Palestine English Edition Pupil's Book 12 PDF

State of Palestine Ministry of Education NEW English nglish EDITION for Palestine...

State of Palestine Ministry of Education NEW English nglish EDITION for Palestine PUPIL’S BOOK 12 9780230415874_text.indd 1 09/05/2016 13:26  Contents Unit Language and vocabulary study Integrated skills/Writing page 1 A new start Present simple / perfect Reading for gist; Reading for specific 4 Present continuous information ‘Stative’ verbs Discussing interests; Discussing comfort be / get used to, confident, creative, excuse, zones factor, field, foundation course, like-minded, Hearing about university life on show, optional, participate (in), potential, Completing a university application form routine, set, stuck, zone 2 Under pressure Infinitives and -ing forms Predicting content; Identifying the main 14 Compound noun phrases with on point; Reading for specific information; Reading and assessing a personal aware (of), convinced, disappointed, fees, statement inevitable, nowadays, persevere, Discussing problems and concerns patient / impatient, personal, point, priority, Hearing advice about writing personal revise / revision, reward statements Planning and drafting a personal statement 3 A funny thing Past tenses Reading about coincidence 24 happened Using prefixes co- and mis- Discussing funny stories; Discussing routine Using time phrases and pronouns for events cohesion Predicting content based on pictures; Hearing about an interview and bald, catch up (with someone), coincidence coincidence, colleague, come across, error, Writing a story from a recount (un)intended, keep in touch, knowledge, Writing a story about a coincidence or mention, misunderstanding, pat, misunderstanding put (someone) up, reluctant, run into, straight, stranger, the latter, turn out Progress test 1 34 4 The shrinking Modal verbs of probability and possibility Comparing texts about communication; 38 world Future statements using will Predicting and analysing opinions; Other forms of the future Reading about questionnaire results Discussing communication in the future; addicted (to), border, capable, citizen, fear, Discussing the future hub, justified, motivated, network, panic, Hearing about a questionnaire; Using potential, questionnaire, remote, restrictions, information to complete a questionnaire shrink, trend, vary Planning, writing and conducting a questionnaire 5 Making friends Using -ing forms and participles as Comparing text types; Identifying tips about 48 adjectives friendship; Reading and correcting an ‘Reduced’ relative clauses with active or informal letter passive meanings Discussing friendship types; Discussing Phrasal verbs on and out advantages and disadvantages of communication methods acquaintance, boast, claim, extreme, Hearing about advantages and genuine, guarantee, happen to (be / do), disadvantages of communication impress, in common, in confidence, methods inflexible, initial, lasting, nature, regard (as), Planning and writing an essay about roughly, via communication methods 6 Revision 58 (Units 1–5) 2 9780230415874_text.indd 2 09/05/2016 13:26  Unit Language and vocabulary study Integrated skills/Writing page 7 The world of Direct and indirect questions Identifying text types and themes; Analysing 68 work Questions tags a formal letter; Choosing a conclusion Negative questions Discussing dream jobs; Discussing school Identifying subject and object as preparation for the future Hearing about work experience charity, co-ordinated, controversial, Planning and writing a general enquiry letter employment, fantasy, job security, make a living, neglect, outweigh, prospects, reveal, stage fright, throughout, worth 8 In business Reporting advice and orders Reading about business; Understanding the 78 Noun phrases made from phrasal verbs steps to start a business; Analysing a Causative structures business letter Phrases with in or on + noun Discussing a new business; Discussing how to be successful in business attempt, breakthrough, currently, distribute, Hearing about a business transaction graphic, humanitarian, lack, marketing, Writing a short formal email market share, market value, returns, run, sector, up market 9 Only a game? Past wishes and regrets Read about salaries in sport; Read about the 88 should(n’t) + have + past participle Olympic Games Prefixes over- and under- Discussing salaries in sport; Discussing sports in the Olympic Games; Discussing amateur, astonishing, combination, criteria, regrets and decisions drop, get on (with), infuriated, judge, Hear about a football match; Compare an objective, promising, reserve, rule out, audio with a newspaper report terror, tragedy, trial Write a personal email; Plan and write a report of a sporting event Progress test 2 98 10 Who am I? Countable and uncountable nouns Comparing text types; Reading about 102 Definite and indefinite articles brands; Choosing a text summary Discussing identity; Discussing quotations appeal, at all costs, bring up / upbringing, about identity; Discussing brands; commerce, conform, consumption, identity, Discussing revision image, implications, loyal / loyalty, Hearing about studying and revision manufacturing, peers, perceptions, Planning and writing a summary psychology, selfish / selfishness, strategy 11 Different places, Verbs and prepositions Reading about Palestinian culture; 112 different ways Modal verbs with infinitives for present meanings Comparing cultures Past forms of modal verbs Discussing cultures and living in other Linking words and phrases countries; Discussing memories and the past; Discussing the first day of school accent, accustomed, cling (onto), committed, Hearing about someone’s first day of school conviction, essential, expatriate, fellow Writing about a memory; Writing about a countrymen, fluent, object (to), puzzle, story of a memorable event stubborn, unconsciously 12 Revision 122 (Units 7–11) Wordlist 133 Grammar reference 135 Writing samples 139 3 9780230415874_text.indd 3 09/05/2016 13:26  1 UNIT A new start 1 Look at the picture. Then discuss the question in pairs or small groups. The picture was taken at a college ‘Societies Fair’. What do you think is happening? 2 Read the email quickly. Then answer the questions. 1 Where do you think Mahmoud is and what is he doing there? 2 What words in the email helped you to decide? Make a list. 3 Who do you think Mahmoud is writing to? SEND Hi everyone, Well, the first week has nearly passed, with no real problems to tell you about so far. It hasn’t been easy though. So many things are different from what I’m used to. There’s the language, for one thing. As you know, I’ve been studying English for many years, but this is like being a beginner 5 all over again. It seems as if everyone is speaking a different language from the one I studied at school! Still, I’m beginning to get used to hearing English all around me. Lectures don’t start till next week, so this week has been a time of settling in: finding my way around, meeting people on the same course, joining clubs and societies and so on. There’s actually a Palestine Society (which I’ve joined of course). They have guest speakers and discussion 10 groups, organise cultural events and even food evenings, so at least I’ll have some connection with home. I’ve joined two other clubs as well. I hope you’re all well. I’ll write again soon. Love, Mahmoud 3 Read the email again. Then answer the questions. 1 Has Mahmoud had any problems in his new situation? 2 What surprised him about the language at first? 3 Why is this better now? 4 What has he been doing so far? 5 Why has he joined the Palestine Society? 4 Unit 1 9780230415874_text.indd 4 09/05/2016 13:26  Period 1 / Reading and comprehension 4 Read the notice. Then complete the tasks below. FRESHERS’* WEEK ACTIVITIES Clubs and societies are more than just an optional extra – they’re a vital part of college life. They’re a great way to meet like-minded people and expand your interests or participate more fully in a field you already know. So come along to the Clubs and Societies Fair in the Milton Building this Wednesday. Up to a hundred societies will be on show, from sports and outdoor activities to volunteer organisations and cultural or political groups. You’re sure to find something to suit you. See you there! * freshers = new students at a university or college 1 Find words or phrases in the notice that have these meanings. (They are in the same order as in the text.) 1 not compulsory 2 with similar attitudes 3 take part (in) 4 area of interest 5 able to be seen 2 Use the words and phrases in Part 1 to complete the sentences below. 1 There are lots of good paintings at the museum this week. 2 I don’t know much about biology. It’s not really my. 3 This part of the form is. You don’t have to fill it in. 4 Luckily, I live in a shared house with people. 5 Unfortunately, his English isn’t good enough to in academic discussions. 5 Work in pairs or small groups. Discuss which of these societies you might be interested in joining, and why. ▸ the Chess Club ▸ the Film Society ▸ the Poetry Society ▸ the Mountain-climbing Club ▸ the Green Party (environmental organisation) I’d like to join the Poetry Society because I’ve always loved poetry. I’m more interested in the environment, so I might join the Green Party. Unit 1 5 9780230415874_text.indd 5 09/05/2016 13:26  Period 2 / Reading and comprehension 1 Look at the picture and quotation. Then discuss the questions below in pairs or small groups. ‘Life begins at the end of your comfort zone.’ 1 What do you think the phrase ‘comfort zone’ might mean? 2 Why do you think people are often advised to move outside their comfort zones? 2 Read the first paragraph of the text and see how close your ideas were to the writer’s definition of ‘comfort zone’. Stepping outside the comfort zone Your comfort zone is, as the name suggests, the area where you feel comfortable. We all have one, whether we know it or not: it’s the set of routines and known abilities that make us feel safe because we’re confident that we can manage and are unlikely to be challenged by anything unexpected or worrying. Obviously, staying inside your comfort zone has many benefits, especially at times when 5 you’re feeling under stress. On the other hand, we’re often told in ‘self-help’ books that it’s a good idea to do things that are outside our comfort zones. In fact, many studies have shown that an important factor in helping people feel positive about themselves is the feeling that they are developing and making progress in their lives. You 10 won’t reach your full potential if you only do what you know you are able to do. We all want to improve ourselves, for example by learning something new, becoming more creative or getting fit. Unfortunately, people often get stuck in their comfort zones and don’t feel able to try different things. There are various possible reasons for this. They may be afraid of failing or unsure how to begin. Many people think ‘This is the way I am and I’ll never change’, using this as an excuse for not trying something new. Whatever the reason may be, it’s sometimes necessary to force yourself to do something you’d 15 rather not do. Once you’ve made the effort, though, the door to new experiences will be open and you’ll probably wonder why you thought it was a problem. 6 Unit 1 9780230415874_text.indd 6 09/05/2016 13:26  Period 2 / Reading and comprehension 3 Read the rest of the text. Then complete the tasks below. 1 Replace the underlined parts of the sentences with words or phrases from the text. (The sentences are in the same order as the words in the text.) 1 I only need one more card to make a complete group. 2 We often get bored with the same everyday things we do regularly. 3 I know a lot about the subject, so I’m quite sure that I’ll succeed. 4 I’m not sure why she feels tired, but I think stress may be a part of the reason. 5 She isn’t a great singer yet, but she has great possibilities for the future. 6 He’s very good at making artistic things. Apart from writing poetry and songs, he paints wonderful pictures. 7 With its wheels in the soft ground, the car was completely unable to move. 8 I’m sure he isn’t really ill. I think it’s just an untrue reason for not working hard. 2 Match the pronouns (highlighted in the text) with the nouns or noun phrases that they refer to. Pronoun Refers to … 1 one (line 1) a doing something new 2 they (line 8) b the idea that you can’t change yourself 3 this (line 12) c getting stuck 4 this (line 13) d a comfort zone 5 it (line 16) e people 3 Complete the sentences with phrases from the text (3 words maximum). 1 Staying in your comfort zone is a way of avoiding events. 2 People often prefer to stay in their comfort zones, particularly if they are. 3 often recommend leaving your comfort zone. 4 Knowing that you are developing helps you feel yourself. 5 Sometimes people don’t do something different because they don’t know. 6 You may have to to do something new, but you won’t be sorry. 4 Discuss this question in pairs. What kind of activities are in your own comfort zone, and what kind are definitely outside it? I’m quite comfortable talking to I’m the same, especially friends, but talking to strangers speaking in public – that’s a long is outside my comfort zone. way outside my comfort zone. Unit 1 7 9780230415874_text.indd 7 09/05/2016 13:26  Period 3 / Language and vocabulary study 1 Look at the two groups of examples. Then complete the grammar rules. Examples People often get stuck in their comfort zones. Clubs and societies are a vital part of college life. It seems as if everyone is speaking a different language. Complete the grammar rules 1 We use the present tense to talk about regular or repeated actions, especially with ‘frequency adverbs’ like. 2 We also use this tense for general truths that don’t change, and for some state verbs that are not actions, for example or like. Examples We all want to feel we are making progress in our lives. Mahmoud’s English is getting better quickly. Freshers are gathering in the hall right now. Many people think they can’t change their lives. Please be quiet. I’m thinking. Complete the grammar rules 3 We use the present tense to describe actions that are in progress at or around the time of speaking, or to talk about continuous change that isn’t finished yet. 4 Some state verbs, for example , can be used in both tenses ( and ) but with a different meaning, according to whether or not the verb is an action. ⌘ Reminder Many verbs (sometimes called ‘stative’ verbs) can’t usually be used in a continuous tense because they describe states, not actions. These include: like, love, hate, prefer, etc. remember recognise want suppose understand seem agree think (= have an opinion) know mean have (= own) believe realise look (= seem, appear) Notice that the last three (in red) can be used in continuous tenses when they have a different meaning from the one shown in brackets. We have three bedrooms in our new house. Sorry, you can’t speak to him now. He’s having a shower. He’s looking in the mirror and he looks very smart. I think this bike is cool. I’m really thinking about buying one. 8 Unit 1 9780230415874_text.indd 8 09/05/2016 13:26  Period 3 / Language and vocabulary study 2 Circle the correct option to complete the sentences. 1 I’m sorry, but I’m not agreeing / don’t agree with what you’re saying. 2 What happens / is happening outside? 3 I’m not enjoying / don’t enjoy parties normally, but I enjoy / am enjoying this one. 4 She might be able to see you, but she talks / is talking to a customer and it sometimes takes / is taking a long time. 5 He works / is working in the afternoons, but today he takes / is taking his son to the doctor. 6 That man looks / is looking rather strange. 7 Everyone looks / is looking out of the window. 8 What do you think / are you thinking the reason for her success is? 9 You’re very quiet. What do you think / are you thinking about? 10 He has / is having a shower because he has / is having an important appointment. 3 Complete the sentences with the verbs in the box. realise hope recognise seem believe suppose 1 I this is the right answer, but I’m not really sure. 2 We that this problem will be solved very soon. 3 Those people to be arguing, but I can’t hear very clearly. 4 Not many people how good he is at painting. 5 Have we met before? I your face. 6 He says he’s ill, but I’m not sure if I him. Period 4 / Language and vocabulary study 1 Look at the two examples. Then answer the questions below. 1 Are the meanings of the two sentences different or more or Examples less the same? I’ve also joined two other clubs. 2 Does the first sentence (in the present perfect tense) tell us I’m also a member of two other clubs. more about the past or the present? 2 Complete the present meanings of what these people are saying. 1 No thanks. I’ve already eaten. Thank you for the offer, but I’m not. 2 They’ve arrived at last. We can start. They’re now, so we don’t need to any more. 3 We’ve already met. We each other. 4 Have you heard of that man? Do who he is? 5 I haven’t studied this before. I about this subject. Unit 1 9 9780230415874_text.indd 9 09/05/2016 13:26  Period 4 / Language and vocabulary study 3 Look at the examples. Then answer the questions below. Examples I’ve joined the Palestine Society. (present perfect simple) I’ve participated in three events so far. I’ve been studying English for five years. (present perfect continuous) She’s under stress because she’s been studying so much. Which tense talks about: 1 recent past experience important at the time of speaking? 2 general past experience (‘indefinite time’: the experience itself is what matters)? 3 actions that began in the past and have continued up to present? 4 unfinished actions that have been in progress throughout the period? 4 Complete the sentences with the correct tense of the verbs in brackets: present perfect simple or continuous. 1 You should go to bed. You’ve on the computer for over two hours. (play) 2 How many times has he to his family this month? (write) 3 He’s with friends for too long. He needs to find a house of his own. (stay) 4 I can’t find my pen. Where have you it? (put) 5 I think someone has my phone. The battery is nearly dead. (use) 6 What has he all this time? We’ve for more than an hour. (do / wait) 7 I have him for nearly ten years. (know) 8 They have away for three nights. (be) 9 You were away a long time. What have you ? (do) 10 I’ve talked to him on the phone, but we have never. (meet) 5 Write the full questions. Then ask and answer them with a partner. How many English I’ve read a few at school, but books have you read? I’ve only read one at home. 1 What kind of music / you / prefer? 2 How often / you / go to the cinema? 3 you / enjoy / playing computer games? 4 you / enjoy / this lesson? 5 you / ever / speak in public? 6 How many text or SMS messages / you / send today? 7 How long you / study English? 8 What / you / do / on Sundays? 10 Unit 1 9780230415874_text.indd 10 09/05/2016 13:26  Period 5 / Integrated skills 1 Look at the advert. Then answer the questions below. Foundation courses with ICSR Not quite ready for university? Some students feel that starting a university course is something they don’t want to do immediately after they’ve left school. Perhaps they think they’d have a better chance of being accepted after further study, or that they’d get more out of university study once they’ve extended what they know. Or maybe they want to study abroad, but aren’t confident about their language ability. If this sounds like you, one of our Foundation Courses could well be the answer. To find out more, visit our website www.icsr.org. 1 What is a foundation course? 2 What kind of students are foundation courses good for? 2 Listen to a student talking about her future. Then answer the questions. 1 What is the student’s main interest? 2 What is she planning to do after June this year? 3 What does she want to do next year? 3 Listen again and complete the notes. Name of course: (1) Length of course: (2) Wants this to be her future (3) Interested in environment since she was (4) Main school subjects: (5) , geography, (6) Member of (7) since starting secondary school (president for last (8) ) Future plan: 1 Final exams in (9) 2 Finish college course 3 Apply for (10) course at university 4 Work in field of climate change (especially effect on (11) ) Unit 1 11 9780230415874_text.indd 11 09/05/2016 13:26  Period 5 / Integrated skills 4 Complete the application form. Use your notes from Activities 2 and 3, and what you learnt in Periods 3 and 4. INTERNATIONAL COLLEGE FOR SCIENTIFIC RESEARCH APPLICATION FORM Name: Maria Pendleton Age: 18 Title of course you are applying for: Environment Studies Please explain in about 200 words your reasons for choosing this course, your experience in the field and how you expect your interest in the subject to develop. I am applying for this course because I (1) interested in the subject of the environment for many years, and I would like to work in this field as a career in the future. I (2) books about environmental science since I was (3) old, so I know quite a lot about the basic ideas, but I need to extend what I already know. At the moment, I am studying (4) , (5) and English as my main subjects at school, and I believe these subjects will all be useful in the (6) I (7) chosen. (8) I started secondary school, I have been a member of the school (9) , and have been President of the society for (10). After finishing my final exams in (11) , I plan to spend a year doing this course, and I will then apply to university to study (12). My general aim is to study (13) and especially its impact on (14) life. I believe this is one of the most important problems that we face in the 21st century. I hope my application is successful, and I am looking forward to studying at your college. 12 Unit 1 9780230415874_text.indd 12 09/05/2016 13:26  Period 6 / Writing 1 Look again at the application in Period 5. Then discuss the questions below in pairs. 1 If you applied to do a similar foundation course, what subject would you choose, and why? 2 How do your previous experience and your present studies show your interest in this field? 3 Are there any phrases or full sentences in the application from Period 5 that you could use in your own application? Underline them. 2 Now write your own application using the information you discussed in Activity 1. When you have finished, show it to your partner. INTER N ATION A L COLLEGE OF A R T S, SCIENCE A N D TECHNOLO GY APPLICATION FORM Name: Age: Title of course you are applying for: Please explain in about 200 words your reasons for choosing this course, your experience in the field and how you expect your interest in the subject to develop. In this Unit you have learnt about: ▶ doing new and different things ▶ present simple and continuous tenses (revision) ▶ present meanings of the present perfect tense ▶ present perfect simple and continuous tenses ▶ writing college application forms Unit 1 13 9780230415874_text.indd 13 09/05/2016 13:26  2 UNIT Under pressure 1 Read the introduction to a magazine article. What time management tips do you think the article might contain? Do you sometimes feel that you’re wasting a lot of your time and not getting enough done? Don’t worry – you’re not alone. Most of us fail to manage our time effectively. There are lots of books about time management on the market, but you don’t need to waste time (and money) reading them. Here are some tried and tested tips for getting things done. 2 Read the main article quickly. Then choose the best title A–E for each tip. A Look after yourself B First things first C Just do it! D One step at a time E Keep going TIP 1: TIME MANAGEMENT It’s so easy to make excuses and find ways to avoid the thing you know you should be doing. Experts advise us to break this habit by becoming aware of TIP 2: our own excuses. The ‘right time’ to do something never arrives: the best time to do something is It’s important to make yourself a usually now. Once you’ve got started, you’ll probably ‘to do’ list or exam revision timetable, find that it wasn’t as hard as you thought. but remember that listing things isn’t the same as doing them (see Tip 1!). Once you’ve worked out what needs to be done, decide which tasks have TIP 5: the highest priority and which can You can’t always make your brain be left till later. work ‘on demand’. Don’t spend too long on one task, and learn to recognise when you’re slowing down. Divide large tasks into smaller parts that are easier to manage, and TIP 3: reward yourself for completing them by doing something fun. It’s inevitable that things don’t always go as well as you expect them to. If you find that you’ve ‘hit a wall’, there are two things you can do. TIP 4: First, persevere: with a bit more Even if you’re under stress, there’s no point making effort, you may find that you break yourself ill – that will just make the pressure worse. through the wall. But if that doesn’t Make sure you remember to eat regularly and work, try having a (short) break. Do healthily, and, even though it may be hard, try to something completely different, and get enough sleep. come back to the task. 14 Unit 2 9780230415874_text.indd 14 09/05/2016 13:26  Period 1 / Reading and comprehension 3 Replace the underlined parts of the sentences below with words or phrases from the text. (The part of the text where you can find the words / phrases is given in brackets.) 1 (Introduction) With all the new products available to buy nowadays, it’s very hard to decide which to buy. 2 (Tip 1) She’s starting to notice the impact of things that she says and does on other people. 3 (Tip 2) Studying before an exam can be very stressful, but it’s necessary. When asked to say what they want in the future, most people say health and happiness are the most important. 4 (Tip 3) If you’re finding a job difficult, it’s important that you don’t give up. 5 (Tip 4) There’s no purpose in trying to open the door. It’s locked. 6 (Tip 5) Young babies expect to be given food whenever they want it. Some parents give their children something good if they do well in exams. 4 Look at what five students say about exam revision. Then decide which tip from the text is the best for each student. There’s so much to do that it gets confusing 1 Tip and I don’t know where to start. I sometimes reach a point where I get 2 Tip bored and information just stops. I get worried and my 3 Tip head starts hurting. I always seem to find other things 4 Tip to do and time just runs out. I sometimes think it’s all too 5 Tip hard and want to give up. 5 Discuss the questions below in pairs or small groups. 1 Do you ever have problems managing your time? Why? / Why not? 2 Which (if any) of the tips in the article would you find useful? Unit 2 15 9780230415874_text.indd 15 09/05/2016 13:26  Period 2 / Reading and comprehension 1 Discuss the question below in pairs or small groups. When young people in Australia were asked what they worried most about, the seven answers below were the most important. Which do you think were higher, and which lower? Fitting in with peers* Getting into debt** Finding a job Passing exams Relationships The environment Health * = being accepted by others in your social group ** = borrowing money that you have to pay back 2 Read the news story below quickly to find out the results. Then enter them on the chart. What young Australians worry most about 7 6 4= 4= 3 2 1 3 Read the story more carefully. Then complete the tasks on page 17. THE DAILY NEWS Wednesday 27 Feb 20— The results of a new poll show that financial Other concerns mentioned by large numbers of problems have taken over from the environment young people also tended to be personal rather as the main concerns for young people. The than social, including worries about relationships survey asked over 12,000 people aged between 25 (2nd), health (3rd) and ‘fitting in with peers’ 5 14 and 18 what they were most worried about. (4th=). The clear ‘winner’ was ‘finding a job’, while the environment was only the seventh greatest worry. Annette Coleman, director of the Green This compares with similar polls in the last fifteen Earth organisation, said yesterday that she was years, when environmental worries came first. ‘disappointed, but not surprised’ at the fall in the 30 numbe 10 One of the poll’s organisers commented that the r of young people concerned about the results demonstrated a clear change in attitude. environment. ‘It’s not that environmental concerns ‘It’s not just that getting a job is the main worry,’ are less urgent than before – quite the opposite he said. ‘Also included in the top six worries were in fact. It’s just that after decades of publicity on getting into debt (6th) and passing exams (4th=). topics like climate change, so little has actually 15 I’m convinced that there’s a connection. Because 35 change d. A lot of people get the feeling that there’s of changes in the job market, there is more and nothing we can do about it, and young people in more pressure on young people nowadays to particular tend to be impatient. Of course, the pass exams and go on to university in the hope of other thing is that in times of economic difficulty, finding a good job. Rising university fees make people are more likely to focus on worries that 20 it inevitable that many students graduate from 40 are more immediate and have an impact on their university with huge debts.’ daily lives.’ 16 Unit 2 9780230415874_text.indd 16 09/05/2016 13:26  Period 2 / Reading and comprehension 1 Match the words from the text with their meanings. (The words are in the same order as in the text.) WORDS FROM THE TEXT MEANINGS 1 convinced a around the present time 2 nowadays b connected with yourself 3 fees c not wanting to wait 4 inevitable d sad because of an unexpected result 5 personal e money you pay for a service 6 disappointed f impossible to avoid 7 impatient g sure or certain that something is true 2 Use the words in Part 1 to complete the sentences below. 1 Don’t be so , I’ll be finished soon. 2 We all make mistakes sometimes, so it’s that you will too. 3 There are some problems with this idea. I’m not really it will work. 4 He was because he thought he would get better results than he did. 5 She didn’t go to a private school because her parents couldn’t afford the. 6 The form asks for a lot of details like age and nationality. 7 Students have more money worries than they had in the past. 3 Choose the best summary of what Annette Coleman says. A I’m disappointed that so many people are more worried about themselves than the future of the planet. Young people today are too impatient. Problems like climate change take a long time to solve, so it’s not surprising that nothing seems to happen. B Many people feel that there is no point worrying about the environment because we can’t change anything. It’s understandable that young people in a difficult financial situation are more worried about their personal problems. C Environmental problems like climate change are even more important nowadays. We need more publicity to persuade young people to do as much as they can to help solve these problems. 4 Discuss the questions in pairs or small groups. 1 How do you think the results might be different if young Palestinians answered a poll like this? 2 Do you and your friends have any concerns that are not included in the results in Activity 2? I think young Palestinians are more worried about … than … One concern for young Palestinians is the problem of … Unit 2 17 9780230415874_text.indd 17 09/05/2016 13:26  Period 3 / Language and vocabulary study 1 Look at the examples. Then complete the grammar rules. Examples Some of us fail to manage our time effectively. Experts advise us to break this habit. They told us not to spend too long on one task. Complete the grammar rules 1 We use the infinitive form (with to) after certain verbs like , want, ask and tell. 2 When an object is needed, it goes the verb and the infinitive. 3 When the sentence is negative, we put the word not the infinitive. 2 Complete the sentences with the verbs in the box + (not) to. decide agree 1 She won’t like it if you do what she asked. promise refuse 2 I’m sure they’ll stay when they see how enjoyable the place is. offer manage 3 I didn’t catch the early bus, so I was late. 4 If you lend your phone to me, I lose it. 5 When there’s a problem, they always help. 6 Let’s shake hands and forget the argument. 3 Look at the examples. Then complete the grammar rules. Examples Not many students enjoy revising for exams. Although there was little chance of rain, he insisted on taking his umbrella. Complete the grammar rules 1 We use the -ing form after certain verbs like and like. 2 We always use the -ing form after like in, on, about, etc. 4 Complete the sentences with the verbs in the box. give up avoid 1 I didn’t cooking anything, so I went out to a café. feel like mind keep finish 2 The important thing is that you should never trying. 3 I don’t playing computer games, but it isn’t my favourite way of passing the time. 4 The cat crossed the road suddenly and the driver couldn’t hitting it. 5 I’ll call you back as soon as I writing this report. 6 He doesn’t like it when people interrupting him. 18 Unit 2 9780230415874_text.indd 18 09/05/2016 13:26  Period 3 / Language and vocabulary study 5 Look at the examples. Then use the nouns in the box to make other on + noun phrases in the sentences below. Examples There are lots of books about time management on the market. You can’t always make your brain work on demand. order the way purpose business request arrival duty time 1 On at the hotel, please go to the reception desk. 2 Police officers only have to wear uniforms when they’re on. 3 The book you need is on and will probably be here next week. 4 This isn’t a holiday. We’re here on. 5 He hates people being late, so make sure you’re on. 6 He stopped to buy a newspaper on home. 7 I don’t believe it was an accident. I think he did it on. 8 We will be pleased to send you more details on. Period 4 / Language and vocabulary study 1 Look at the three groups of examples. Then answer the questions below. Examples A It was getting late and I started / began to feel / feeling worried. If you continue to interrupt / interrupting, I’ll ask you to leave. B I quite like playing the piano for fun, but I hate practising for long hours. I love sitting in the garden and listening to the birds. C Hello. I’d like to speak to the manager, please. I’d love to come with you to the concert, but I’m really busy. I’d hate to live at the top of a really tall building. 1 Can we use the infinitive or the -ing form after start / begin and continue, without a big difference in meaning? 2 a Which group of examples have a similar meaning to (not) enjoy? b Which verb form do we use after like / love / hate? 3 a Which group of examples have a similar meaning to (not) want? b Which verb form do we use after would like / love / hate? Unit 2 19 9780230415874_text.indd 19 09/05/2016 13:26  Period 4 / Language and vocabulary study 2 Complete the sentences with like / love / hate + -ing or infinitive form of the verbs in brackets. 1 I’m happy here in the countryside. I would (live) in a city. 2 She (listen) to music. It’s her favourite way of passing the time. 3 Would you (go) out to the theatre this evening? 4 Most young people (get up) early when they’re tired. 5 He would (be) a famous film star. It’s his dream. 6 If I had the chance, I would (study) in another country. 3 Some verbs change their meaning when they are followed by the infinitive or -ing forms. Look at the examples. Then answer the question below. Examples He was getting tired, so he stopped working. We were lost, so we stopped to ask the way. Remember to eat regularly and healthily. I remember feeling stressed when I was doing school exams. Which verb and verb form do we use to talk about the following? 1 stopping one action in order to do another 2 simply stopping the action you are doing 3 actions that happened in the past 4 actions we have to do or should do 4 Complete the sentences with the infinitive or -ing form of the verbs in brackets. 1 The first thing I remember is the sound of my mother singing. (hear) 2 You shouldn’t stop just because it’s a bit difficult. (try) 3 I must remember this letter while I’m in town. (post) 4 If you’re getting confused, remember about what you want to say. (think) 5 I remember surprised when I first heard the news. (feel) 6 While walking along the street, I saw him stop in a shop window. (look) 5 Work in pairs. Write sentences in answer to the questions below. 1 A friend is getting stressed about exam revision. What would you advise him/her to do? 2 What hobby do you like doing, and which new hobby would you like to do in the future? 3 What do you have to remember to do in the next few days? 4 Is there anything in your life that you would like to stop doing? 5 What should you remember to do before going on a long journey? 6 What should you stop doing if you want to be fit? 20 Unit 2 9780230415874_text.indd 20 09/05/2016 13:26  Period 5 / Integrated skills 1 Discuss the question in pairs or small groups. Many universities and colleges ask for a ‘personal statement’ together with every application for a course. What do you think these should (and shouldn’t) include? I guess they’ll probably want I don’t think they’ll want you to write about things to hear your personal that you’ve done in your life. opinions on things. 2 Look at the advice in the table. Then put the words and phrases in the box in the correct place in the ‘DO’ column. plan your statement in particular check outside education stand out word limit future aims DO … DON’T … say why you are applying (and why for this course make (1) statements (e.g. ‘I have (1) ) always been interested in Economics.’) explain what makes you suitable (e.g. the skills make (2) claims (e.g. ‘I am a very you have) determined person.’) give examples of things you’ve done mention (3) points or make (2) (but only if they (4) for things you haven’t done show something about you) say what your (3) are use famous (5) (they want to (if you’re not sure, just say what you hope to gain know what you think, not someone else) from the course) make yourself (4) from try to be (6) (it usually doesn’t other applicants work) (5) your spelling and use (7) , bold type, etc. for grammar (and get someone else to look at it too) emphasis (6) and do plenty of (8) from online examples research (universities have ways of checking this) make sure you keep under the leave it till the (9) (7) 3 Listen to a man giving advice about writing personal statements. Complete the ‘DON’T’ column in the table in Activity 2. Unit 2 21 9780230415874_text.indd 21 09/05/2016 13:26  Period 5 / Integrated skills 4 Read the first paragraphs of a student’s personal statement. Then discuss the PERSONAL STATEMENT questions below in pairs or small groups. I am applying for a course in theatre studies because I’m sure this is where my future is. For 1 What is wrong with the statement? me, the theatre is like a window that looks into How many examples can you find? life. This is why I’ve been interested in it since 2 Is there anything right about it? I was a young girl. As Shakespeare wrote: ‘All the world’s a stage’. I must say, though, that my fi rst experience of being on stage was a I don’t think she disaster. I was in a school play when I was should mention this. about seven years old and I forgot my lines and started crying! But I’ve been in lots of plays since then, and I’m sure I’ve got a lot better. It This part is not too couldn’t be much worse, could it? bad because … As you can see from my application form, I got good grades in my Year 11 exams, especially in English and geography. I recently returned from a geography trip to Greece, and I learnt a lot from it. It was quite hard, but I am the kind of person who doesn’t give up. Period 6 / Writing 1 Read the suggested plan for a personal statement. Then add the paragraph headings A–C in the correct places. A What have you done? B Why are you applying? C Why are you suitable for the course? PERSONAL STATEMENT PLAN Paragraph 1: Give your reasons for choosing the course. Say why the subject interests you. Explain how your interest developed. Mention your ambitions for the future. Paragraph 2: Mention subjects you are studying (connected with the course). Describe any extra reading you’ve done around the subject. Give examples of activities (in and outside school) that show your interest. (These could include visits, talks, work experience, volunteering.) Paragraph 3: Give evidence that you are the right person. Mention skills that you have that will help you during the course. (These can include non-academic skills like teamwork or time management.) Say how your studies and extra activities developed these skills. 22 Unit 2 9780230415874_text.indd 22 09/05/2016 13:27  Period 6 / Writing 2 Think about what you would include in each paragraph and write some notes. Then compare your notes with a partner. Notes for personal statement Paragraph 1: Paragraph 2: Paragraph 3: 3 Look at the suggestions for opening and closing sentences. Then discuss the questions below in pairs or small groups. Possible opening sentences This is my personal statement in connection with the course. There are several reasons why I am applying for a course in … If you are wondering why I am applying for this course, I will explain. Possible closing sentences I am looking forward to the experience of university / college life and the challenges of studying at this level. I hope the information I have given above is enough for you to accept me on the course. Studying on this course would be very exciting, so I will be disappointed if I am not accepted. 1 Which opening and closing sentence do you think is best? 2 What is wrong with the others? 4 Write a first draft of your personal statement, using the opening and closing sentences in Activity 3, your notes and any other information from this Period and Period 5. In this Unit you have learnt about: ▶ managing your time and dealing with stress ▶ time management and exam revision ▶ infinitive and -ing forms (revision) ▶ verbs that change meaning when followed by infinitive or -ing forms ▶ noun phrases made with on + noun ▶ writing personal statements Unit 2 23 9780230415874_text.indd 23 09/05/2016 13:27  3 UNIT A funny thing happened 1 Look at the pictures on the web page below. Then discuss in pairs what you think might be happening. funny stories FunnyStories.com If you’re looking for funny stories, this is the site for you, full of true, real-life stories posted by readers. You can search under these headings Coincidences (stories about strange, unexpected events and connections) Misunderstandings (stories about people getting the wrong idea) 5 Unintended meanings (stories about saying things that aren’t quite what you mean) To give you a quick taste, here are three of our recent favourites. A One day, I noticed that some bananas, which I had bought about a week before, were going brown. ‘Let’s make some banana cakes,’ I said to 10 my six-year-old daughter, Fatima. It took quite a long time, but it kept Fatima busy and we had fun making them. When they were done, we tried one and it was actually delicious, so I suggested taking one to Mr Aziz, the old man who lives next door. When Mr Aziz opened the door, before I could say a word, Fatima told him: ‘We had some old bananas 15 that were going bad, so instead of throwing them away we made them into a cake for you. I hope you like it.’ B A couple of years ago, I was talking to an old school friend that I’d kept in touch with when she mentioned another person called Jan, who had been in the same class as us. Neither of us had heard from her, or even 20 thought about her, for over ten years. I didn’t give the conversation another thought until three days later, when I was working in London for two days. As I was travelling to the office, I saw a woman on the train. Our eyes met and we seemed to recognise each other. ‘Excuse me,’ she said, ‘but are you Susan?’ It was, of course, Jan. As it turned 25 out, she was only visiting London for a few days and was about to return to Italy, where she had lived for over five years. C About three or four times a year, a company that I do some work for organises a day of meetings for those of us that work from home. They put us up in a hotel and it’s a good chance for colleagues who don’t meet that often to catch up with each other. The last time this 30 happened, I arrived at the hotel quite late and went straight to bed. The next morning, I walked into the breakfast room and saw my old colleague Dan, a short man with a bald head, standing with his back to me. ‘Good morning, Dan,’ I said, patting him on the head in a friendly way. Unfortunately, the man who turned to face me wasn’t Dan at all, 35 but a complete stranger. To make things worse, he was a rather formal man who didn’t see the funny side of the situation. ‘I’m sorry to say that you may have made an error,’ he said. You can post your own story by clicking the button below. POST YOUR OWN STORY BY CLICKING HERE READ MORE STORIES 24 Unit 3 9780230415874_text.indd 24 09/05/2016 13:27  Period 1 / Reading and comprehension 2 Read the three stories on the web page. Then decide which heading each one should go under. 1 coincidence 2 misunderstanding 3 unintended meaning 3 Match the words and phrases from the stories with their meanings. WORDS AND PHRASES FROM STORIES MEANINGS 1 kept in touch a without hair 2 mentioned b immediately 3 patting c said something about 4 error d stayed in contact 5 straight e someone you don’t know 6 colleague f hitting gently 7 bald g mistake 8 stranger h someone you work with 4 Use the words and phrases in Activity 3 to complete the sentences below. 1 While he was away, he with his family by email. 2 Instead of stopping for a coffee, I went home. 3 I remember she the name of a book yesterday, but I can’t remember the title. 4 He looks older than he is because he’s almost completely. 5 I’ve no idea who he was. He was just a. 6 While I was my friend’s cat, it bit me. 7 I see him every day, but he isn’t a friend of mine. He’s just a. 8 It’s hard to speak another language without making a single. 5 Rewrite the sentences using the phrasal verbs in the box. catch up put up turn out Change the form of the verb if needed. 1 I didn’t realise who she was at first, but we discovered that we’d been at school together. I didn’t realise who she was at first, but it that we’d been at school together. 2 He was visiting the town for a few days, so I let him stay in my flat. He was visiting the town for a few days, so I him in my flat. 3 We hadn’t seen each other for years, so having a meal together was a good chance to talk about news and events. We hadn’t seen each other for years, so having a meal together was a good chance to with each other. 6 Discuss the questions in pairs or small groups. Which story do you think is the funniest? Which do you think is the strangest? Unit 3 25 9780230415874_text.indd 25 09/05/2016 13:27  Period 2 / Reading and comprehension 1 Discuss the questions in pairs or small groups. 1 Has anything like the following ever happened to you or someone you know? Tell your partner(s) about it. ▸ meeting someone you know in an unexpected place ▸ thinking about someone and getting a message from the same person soon afterwards ▸ talking to a stranger and finding that you share a birthday, a past experience or a friend 2 Which of these opinions is closest to your own? I think strange coincidences must I know coincidences often mean something. It’s hard to happen and they seem strange, explain why they happen so often. but they’re just part of normal life. 2 Read the text. Then complete the tasks on page 27. We often hear people say, ‘It’s a small world, isn’t it?’ It’s usually when they’ve just experienced one of those strange coincidences that seem to happen in nearly everyone’s lives. You know the kind of thing: you’re on holiday in another country and you run into a person you know from home, even though neither of you knew that the other was going there too. 5 People often think experiences like this are evidence of something mysterious happening, some kind of hidden plan outside our knowledge. The scientific explanation is less exciting, and perhaps that’s why some people are reluctant to accept it. Coincidences are events that unexpectedly happen at the same time for no clear reason, or finding an unexpected connection between seemingly random things or people. A very common example of the latter is talking to a complete stranger and finding that you have the same birthday. What are 10 the chances of that happening? Actually, the chances are better than you might think, and there’s a mathematical way to prove it. It has been calculated that the number of people you need to have a 50% chance of two of them sharing a birthday is 23. And 15 when there are 48 people in a room, the probability goes up to 95%. To put it another way, if there are only 50 people reading these words (and I hope there are more!), one of them will almost certainly have the same birthday as me. The other part of the scientific explanation for coincidences is simply that 20 there are so many events in people’s lives. Just think of the number of people that you have had any kind of connection with during your life. There are probably over 10,000, and the older you get, the more there will be. If you are the kind of person who talks to strangers, you will definitely come across coincidences. Basically, when you think about how complex our lives are, 25 especially nowadays with the Internet, the only surprising thing is that coincidences don’t happen more often. 26 Unit 3 9780230415874_text.indd 26 09/05/2016 13:27  Period 2 / Reading and comprehension 1 Replace the underlined parts of the sentences with words or phrases from the text. (The sentences are in the same order as the words and phrases in the text.) 1 I was surprised to meet him by chance so far away from his home town. 2 She has a lot of things that she knows about this subject because she’s studied it for years. 3 Most people are not willing to answer questions about their age. 4 Of the two pieces of advice I’ve just given, the last one I mentioned is more important. 5 He didn’t expect to find his friend’s name by chance in the newspaper. 2 Choose the best answer to the questions. Circle A, B or C. 1 What do people mean when they say ‘It’s a small world.’? A We can communicate easily with people who are far away. B Strange events happen more often than you might expect. C People’s lives are more connected than they used to be. 2 Why does the writer think some people don’t want to believe scientific explanations for strange coincidences? A They prefer a more exciting explanation. B They don’t trust what scientists say. C They misunderstand scientific ideas. 3 If there are 30 people in a room, what is the probability that two of them have the same birthday? A 55% or more B 80% or more C 50% or less 4 What is the writer’s conclusion about coincidences? A They probably have some meaning. B They don’t happen as often as we think. C They are not really surprising at all. 5 What does the phrase the latter (line 9) refer to? A finding unexpected connections B events that happen unexpectedly C seemingly random things 3 Do an experiment to test the writer’s idea about shared birthdays. ▸ How many people are there in your class? ▸ Were any two (or more) people born on the same day? Unit 3 27 9780230415874_text.indd 27 09/05/2016 13:27  Period 3 / Language and vocabulary study 1 Look at the examples. Then answer the questions below. Examples A I arrived at the hotel quite late and went straight to bed. B I was talking to an old school friend when she mentioned another person called Jan. C He fell while he was climbing the wall. 1 Which example shows two completed actions in the past? 2 Which examples show one action that happened while another action was in progress? 3 Which tense do we use for a) completed actions? b) uncompleted actions? 2 Complete the sentences with the correct tense of the verbs in brackets: past simple or past continuous. 1 I him to come back later because I. (ask / work) 2 He the right answer, but the teacher him. (give / not hear) 3 Her mother her why she. (ask / cry) 4 It while I to work. (rain / walk) 5 She a taxi to the station and just in time. (take / arrive) 6 While he around the room, he someone come in. (look / hear) 3 Work in pairs. Tell your partner about what you did after school yesterday. Include details, for example: ▸ where you went ▸ who was there when you arrived and what they were doing ▸ what the weather was like ▸ anyone who wasn’t there, and why not ▸ what time you got home ▸ what you did in the evening 4 Look at the examples. Then complete the rules. Examples Coincidences are strange, unexpected connections. The two men are co-founders of the university. Misunderstandings happen when people get the wrong idea. Error has the same meaning as mistake. Complete the rules 1 We use the prefix to add the meaning of wrong(ly) or bad(ly). 2 We use the prefix to add the meaning of with, together or at the same time. 28 Unit 3 9780230415874_text.indd 28 09/05/2016 13:27  Period 3 / Language and vocabulary study 5 Complete the sentences using the words in the box with either co- or mis- as prefixes. worker use behave operation pilot lead heard writer 1 She only gets angry when students in class. 2 Please keep phone conversations quiet to avoid disturbing your s. 3 Students sometimes words that look the same as a word in their own language but have a different meaning. 4 Both their names are on the front of the book because they are the s. 5 I thought he said he was from Australia, but I think I because he’s actually Austrian. 6 often gets better results than everyone working alone to solve a problem. 7 He flew the plane alone, without a. 8 Information in adverts isn’t usually untrue, but it can people and give them the wrong idea. Period 4 / Language and vocabulary study 1 Compare the examples. Then answer the question below. Examples A Some guests left when Samir arrived. B Some guests were leaving when Samir arrived. C Some guests had left when Samir arrived. Which sentence suggests that … 1 Samir was perhaps late, so there were some people he didn’t meet? 2 at the door Samir met some people leaving the party? 3 some people were perhaps waiting for Samir to arrive before leaving or perhaps left because they didn’t want to talk to him? 2 Match the sentence beginnings 1–8 with their endings a–h. 1 I felt much better a while the sun was shining. 2 She found it hard to think clearly b when I’d finished reading it. 3 As soon as I saw the photo c until she’d explained it twice. 4 I took the book back to the library d that something strange was happening. 5 When I told them about my mistake e when the loud music was playing. 6 They didn’t really understand f after I’d taken the medicine. 7 They decided to go for a walk g I recognised who it was. 8 When I arrived I knew immediately h they all laughed. Unit 3 29 9780230415874_text.indd 29 09/05/2016 13:27  Period 4 / Language and vocabulary study 3 Rewrite the sentences as single sentences, changing the tense of one verb and the order of the events if necessary. Use the word or phrase in brackets to join the two events. 1 I left the key inside the house. I got home in the evening and realised the problem. (when) When I got home in the evening, I realised I had left the key inside the house. 2 The bell rang. Everyone stopped working and left the building. (as soon as) 3 He rang me. It was in the middle of watching my favourite TV programme. (while) 4 His colleagues came to collect him. He was in the middle of eating his breakfast. (when) 5 I spent a long time studying this subject. I passed the exam easily. (because) 4 Look a