.

SYNTHESIZING

1 Why do you think people prefer to drive in Bangkok? 2 Imagine you live in Bangkok. What type of transport would you use? Why? 3 Use the information from Reading 1 and Reading 2 to answer the questions: Why is it important for cities to know how people get to work? 4 Which type of transport do you think is best for cities? Why?

DISCUSSION

READING 2

179

LANGUAGE DEVELOPMENT Superlative adjectives show how a noun in a group is different from all the other nouns. Superlative adjectives have different forms. Use the before a superlative adjective.

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GRAMMAR

SUPERLATIVE ADJECTIVES

one-syllable adjectives, add -est.

adjectives that end in one vowel + one consonant, double the consonant and add -est.

big ➞ the biggest The underground has the biggest station. dry ➞ the driest January is usually the driest month in Bangkok. friendly ➞ the friendliest Bangkok has the friendliest people.

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adjectives that end in a consonant + -y, change the -y to -i and add -est.

long ➞ the longest The longest trip is an hour.

adjectives with two or more syllables, add the most before the adjective.

popular ➞ the most popular The SkyTrain is the most popular type of transport.

Some adjectives have irregular superlative forms.

good ➞ the best The water taxi is the best way to travel.

bad ➞ the worst Driving is the worst way to travel here. There is always bad traffic.

1 Write the superlative form of adjectives in brackets to complete the sentences. 1 Buses are the slowest (slow) type of traffic in my city. 2 In my family, I have (long) journey to work. 3 7 am is (busy) time on the motorway on weekdays. 4 I was in traffic for about two hours this morning. This was (bad) travel time to work ever.

1 good / bad way to travel In my city the metro is the best way to travel. 2 fast / slow type of transport 3 short / good travel time to work / school

180 UNIT 8

2 Use the ideas to write sentences with superlatives. Compare your sentences with your partner.

QUANTIFIERS Small numbers: a few, not many and some.

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Bigger numbers: many, a lot of and most. no

not many / a few

some

many / a lot of

most

br 0%

all

GRAMMAR

Quantifiers answer the question How many? Use quantifiers before a noun.

100%

There are a lot of taxis. A few people take tuk-tuks. Not many people take taxis.

Some trains are fast. Many people work in the centre. Most people drive their own cars.

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3 Read the sentences. Circle the quantifiers and underline the nouns the quantifiers refer to.

1 Most people in Bangkok drive their own cars. 2 Some people ride motorbikes. 3 There are a few bicycles. 4 Many water taxis are fast.

4 Correct the mistakes in these sentences. 1 People many take the SkyTrain.

2 Not people walk to work or school.

3 There are a much of cars in Bangkok.

5 Read the sentences and write quantifiers in the gaps. Use the percentages to help you. More than one answer is possible.

(90%) people take the underground to work. (25%) people cycle to work. (9%) people take the bus to work. (3%) people walk or run to work. (70%) students take the bus to the university. (0%) students drive to the university.

1 2 3 4 5 6

LANGUAGE DEVELOPMENT

181

You can use these types of collocations when you talk about transport. verb

determiner

noun (transport)

prepositional phrase (to + place)

take

the

bus metro

to school. to work.

drive

their a

car

to work.

my a

bike motorbike

to school.

subject

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VOCABULARY

TRANSPORT COLLOCATIONS

Many people

My parents I

ride

prepositional phrase (to + place)

prepositional phrase (by + noun for transport)

travel get

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verb

to school to work

Many students People

subject

by bus. by metro. by car.

6 Put the words in order to make sentences. 1 to / take / school / We / a bus / .

2 travels / by / work / train / Malai / to / .

3 takes / to / the city / the metro / Sunan / .

4 get to / work / Many people / motorbike / by / .

drive ride take

8 Tell your partner about how people in your family go to work or school. My father rides his motorbike to work. 182 UNIT 8

My brother takes the metro and a bus to school.

1 James a motorbike. His mother does not like it. 2 I a taxi to the airport. 3 Ali can a bike to work. 4 Alison usually the bus to school.

7 Read the sentences. Write the correct form of the verbs in the gaps. You can use the words more than once.

WRITING CRITICAL THINKING

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At the end of this unit, you are going to write about the results of a survey. Look at this unit’s writing task in the box below. Write a paragraph explaining the results of a survey about transport.

Before you write, you can collect data and analyze it. You can use questionnaires and surveys to collect data. Then look at it carefully. What does the data show? What can you do with this information?

SKILLS

Collecting and analyzing data

UNDERSTAND

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1 Look back at Reading 2 on page 178. Tick (✔) the number of the paragraph or paragraphs that state the percentages in the pie chart. 2

2 Now look at the results from a survey on transport in Chicago. Match the questions (1–3) to the results (a–c).

ANALYZE

We asked over one million workers the following questions: 1 Do you use public transport? If so, what type? 2 If you don’t use public transport, how do you get to work? 3 Which statements do you agree with?

a The bus takes too long. There is too much traffic. The water taxi is not near my work. It takes too long to walk to my workplace. b 17% take the train. 8% take the bus. 2% take a water taxi. c 1% cycle to work. 7% walk to work. 3% take a taxi to work. The other 62% drive to work. train

bus

water taxi

4 Use the information from Exercise 2. Write the percentages in the pie chart.

3 Underline the information in Exercise 2 that you could show in a pie chart.

cycle walk taxi car

CRITICAL THINKING

183

5 With a partner, ask and answer questions about the pie chart. Look at the percentages and how big or small each piece of the pie chart is.

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1 How do most workers in Chicago get to work? 2 How do some workers in Chicago get to work? 3 How do a few workers in Chicago get to work?

6 Discuss the results. Why do you think people use the different types of transport?

GRAMMAR FOR WRITING

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A sentence is about a subject. The subject is a pronoun, a noun or a noun phrase. The verb is after the subject in a sentence. A sentence can have an object. The object is a pronoun, a noun or a noun phrase. The object is after the verb.

GRAMMAR

SUBJECT–VERB–OBJECT

subject: 14% of people ride motorbikes.

11% of people take the water taxi.

verb: 14% of people ride motorbikes.

11% of people take the water taxi.

object of verb: 14% of people ride motorbikes.

11% of people take the water taxi.

A prepositional phrase is not the object of a verb. prepositional phrase

Many students in the class travel to school

prepositional phrase

A few students in the class get to school

prepositional phrase

by metro.

prepositional phrase

by car.

1 Read the sentences. Tick (✔) if the bold word or phrase is the object of the verb.

1 There’s a river in my city, so I take to work. 2 I don’t like public transport, so I drive to work. 3 The cheapest way to get to university is to take . 4 I like being healthy, so I ride to school.

184 UNIT 8

2 Use your own ideas to complete the sentences with an object. Use a determiner before the noun.

1 Many people travel by car. 2 Many people in Hong Kong take a water taxi to work. 3 Students in Rio de Janeiro do not cycle to their universities. 4 In Costa Rica, families often ride motorbikes to work and school. 5 Most people in Moscow travel by metro.

3 Begin the sentences with the phrases in bold. Then put the other words and phrases in the correct order. 1 In Abu Dhabi … cars / people / to work / drive / .

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2 Not many … take / in Ankara / to work / taxis / people / . 3 In Seoul … the train / take / to work / workers / .

4 Most students … / motorbikes / to school / ride / . 5 In Paris … to university / take / some students / the bus / .

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Use pronouns when you do not want to repeat the same noun or noun phrase in a paragraph. The pronouns he, she, it and they can replace nouns. The nouns you replace can be subjects or objects in different sentences.

subject: The pie chart shows the most popular types of transport in Bangkok. The pie chart It shows the percentage of people who use each type of transport to get to work or school.

GRAMMAR

LINKING SENTENCES WITH PRONOUNS

object: Many students ride motorbikes. Motorbikes They are not expensive. 4 Replace nouns in bold with pronouns in the sentences.

1 Jamila and Kamilah travel to school by car. Jamila and Kamilah go there in their father’s car. They go there in their father’s car. 2 Mahmoud drives a car to university. Mahmoud does not like public transport.

5 People in Bangkok prefer to take the SkyTrain. The SkyTrain is cheaper than a tuk-tuk.

4 Many workers ride a bike to work in London. Riding a bike is a healthy form of transport.

3 Some people cycle to work in New York. Some people can ride on special roads for bikes.

GRAMMAR FOR WRITING

185

5 Change some of the nouns in the text to pronouns to make it more natural.

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Many students in Mexico do not take the bus to university. Many students in Mexico drive their cars there. Maria prefers taking the bus. Taking the bus is cheaper than driving. Taking the bus is also faster. Students who drive to university spend a lot of time in traffic. Students who drive say driving is more comfortable. Maria thinks it is better to have a fast trip than a comfortable one. Maria says there is another good thing about taking the bus. Maria can study on the bus.

ACADEMIC WRITING SKILLS

SKILLS

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GIVING REASONS WITH BECAUSE AND RESULTS WITH SO Use because and so to show reasons and results. Sentences with because and so often have two clauses which each have a subject and a verb. The clause after because is the reason clause. subject verb

subject verb

People prefer buses to tuk-tuks because buses cost less money.

The clause after so is the result clause. Put a comma before so to show a result. subject verb

subject verb

Saad takes public transport, so he leaves his car at home.

Use because of to give a reason before pronouns, nouns or noun phrases. noun phrase

Almost 35% of people are late because of traffic jams.

186 UNIT 8

1 Match the sentence halves.

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1 Most people spend more than one hour every day travelling 2 Many people travel by water taxi 3 Many people cycle to work, 4 Taxis are expensive, 5 People don’t ride motorbikes

a so not many people take them. b because the traffic is so bad. c so the city now has special roads for bikes. d because of rain. e because the city is on a river.

2 Complete each sentence. Use your own ideas to give reasons or results. Then share your sentences with a partner. .

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1 In my city, only a few people walk to work

2 Many people take the bus or train to school

3 A few people take taxis to work

4 Driving a car takes a long time

WRITING TASK

Write a paragraph explaining the results of a survey about transport.

PLAN

1 Look at the results of the survey and pie chart from the Critical thinking section on page 183. What are the most popular and least popular types of transport?

2 You are going to use the results to write about transport in Chicago. Read the Task checklist on page 188 as you prepare your paragraph. Also read the report on transport in Bangkok on page 178.

Writing task

187

WRITE A FIRST DRAFT 3 Use the structure and suggestions to write a report on transport in Chicago.

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Paragraph 1 – Introduction • Begin with the topic sentence: This report shows the results of a survey about transport in Chicago. • Use this information: population of Chicago more than 2.5 million. • Say who was asked survey questions and what types of transport are in the survey results. Paragraph 2 – Public transport • Begin with the topic sentence: There are three main kinds of public transport in Chicago. • Give information about the most / least popular types of public transport, percentages of people use each type of transport. • Say why the percentage for water taxis is small, why public transport is not popular in Chicago. Paragraph 3 – Private transport • Write a topic sentence about private transport in Chicago. • Give percentages of people who use each type of transport, the least popular private transport. • Say why people do not like walking to work. Say that people agree there’s too much traffic.

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EDIT

4 Use the Task checklist to review your paragraph. TASK CHECKLIST

✔

Use data from the survey on transport in Chicago.

Use the correct form of superlative adjectives.

5 Make any necessary changes to your paragraph. 188 UNIT 8

Use because and so to give reasons and results.

Use pronoun links in your sentences.

Write a topic sentence, supporting sentences and a concluding sentence.

Use percentages from your pie chart.

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 electric transport.

work out meaning from context.

collect and analyze data. use superlative adjectives.

use quantifiers.

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use subject–verb–object sentence order. link sentences with pronouns.

give reasons with because and results with so.

write a paragraph explaining the results of a survey.

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

WORDLIST

table (n) take (v) taxi (n) traffic (n) train (n) transport (n)

= high-frequency words in the Cambridge Academic Corpus

on foot (phr) opinion (n) percentage (n) prefer (v) report (n) result (n) ride (v) spend (v)

agree (v) bicycle (n) bus (n) chart (n) create (v) drive (v) metro (n) motorbike (n)

DIGITAL WORKBOOK

OBJECTIVES REVIEW

189

GLOSSARY = high-frequency words in the Cambridge Academic Corpus Pronunciation

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Vocabulary

Part of speech

Definition

UNIT 1

aunt

/ɑːnt/

the sister of somebody’s mother or father, or the wife of somebody’s uncle

(n)

a boy or man who has the same parents as you

(n)

a large town

(n)

an area of land which has its own government, army, etc.

(n)

brother

/ˈbrʌðə/

/ˈsɪti/

country

/ˈkʌntri/

date of birth

/ˈdeɪt əv bɜːθ/

(n)

the day you were born, shown in numbers, or words and numbers

daughter

/ˈdɔːtə/

(n)

somebody’s female child

family

/ˈfæməli/

(n)

a group of people related to each other, such as a mother, a father and their children

father

/ˈfɑːðə/

(n)

somebody’s male parent

grandfather

/ˈɡrændˌfɑːðə/

(n)

the father of somebody’s mother or father

grandmother

/ˈɡrændˌmʌðə/

(n)

the mother of somebody’s mother or father

hobby

/ˈhɒbi/

(n)

an activity that you like and often do when you are not working

interested in

/ˈɪntrəstɪd ɪn/

(adj phr)

wanting to learn more about something

job

/dʒɒb/

(n)

the work which you do in order to get money

language

/ˈlæŋɡwɪdʒ/

(n)

the words used by the people of a country

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190 GLOSSARY

city

Vocabulary

Pronunciation

Part of speech

Definition

/ˈlɪs.ən/

(v)

to give attention to somebody or something in order to hear him, her, or it

live

/lɪv/

(v)

to have your home somewhere

mother

/ˈmʌðə/

(n)

somebody’s female parent

music

/ˈmjuːzɪk/

(n)

sounds that are made by playing instruments or singing

/ˈnɔːməl/

(adj)

usual, ordinary and expected

/pleɪ/

(v)

to enjoy doing an entertaining activity, especially as a child

listen

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/ˈsɪstə/

(n)

a girl or woman who has the same parents as you

son

(n)

somebody’s male child

uncle

/ˈʌŋkl/

(n)

the brother of somebody’s mother or father, or the husband of somebody’s aunt

unusual

/ʌnˈjuːʒuəl/

(adj)

different and not usual, often in a way which is interesting or exciting

watch

/wɒtʃ/

(v)

to look at something for some time

work

/wɜːk/

(v)

to do a job, especially the job you do to get money

years old

/ˌjɪərˈzəʊld/

(n phr)

to be a particular age

autumn

/ɔːtəm/

(n)

the season of the year between summer and winter

climate

/klaɪmət/

(n)

the weather that a place usually has

cloudy

/klaʊdi/

(adj)

with many clouds in the sky

cold

/kəʊld/

(adj)

having a low temperature

dry

/draɪ/

(adj)

with very little or no rain

rainfall

/ˈreɪnfɔːl/

(n)

the amount of rain that falls in one place

/sʌn/

UNIT 2

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sister

play

normal

GLOSSARY

191

Vocabulary

Pronunciation

Part of speech

Definition

/ˈreɪni/

(adj)

raining a lot

season

/ˈsiːzən/

(n)

one of the four periods of the year: winter, spring, summer or autumn

spring

/sprɪŋ/

(n)

the season of the year between winter and summer

/ˈsʌmə/

(n)

the warmest season of the year, between spring and autumn

/sʌni/

(adj)

bright because of light from the sun

warm

/wɔːm/

(adj)

having a temperature between cool and hot

windy

/wɪndi/

winter

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rainy

summer

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sunny

/ˈwɪntə/

(n)

the coldest season of the year, between autumn and spring

afternoon

/ˌɑːftəˈnuːn/

(n)

the time between 12 pm and 6 pm

Art

/ɑːt/

(n)

the making or study of paintings, drawings, etc. or the objects created

Biology

/baɪˈɒlədʒi/

(n)

the study of living things

breakfast

/ˈbrekfəst/

(n)

the food you eat in the morning after you wake up

Business

/ˈbɪznɪs/

(n)

the buying and selling of goods or services

busy

/ˈbɪzi/

(adj)

having a lot of things to do

Chemistry

/ˈkemɪstri/

(n)

the scientific study of substances and how they change when they combine

cook

/kʊk/

(v)

to prepare food by heating it

course

/kɔːs/

(n)

a set of classes or a plan of study on a particular subject, usually leading to an exam or qualification

UNIT 3

192 GLOSSARY

with a lot of wind

(adj)

Vocabulary

Pronunciation

Part of speech

Definition

/ˈdɪnə/

(n)

the food you eat at the end of the day

Economics

/ˌiːkəˈnɒmɪks/

(n)

the study of the way in which trade, industry and money are organized

/ˈɪŋɡlɪʃ/

(n)

the language that is spoken in the UK, the US and in many other countries

/ɪnˈdʒɔɪ/

(v)

to get pleasure from something

/ˈiːvnɪŋ/

the time between 6 pm and 11 pm the study of the systems and processes involved in the world’s weather, mountains, seas, lakes, etc.

dinner

m Ca

English

id ge

enjoy

(n)

Geography

/dʒiˈɒɡrəfi/

(n)

get up

/ɡet ʌp/

(phr v)

to leave your bed after sleeping

greenhouse

/ˈɡriːn.haʊs/

(n)

a building with a roof and sides made of glass, used for growing plants that need warmth and protection

grow

/ɡrəʊ/

(v)

to increase in size or amount, or to become more advanced or developed

History

/ˈhɪstəri/

(n)

the study of events in the past

lecture

/ˈlek.tʃər/

(n)

a formal talk on a serious subject given to a group of people, especially students

Literature

/ˈlɪtrətʃər/

(n)

written artistic works, especially those with a high and lasting artistic value

lunch

/lʌntʃ/

(n)

the food you eat in the middle of the day

Management

/ˈmænɪdʒmənt/

(n)

the study of the technique, practice or science of managing a company, business, etc.

Maths

/mæθs/

(n)

the study or science of numbers and shapes

s As d an s le es sa Pr r y fo it t rs no ve py

evening

GLOSSARY

193

Vocabulary

Pronunciation

Part of speech

Definition

/miːt/

(v)

to see and speak to somebody for the first time

morning

/ˈmɔːnɪŋ/

(n)

the time between 5 am and 12 pm

Physics

/ˈfɪzɪks/

(n)

the scientific study of natural forces, such as energy, heat, light, etc.

/rɪˈlæks/

(v)

to become calm and comfortable

/saɪəns/

(n)

the study of the structure of natural things and the way that they behave

/ˈsʌb.dʒekt/

(n)

the thing that is being discussed, considered, or studied

(v)

to move through water by moving your body

meet

m Ca

relax

subject

Science

/swɪm/

timetable

/ˈtaɪmˌteɪbl/

(n)

a list or plan to show when you do things

travel

/ˈtrævəl/

(v)

to go from one place to another, usually over a long distance

weekday

/ˈwiːkdeɪ/

(n)

the five days of the week when many people work

weekend

/ˌwiːkˈend/

(n)

the two days of the week when many people do not work

beach

/biːtʃ/

(n)

an area of sand or rocks next to a sea, ocean or lake

capital

/ˈkæpɪtəl/

(n)

the most important city in a country, where the government is

cliff

/klɪf/

(n)

a high area of rock with a very steep side, often next to a coast

desert

/ˈdezət/

(n)

a large, hot, dry area of land with very few plants

famous

/ˈfeɪməs/

(adj)

many people know it

UNIT 4

194 GLOSSARY

s As d an s le es sa Pr r y fo it t rs no ve py

swim

Vocabulary

Pronunciation

Part of speech

Definition

farm

/fɑːm/

(n)

land and buildings used for growing crops and keeping animals

field

m Ca

/ˈfiːld/

(n)

an area of land used for growing crops or keeping animals

/ˈfɒrɪst/

(n)

a large area of trees growing closely together

/hɪl/

(n)

a high area of land that is smaller than a mountain

industry

(n)

international

the companies and activities involved in the process of producing goods for sale, especially in a factory or special area

/ˌɪntəˈnæʃənəl/

(adj)

relating to or involving two or more countries

island

/ˈaɪlənd/

(n)

land with water all around it

lake

/leɪk/

(n)

an area of fresh water which has land all around it

map

/mæp/

(n)

a picture which shows a place and the rivers, lakes and other areas in it

modern

/ˈmɒdən/

(adj)

made with new ideas and designs

mountain

/ˈmaʊntɪn/

(n)

a very high hill

ocean

/ˈəʊʃən/

(n)

one of the five main areas of salt water on the Earth

popular

/ˈpɒpjələ/

(adj)

many people like it

river

/ˈrɪvə/

(n)

water which flows across the land to a bigger area of water

sea

/siː/

(n)

a large area of salt water

scenery

/ˈsiː.nər.i/

(n)

the general appearance of the natural environment, especially when it is beautiful

tourist

/ˈtʊərɪst/

(n)

a person who travels and visits places for fun

forest

hill

s As d an s le es sa Pr r y fo it t rs no ve py

/ˈɪn.də.stri/

GLOSSARY

195

Vocabulary

Pronunciation

Part of speech

Definition

/ˈvæli/

(n)

an area of low land between hills or mountains

view

/vjuː/

(n)

an opinion, belief, or idea, or a way of thinking about something

waterfall

/ˈwɔː.tə.fɔːl/

(n)

water, especially from a river or stream, dropping from a higher to a lower point, sometimes from a great height

(n)

a person or company that creates a computer program that is designed for a particular purpose

valley

m Ca

ge U

UNIT 5

/æpˌdɪˈvel.ə.pər/

company

/ˈkʌmpəni/

(n)

an organization which sells something to make money

doctor

/ˈdɒktə/

(n)

a person with a medical degree whose job is to treat people who are ill or hurt

engineer

/ˌendʒɪˈnɪə/

(n)

a person who designs and builds things

farmer

/ˈfɑːmə/

(n)

somebody who owns or looks after a farm

fit

/fɪt/

(adj)

in good health; strong

fitness instructor

/ˈfɪtnəs ɪnˈstrʌktə/

(n)

somebody who teaches people how to do exercises

football player

/ˈfʊtbɔːl ˈpleɪə/

(n)

somebody who plays football, especially as their job

good at

/ɡʊd ət/

(adj)

able to do something well

great

/ɡreɪt/

(adj)

very good; excellent

gym

/dʒɪm/

(n)

a place with machines where people go to do exercises

healthy

/ˈhelθi/

(adj)

being well; not sick

s As d an s le es sa Pr r y fo it t rs no ve py

196 GLOSSARY

app developer

Vocabulary

Pronunciation

Part of speech

Definition

/ˈhaɪ ˌskuːl/

(n)

a school for children from about 12 to 18 years old

hospital

/ˈhɒspɪtəl/

(n)

a place where people who are sick or hurt go for help

interesting

/ˈɪntrəstɪŋ/

(adj)

exciting; not boring

journalist

/ˈdʒɜːnəlɪst/

(n)

a person who writes news stories or articles for a newspaper or magazine or broadcasts them on radio or television somebody who teaches languages

high school

m Ca

ge /ˈlæŋɡwɪdʒ ˈtiːtʃə/

(n)

manager

/ˈmænɪdʒə/

(n)

a person who is responsible for managing an organization

/ˈmedɪsən/

(n)

something you take to feel better

nurse

/nɜːs/

(n)

a person who helps doctors and cares for people

office

/ˈɒfɪs/

(n)

a room or part of a building in which people work

pay

/peɪ/

(n)

the money you receive for doing a job

pilot

/ˈpaɪlət/

(n)

a person who flies an aeroplane

school

/skuːl/

(n)

a place where children go to be educated

school teacher

/skuːl ˈtiːtʃə/

(n)

somebody who teaches children at a school

software engineer

/ˈsɒftweər ˌendʒɪˈnɪə/

(n)

somebody whose job is to create computer programs

s As d an s le es sa Pr r y fo it t rs no ve py

medicine

language teacher

GLOSSARY

197

Vocabulary

Pronunciation

Part of speech

Definition

UNIT 6 /əˈpɑːtmənt/

(n)

a set of rooms for somebody to live in on one level of a building or house

beautiful

/ˈbjuːtɪfəl/

(adj)

very attractive

big

/bɪɡ/

(adj)

large in size or amount

/ˈbɪldɪŋ/

(n)

a structure with walls and a roof, such as a house, school, etc.

car park

/ˈkɑː ˌpɑːk/

(n)

a place where vehicles can be parked

ceiling

/ˈsiːlɪŋ/

(n)

the surface of a room that you can see when you look above you

cost

/kɒst/

(v)

to have an amount of money as a price; you must pay that amount to buy something

entrance

/ˈentrəns/

(n)

a door or other opening that you use to enter a building or place

exit

/ˈeksɪt/

(n)

the door or gate that you use to leave a building or place

fast

/fɑːst/

(adj)

moving or happening quickly, or able to move or happen quickly

floor

/flɔːr/

(n)

the flat surface of a room on which you walk

garden

/ˈɡɑːdən/

(n)

an area of ground belonging to a house, often containing grass, flowers or trees

glass

/ɡlɑːs/

(n)

a hard, transparent material, used to make windows, bottles and other objects

high

/haɪ/

(adj)

being a large distance from top to bottom or a long way above the ground, or having the stated distance from top to bottom

m Ca

apartment

s As d an s le es sa Pr r y fo it t rs no ve py

198 GLOSSARY

building

Vocabulary

Pronunciation

Part of speech

Definition

/lɪft/

(n)

a machine which carries people up and down in tall buildings

low

/ləʊ/

(adj)

not measuring much from the base to the top

modern

/ˈmɒdən/

(adj)

relating to the present and not the past; using the newest ideas, design, technology, etc.

/njuː/

(adj)

different from before; recently made

/əʊld/

(adj)

having lived or existed for a long time; having been used or owned for a long time

(adj)

made of a light, artificial substance which can be made into different shapes when it is soft and is used in a lot of different ways

lift

m Ca

old

new

U /ˈplæstɪk/

s As d an s le es sa Pr r y fo it t rs no ve py

plastic

/rɪˈlækst/

(adj)

feeling happy and comfortable because nothing is worrying you

roof

/ruːf/

(n)

the surface which covers the top of a building or vehicle

shopping centre

/ˈʃɒpɪŋ ˌsentə/

(n)

a place where a lot of shops have been built close together

short

/ʃɔːt/

(adj)

having a small distance from one end to the other

slide

/slaɪd/

(n)

a structure for children to play on which has a slope for them to slide down and usually a set of steps leading up to the slope

slow

/sləʊ/

(adj)

moving, happening, or doing something without much speed

small

/smɔːl/

(adj)

little in size or amount

stairs

/steəz/

(n)

a set of steps from one level in a building to another

tall

/tɔːl/

(adj)

having a greater than average height

relaxed

GLOSSARY

199

Vocabulary

Pronunciation

Part of speech

Definition

terminal

/ˈtɜː.mɪ.nəl/

(n)

m Ca

the area or building at a station, airport, or port that is used by passengers leaving or arriving by train, aircraft, or ship

/trəˈdɪʃənəl/

(adj)

following the customs or ways of behaving which have continued in a group of people or society for a long time

/ˈʌɡli/

(adj)

unpleasant to look at

wall

/wɔːl/

(n)

one of the vertical sides of a room or building

window

/ˈwɪndəʊ/

(n)

a space in the wall of a building or in a vehicle which has glass in it, used for letting light and air inside and for looking through

wood

/wʊd/

(n)

the hard material which trees are made of

traditional

br ge

ugly

s As d an s le es sa Pr r y fo it t rs no ve py

UNIT 7

/ˈɑːmənd/

(n)

a flat, oval nut, often used in cooking

bread

/bred/

(n)

a basic food made from flour, water and salt mixed together and baked

chilli

/ˈtʃɪli/

(n)

a small, thin, red or green vegetable which tastes very hot

coconut

/ˈkəʊkənʌt/

(n)

a very large nut with a hard, hairy shell, a white part which you eat and liquid in the centre

date

/deɪt/

(n)

a sticky brown fruit with a long seed inside

different

/ˈdɪfərənt/

(adj)

not like other things

dish

/dɪʃ/

(n)

food that is prepared in a particular way as part of a meal

200 GLOSSARY

almond

Vocabulary

Pronunciation

Definition

/drɪŋk/

(n)

a liquid that you can put in your mouth and swallow, like water or juice

/fɪʃ/

(n)

an animal which lives in water and swims using its tail and fins, eaten as food

/ˈhʌni/

(n)

a sweet and sticky food made by bees

(n)

a sweet food made from fruit which you spread on bread

/meɪk wɪð /

(v phr)

do something with something else

/mɪəl/

(n)

the food which is eaten at a particular time or for a particular event

drink

m Ca fish

br id

honey jam

Part of speech

s As d an s le es sa Pr r y fo it t rs no ve py

meal

make with

/dʒæm/

/miːt/

(n)

muscles and the soft parts of animals, used as food

milk

/mɪlk/

(n)

a white liquid produced by women and other female animals, such as cows, for feeding their babies

onion

/ˈʌnjən/

(n)

a round vegetable with layers which has a strong taste and smell

prepare

/prɪˈpeə/

(v)

to make something

rice

/raɪs/

(n)

small grains from a plant which are cooked and eaten as food

same

/seɪm/

(adj)

like something else

sauce

/sɔːs/

(n)

a thick liquid eaten with food to add flavour

serve with

/sɜːv wɪð/

(v phr)

to give somebody food with other food on the same plate or as part of the same meal

spice

/spaɪs/

(n)

a substance made from a plant, used to give a special taste to food

meat

GLOSSARY

201

Vocabulary taste

m Ca type

use

Pronunciation

Part of speech

/teɪst/

(n), (v)

the flavour of something, or the ability of a person or animal to recognize different flavours

/taɪp/

(n)

something which is part of a group of things which are like each other

/juːz/

(v)

to put something such as a tool, skill, or building to a particular purpose

(n)

a plant which you eat, for example, potato, onion, bean, etc.

(n)

a clear liquid which falls from the sky as rain and which is in seas, lakes and rivers

id ge

vegetable

Definition

/ˈvedʒtəbəl/

/ˈwɔːtə/

yoghurt

/ˈjɒɡət/

s As d an s le es sa Pr r y fo it t rs no ve py

water

UNIT 8

(n)

a thick, liquid food with a slightly sour taste which is made from milk

(v)

to have the same opinion

/əˈɡriː/

bicycle

/ˈbaɪsɪkl/

(n)

a type of transport with two wheels that you sit on and move by pushing two pedals with your feet

bus

/bʌs/

(n)

a big type of car which carries many passengers by road

chart

/tʃɑːt/

(n)

a drawing that shows information in a simple way, often using lines and curves to show amounts

create

/kriˈeɪt/

(v)

to make something new, or invent something

drive

/draɪv/

(v)

to make a car, bus or train move, and control what it does

metro

/ˈmetrəʊ/

(n)

trains which travel underground, usually in a city

motorbike

/ˈməʊtəbaɪk/

(n)

a type of transport with two wheels and an engine

202 GLOSSARY

agree

Vocabulary

Pronunciation

Part of speech

Definition

/ɒn fʊt/

(phr)

walking

opinion

/əˈpɪn.jən/

(n)

a thought or belief about something or somebody

percentage

/pəˈsen.tɪdʒ/

m Ca

on foot

br id

prefer

/rɪˈpɔːt/

U /rɪˈzʌlt/

(v)

to like somebody or something more than another person or thing

(n)

information about an event or situation

(n)

information which you get from something, like an exam, a survey, a medical test, etc.

/raɪd/

(v)

to travel by sitting on a bicycle or motorbike, in a bus or metro, etc.

spend

/spend/

(v)

to use time by doing something

table

/ˈteɪ.bəl/

(n)

an arrangement of facts and numbers in rows or blocks, especially in printed material

take

/teɪk/

(v)

to travel somewhere using a taxi, bus or train

taxi

/ˈtæksi/

(n)

a car with a driver who you pay to take you somewhere

traffic

/ˈtræfɪk/

(n)

the cars, trucks, etc. driving on the road

train

/treɪn/

(n)

a long, thin type of transport which travels on metal tracks and carries people or things

transport

/ˈtrænspɔːt/

(n)

the things people use to move themselves or things from one place to another

ride

s As d an s le es sa Pr r y fo it t rs no ve py

result

report

/prɪˈfɜː/

an amount of something, often expressed as a number out of 100

GLOSSARY

203

VIDEO SCRIPTS UNIT 1

m Ca

Fishermen Narrator: Fish is a part of a healthy diet. And people all over the world are eating more and more of it – about 20 kilograms per person per year. That’s more than 100,000 tonnes of fish. We can thank the more than 57 million people who work as fishermen for all that fish. They go out every day in 4.6 million boats. Most of them are small boats, like these boats on the coast of India. Fourteen million people in India are fishermen. They catch fish to feed their families and to sell. These fishermen use nets to catch fish. Most of those 57 million fishermen are in Asia and Africa, but there are also plenty of fishermen in Europe, like this man. He fishes from a boat near the coast of England. Some of this man’s catch may end up like this, in fish and chips – a popular dish in the United Kingdom, where people spend 1.2 billion pounds every year in the country’s more than 10,000 fish and chip shops! Almost a quarter of the British population visits a fish and chip shop every week. For most fishermen, fishing is a job. But for others, it’s a way to relax. Many of these people bring their fishing rods to the Galata Bridge in Istanbul, in Türkiye, every day. Sometimes they catch a big fish, sometimes it’s just a little one, but they can always enjoy some tea and time with their friends.

s As d an s le es sa Pr r y fo it t rs no ve py

UNIT 2

UNIT 3

Connecting communities Narrator: This is the Reloncavi Estuary in Chile. It’s a difficult place to travel to. On one side, there are the Andes Mountains, and on the other side is the Pacific Ocean. The only way to travel between the small villages is by boat. People here make money by catching mussels, like these. 40-year-old fisherman Carlos Guerro says he loves living here. It’s a quiet life, and his family has no stress. Every morning, Carlos takes his seven-year-old son Diego to school. They walk for 30 minutes, then go to the school by boat. When Carlos was a boy, he didn’t have the opportunity to go to school. He thinks it’s very important for Diego to have a good education. So, even when the weather is bad, they travel to school.

Staying healthy in winter Narrator: Winter comes to the North. The days are short and dark. The weather is very cold. Snow falls. People want to stay inside and wait for spring. But scientists say that doesn’t help us. In winter, we often get viruses. We need exercise and light from the sun to help us stay strong, feel happy and sleep well. Instructor: What do you want to gain from this experience? What do you want to let go of? Narrator: That’s why at this alpaca farm in Canada, they’re doing yoga in the cold. Instructor: Inhale and up, and come down. Narrator: The yoga teachers understand how people feel in winter. 204 VIDEO SCRIPTS

Instructor: You know we just want to stay inside, and stay warm, we don’t push ourselves to go out and do winter activities. Narrator: This place has snow for about 65 days every year. From December to February, the average temperature is minus three degrees Celsius. The yoga teachers want to help people feel good in winter. Instructor: Gentle yoga is a great way to get your body moving, do some stretching, and be outside, and be OK with the cold. Narrator: The alpacas help, too! The yoga teachers say the animals help people to relax. Other people use the cold to make them feel good. These swimmers in London, England, are swimming in water which is only three degrees Celsius. Interviewee 1: It makes me feel wonderful. It’s the best thing I’ve discovered in my life. Interviewee 2: For me, it’s great for your mental health because it’s that thing of your body’s reaction as you go in. Narrator: When we jump into cold water, our bodies get a big surprise! Our brains make special chemicals which help us feel good. Scientists say that swimming in cold water can even help with depression. Not everyone wants to swim in cold water, but if you live somewhere cold, it’s important to get outside and do some exercise during the winter. It’s the best way to stay happy and well.

m Ca

Homes in this area only have electricity for 12 hours a day. People can sometimes get the internet on their phones, but it is difficult. They have to put the phone outside the window or go out on the water in a boat. Today that is changing. Children here can now use the internet at school. On top of the school building, there is a new satellite dish. For 12 hours a day, when the electricity is on, the school building has fast satellite internet. Diego loves using the internet for homework. He says it helps him work faster, so he can do more. But he also loves going out on his dad’s fishing boat. He wants to be a sailor. Carlos has bigger dreams for Diego. He wants the internet to change Diego’s future. He hopes the internet will bring new job opportunities for Diego and his friends.

s As d an s le es sa Pr r y fo it t rs no ve py

UNIT 4

bigger all the time. Today it’s two and a half miles wide and almost one mile deep. Matt Lengerich is the operations manager of the mine. It produces enough copper each year to make wires for every home in the USA and Mexico. We use copper everywhere – in our homes, cell phones and cars – and some of it comes from here. But the rocks contain only a small amount of copper. So Matt’s workers have to dig up a lot of rocks to get enough copper. That’s why Bingham mine is so big. Matt’s workers use these giant trucks to dig up the copper. Sometimes the copper is so deep that they have to dig for seven years to reach it. Everything about the mine is big. These giant trucks are heavier than a jumbo jet and work 24 hours a day. Drivers use the giant trucks to move the rocks and copper. But they also use something stronger. The Bingham mine is more than 100 years old and it’s larger than any other mine of its kind.

Utah’s Bingham mine Narrator: This is the Bingham copper mine in Utah, in the western United States. It’s the largest mine of its kind in the world. And it gets

Living in Singapore Narrator: Singapore. It’s an island, a city and a country. It’s an important centre for banking, technology and transport. And it’s growing. It has the second busiest port in the world. With an area of less than 720 square kilometres and five and a half million people, space is a problem. Where does everyone live? In the first half of the 20th century, many people lived in buildings like these. There are shops on the bottom floor, and people live on the second floor. But there were not enough houses or flats for the growing population. The government began to build hundreds of tall apartment buildings like these. The apartments are modern, simple and light. Today more than 80% of the population lives in these buildings. Groups of buildings create highrise neighbourhoods, with schools, shopping, restaurants and medical offices nearby. About 10% of all tourists arrive by cruise ship, and there are lots of hotels. The country has more than a million hotel rooms for all of the tourists and business travellers. There are traditional hotels. This one is probably Singapore’s most famous hotel – Raffles. It was built in 1887, when Singapore was part of the British Empire. Most hotels in the city

UNIT 5

UNIT 6

The cenotes of Mexico Narrator: In the southeast part of Mexico, known as the Yucatán, there are many rich, green forests. Here, these amazing holes are the only spaces in the trees. They are very deep, they are made of rock and they are often full of water. Mexicans call these places cenotes. Olmo Torres-Talamante is a scientist. For him, the cenotes are very special. He studies them, and the plants and animals in and around them. Water is very important in the Yucatán. It rains a lot here, but there are no lakes or rivers. When it rains, the water goes down into the rock under the Yucatán. Over time, it makes the cenotes. Cenotes are the only places to find fresh water in the Yucatán. They help the animals and plants in the forest live. Lily pads, fish and turtles all live at the top of the cenotes, where it’s warm and light. But when Olmo swims deeper into the cave, it gets cold and dark. How can anything live here? But even here, the scientist finds life.

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are modern. This luxury hotel stands next to the sea. But for the people of Singapore, this looks like home. More than 90% of them own their home – one of the highest rates in the world.

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UNIT 7

The Pastry World Cup Narrator: Walk down any shopping street in France, and you will see a patisserie – a small shop where you can buy pastries and other desserts. They look too good to eat! Dessert-making became an art here in France. More than 250 years ago, the kings and queens of France asked their chefs to make special desserts for their tables. Their sweet pastries became part of French culture, and the French became famous for their delicious and beautiful desserts. Today, the art of making pastries is popular in many countries. The best pastry chefs from around the world meet here in Lyon every two years. They come for the Pastry World Cup. It’s a team competition. Each country’s team includes three pastry chefs: one for chocolate, one for ice and ice cream and one for sugar. Fans from each country come to the competition, too. The teams have to make three large sculptures. One of chocolate, one of ice and one of sugar. They also make four different kinds of dessert. They make all of these in ten hours over two days. The competition has many rules. The teams must work with an idea, for example, ‘animals’ or ‘weather’. This year, the idea is ‘climate change’. The size and number of each dessert are very important too. Each team puts their work on one small table. The desserts must look good together. There is one judge from each of the countries in the competition. They eat the desserts and look at everything. They want to see new ideas, and eat delicious, beautiful, perfect pastries! Judge: The first prize goes to the Japanese team! Narrator: The competition began in 1989, and France often wins. But this time, France comes second. The Japanese Team wins with their design called ‘Wind and Lightness’.

UNIT 8

206 VIDEO SCRIPTS

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Solving traffic problems in Kenya Narrator: Around the world, people are trying to solve their cities’ transportation problems. Kenneth: My name is Kenneth Guantai. I’m the founder of Auto-Truck East Africa Limited. Narrator: Kenneth Guantai is an inventor from Kenya. He’s trying to solve two big transportation problems for Kenya’s cities. Some parts of Kenya’s cities are modern. For example, here in Nairobi, the capital, some roads are wide. Buses can go on them. But other roads are different. Large vehicles like buses and trucks can’t travel on them easily. Some streets are old and narrow. People need to use small vehicles. Tuk-tuks are popular. Many people also push handcarts called ‘Mikokoteni’. These two vehicles are cheap. The vehicles can move easily on the narrow streets. People can use their tuk-tuks and Mikokoteni for work, so they’re a way to make money. But they bring problems too. Mikokoteni are very heavy. People pushing them often get health problems. They also make the city’s traffic slower. Tuk-tuks have different problems. They are very noisy. They make the air dirty. Air pollution is a big problem in Kenya’s cities. Kenneth: What inspired me to come up with this handcart … Narrator: Kenneth Guantai, is trying to solve these problems. First, he made an electric handcart. Kenneth: I decided to come up with a new version that will make the work easier for them. Narrator: It can go seven kilometres per hour, and it’s easy to push. It is safe for the person pushing it. Next, Kenneth made an electric tuk-tuk. It is quiet and clean. It can carry six people. Both the handcart and the tuk-tuk have batteries. They don’t need any fuel. The batteries recharge when the vehicles move. This means the energy they use is free and clean. The vehicles don’t make any air pollution. Kenneth hopes Kenya’s city streets will soon be cleaner, quieter, and safer for everyone.

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: Doug Pensinger/Getty Images Sport; Marco Bertorello/AFP; Milo Zanecchia/Ascent Xmedia/Stone; Bernd Thissen Staff/DPA; Mac99/ iStock/Getty Images Plus; Maskot; Yagi Studio/DigitalVision; U2: Edwin Leung 500px; Barry Kusuma/Photodisc; Alexi Rosenfeld/Getty Images Entertainment; rambo182/iStock/Getty Images Plus; Bruce Yuanyue Bi/The Image Bank; Bim/E+; golero/E+; Atlantide Phototravel/Corbis Documentary; U3: PamelaJoeMcFarlane/E+; Pierre Longnus/The Image Bank; Peter Cade/Photodisc; U4: Matteo Colombo/DigitalVision; Jacobs Stock Photography Ltd/DigitalVision; burroblando/E+; Kieran Stone/Moment; simonbradfield/E+; John Tran/500px; Anna Gorin/ Moment Open; Korawee Ratchapakdee/Moment; Photo by TanMan/ Moment; Aditi Das Patnaik/Moment; levente bodo/Moment; Visage/ Stockbyte; Gary Yeowell/Stone; U5: Nitat Termmee/Moment; Kseniya Ovchinnikova/Moment; The Good Brigade/DigitalVision; U6: Andrea Pistolesi/Photodisc; Chris Read/Moment; Peter Zelei Images/Moment; ullstein bildullstein bild; Jacky Parker/Moment; Peter Dazeley/The Image Bank; Ayhan Altun/Moment; Jose A. Bernat Bacete/Moment; John Keeble/Moment; Jetta Productions/Iconica/Getty Images; View Pictures/Universal Images Group; enviromantic/E+; Maremagnum/ Corbis Documentary; Walter Bibikow/Stone; Toshi Sasaki/Photodisc; istanbulimage/iStock Unreleased; U7: Peter Lourenco/Moment; Stefan Tomic/E+; Merten Snijders/The Image Bank Unreleased; Juanmonino/ E+; Brian Kennedy/Moment; Rebeca Mello/Moment; Geography Photos/Universal Images Group; fcafotodigital/E+; Dimitrie Ragar 500px; erdikocak/E+; Keith Beaty/Toronto Star; Ting Lin/500px; Quynh Anh Nguyen/Moment Open; 10’000 Hours/DigitalVision; Saurav Pandey Photography/Moment; Gregoria Gregoriou Crowe fine art and creative photography/Moment; naruedom/iStock/Getty Images Plus; wilatlak villette/Moment; U8: kolderal/Moment; Grant Faint/Photodisc; simonlong/Moment; Nick Rains/Corbis Documentary; NurPhoto/ NurPhoto; Jodie Wallis/Moment; Edwin Tan/E+; Universal Images Group; Sylvain Sonnet/The Image Bank Unreleased; Jeff Greenberg/ Universal Images Group; Sylvain Sonnet/The Image Bank; Jeremy Horner/Corbis Documentary.

Creatas Video+; CCTV+; enigma_images/Creatas Video; Frank Cezus/ Image bank film; U3: Alexis Gonzalez/Creatas Video; andres Escalona/ Creatas Video+; Alexis Gonzalez/Creatas Video; aurquijofilms/ Creatas Video+; Jens Otte/Creatas Video+; PicturePartners/Creatas Video+; AFPTV; Rafael Acuna Rios/Creatas Video+; U6: Charles Yeo/Creatas Video+/Getty Images Plus; Discovery Access; AFPTV; primeimages/Creatas Video; Dorian Weber/Verve; catchlights_sg/ Creatas Video; U7: Sons of Thunder Enterprises Inc/Image Bank Film; Sons of Thunder Enterprises Inc/Verve; Viktor Hladchenko/Creatas Video+; Viktor Hladchenko/Creatas Video+; Aerial Footage/Moment Video RR; Sepia Times/Universal Images Group; St. Louis PostDispatch/Tribune News Service; Mariia Kozub/Creatas Video+; Andrii Medvediuk/Creatas Video+; batuhan toker/Creatas Video+; UnicusX/ Creatas Video+; batuhan toker/Creatas Video+; UnicusX/Creatas Video+; AFPTV; U8: Simion Laurentiu/Creatas Video+; Allstar Picture Library/Photo library video; StringersHub; Kalin Iliev/Creatas Video+; Wirestock/Creatas Video+; ITN; Video Journalist Africa - Footage/ Getty Images Editorial Footage. U1: Sky News/Film Image Partner; Clippn/Getty Images Editorial Footage; Fuji Television Network, Inc/The Image Bank; U2: Lev Karavanov/Creatas Video+; SimonSkafar/Vetta; AFPTV; U3: AFPTV; U6: Charles Yeo/Creatas Video+/Getty Images Plus; Discovery Access; AFPTV; U7: Sons of Thunder Enterprises Inc/Image Bank Film; Sepia Times/Universal Images Group; UnicusX/Creatas Video+/Getty Images Plus; AFPTV; U8: Wirestock/Creatas Video+; ITN; StringersHub.

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The following video stills are sourced from Getty Images:

The following photographs are sourced from other libraries/sources:

Videos The following videos are sourced from Getty Images:

Typeset Typesetting by emc design ltd.

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. 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.

U1: Sky News/Film Image Partner; Clippn/Getty Images Editorial Footage; Fuji Television Network, Inc/The Image Bank; U2: John and Janet Foster/Image Bank; Filmzhengshun tang/Moment Video RF; Lev Karavanov/Creatas Video+; Ariel Skelley/Image Bank Film: Signature; Konstantin Potseluev/Creatas Video+; Andrzej Asijuk/Creatas Video+; Ariel Skelley/Iconica video: Signature; SimonSkafar/Creatas Video; SimonSkafar/Vetta; AFPTV; Ashley Cooper/Corbis video; helivideo/

Audio Production by John Marshall Media.

Illustrations U4: Martin Sanders/Beehive Illustration; Rudolf Farkas.

Audio U2, U3, U7: Epidemic Sound via Getty Images.

Front cover photography by joe daniel price/Moment/Getty Images.

U4–5: BBC Worldwide Learning.

U6: Deconphotostudio; Architecture: Bureau LADA + Kettinghuls, Photographer: Thomas Landen; U7: Ilyan Akinshin/Shutterstock; istockphoto; Mariyana Misaleva/Shutterstock; Viktar Malschyts/ Shutterstock.

The following videos and stills are sourced from other source:

Thanks and acknowledgements

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ADVISORY PANEL

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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