жт C a m b r id g e
UNIVERSITY PRESS
CAMBRIDGE ENGLISH
Language Assessment
Pa rt o f t he Un iv er si ty o f Ca m bri dg e
ambridge English
Adrian Doff, Craig Thaine
Herbert Puchta, Jeff Stranks, Peter Lewis-Jones
Prepara tus exámenes
Prepara tus exámenes y mejora tus resultados gracias a la gran cantidad de recursos disponibles en Docsity
Consigue puntos base para descargar
Gana puntos ayudando a otros estudiantes o consíguelos activando un Plan Premium
Orientación Universidad
Prepara tus exámenes
Prepara tus exámenes y mejora tus resultados gracias a la gran cantidad de recursos disponibles en Docsity
Busca documentos
Prepara tus exámenes con los documentos que comparten otros estudiantes como tú en Docsity
Busca tu universidad
Encuentra los documentos específicos para los exámenes de tu universidad
Video Cursos
Estudia con lecciones y exámenes resueltos basados en los programas académicos de las mejores universidades
Quiz
Responde a preguntas de exámenes reales y pon a prueba tu preparación
Consigue puntos base para descargar
Gana puntos ayudando a otros estudiantes o consíguelos activando un Plan Premium
Comunidad
Pregúntale a la comunidad
Pide ayuda a la comunidad y resuelve tus dudas de estudio
Ebooks gratuitos
¡Nuestros e-books salva-estudiantes!
Descarga nuestras guías gratuitas sobre técnicas de estudio, métodos para controlar la ansiedad y consejos para la tesis preparadas por los tutores de Docsity
Asignatura: Ingles, Profesor: silvia castro, Carrera: Filología Clásica, Universidad: UMA
Tipo: Apuntes
2016/2017
1 / 178
Esta página no es visible en la vista previa
¡No te pierdas las partes importantes!
Documentos relacionados
Vista previa parcial del texto
¡Descarga Libro empower y más Apuntes en PDF de Idioma Inglés solo en Docsity!
ж
т C a m b r i d g e
U N I V E R S I T Y P R E S S
CAMBRIDGE ENGLISH
L a n g u a g e Ass es sm en t
P a rt o f th e U n iv e r s ity o f C a m b rid g e
ambridge English
Adrian Doff, Craig Thaine
Herbert Puchta, Jeff Stranks, Peter Lewis-Jones
TERMS A N D C O N D ITIO NS OF USE Once the activation code has been revealed, this book cannot be returned. This activation code will give you twelve (12) months of access to this level of Cambridge English Empower online assessment and practice and online workbook, starting from the day you first use the activation code. This activation code can only be used once. It is personal to you, and it cannot be used by anyone else. Support for browsers and operating systems will vary over time. For the latest information visit: www.cambridgelms.org/empower Full terms and conditions are available at: www.cambridgelms.org/main/p/termsofuse
Welcome to Cambridge English
Em pow er! Use this code to
access the course's unique online
assessment and practice package, as
well as the online w orkbook.
- D o n o t s h a r e y o u r c o d e w ith a n y o n e e ls e
- T h is c o d e c a n o n ly b e u s e d o n c e
To register, go to:
cam bridgelm s.org/em power
PLEASE NOTE
T h is a c tiv a tio n c o d e d o e s n o t p ro v id e
's e lf - s tu d y ' (in d iv id u a l) a c c e s s. To a c c e s s th e
o n lin e c o n te n t, y o u m u s t jo in a c o u r s e a n d
b e p la c e d in a c la ss b y a te a c h e r.
SYSTEM REQUIREM ENTS This product is optimised for use on the following systems and browsers: Windows Vista, Windows 7, Windows 8, Windows 8.1. Supported browsers: Internet Explorer 10 and 11, most recent version of Chrome, most recent version of Firefox Mac OSX 10.8 and 10.9. Supported browsers: Safari 6.0 and 7. JavaScript must be enabled in the browser M inim um in tern et speed: 3Mbps download and 512 Kbps upload speed per user Firewall: Must allow delivery of content from multiple IP addresses H ardw are requirements: Minimum screen resolution: 1024x768px Microphone for voice recording activities
C a m b r id g e U N IV E R S I T Y PRESS
U n iv e rsity P rin tin g H o u s e , C a m b r id g e C B 2 8B S , U n ite d K in g d o m
C a m b ' d g e U n iv e rsity P re ss is p a r t o f t h e U n iv e rsity o f C a m b rid g e.
: f o ~ h e r s t h e U n iv e rsity 's m is s io n b y d is s e m in a tin g k n o w le d g e in th e p u r s u it o f
e d u c a tio n , le a rn in g a n d re s e a r c h a t t h e h ig h e s t in te r n a tio n a l lev els o f e x c e lle n c e.
w w w c a m b r id g e .o r g
o n th is title : w w w .c a m b r i d g e .o r g /9 7 8 1 1 0 7 4 6 6 8 8 3
О C a ~ p n d g e U n iv e rsity P re ss 2 0 1 5
T h e p u b -» c a tio n is in c o p y rig h t. S u b je c t to s ta tu to r y e x c e p tio n
a n d t o t h e p ro v is io n s o f r e le v a n t c o lle c tiv e lic e n s in g a g r e e m e n ts ,
t o r e c r o d u c tio n o f a n y p a r t m a y t a k e p la c e w ith o u t t h e w r itte n
o e ^ T n s s e n o f C a m b r id g e U n iv e rsity P ress.
P r s t p u b lis h e d 2 0 1 5
p - • 't e c m D u b a i b y O rie n ta l P ress
- catalogue record for this publication is available from the British Library
6-BN 9 7 8 - 1 - 1 0 7 - 4 6 6 8 4 - 5 I n te r m e d ia te S tu d e n t's B o o k
S E N 9 7 8 - 1 - 1 0 7 - 4 6 7 0 1 - 9 I n te r m e d ia te S tu d e n t's In te r a c tiv e e B o o k
SEN 9 7 8 - 1 - 1 0 7 - 4 6 7 0 2 - 6 I n te r m e d ia te S tu d e n t's In te r a c tiv e e B o o k w ith
Or re A s s e s s m e n t a n d P ra c tic e , a n d O n lin e W o rk b o o k
IE '., 9 7 8 - 1 - 1 0 7 - 4 6 8 5 7 - 3 I n te r m e d ia te T e a c h e r's B o o k
53?» 9 7 8 - 1 - 1 0 7 - 4 6 6 9 4 - 4 I n te r m e d ia te C la ss A u d io C D s (3)
: : i 9 7 8 - * - 1 0 7 - 4 6 6 9 9 - 9 I n te r m e d ia te C la ss DVD
S E N 9 ~ 8 - 1 - ' E "’- 4 6 8 5 6 - 6 I n te r m e d ia te P r e s e n ta tio n P lu s D V D -R O M
1 E \ 9 7 8 - 1 - 1 0 7 - 4 6 8 6 9 - 6 I n te r m e d ia te W o r k b o o k w ith A n s w e rs , w ith
oowncadaoie A u d io
. r r ~ 5 - * - , C ',- 4 8 8 7 7 - 9 I n te r m e d ia te W o r k b o o k w ith o u t A n s w e rs , w ith
downcacaoie A u d io
« e s o tf c e s f o r th is p u b lic a tio n a t w w w .c a m b r i d g e .o r g /e m p o w e r
U r w e r a t y P re ss h a s n o re s p o n s ib ility f o r t h e p e r s is te n c e o r a c c u r a c y
•y f o r a o r t h f o - p a rty in te r n e t w e b s ite s r e f e r re d t o in th is p u b lic a tio n ,
т с с g ^ a r a r t e e t h a t a n y c o n t e n t o n s u c h w e b s ite s is, o r w ill re m a in ,
: o r г с с г з р 'а т е in f o rm a tio n re g a r d in g p ric e s , tra v e l tim e ta b le s , a n d o th e r
■ А м м й о п д м е п in th is w o r k ts c o r r e c t a t t h e tim e o f firs t p rin tin g b u t
L n v e v r. :>re s s d o e s n o t g u a r a n te e t h e a c c u r a c y o f s u c h in f o rm a tio n
| Lesson and objective Grammar Vocabulary Pronunciation (^) Everyday English Unit 1 Talk Getting started Talk about communication
1A Talk about different forms of Subject and object Communication Sound and spelling: l\l and Hi/
communication questions 1В Describe experiences in the (^) Present simple and Gradable and Sentence stress: gradable and present (^) present continuous extreme adjectives extreme adjectives 1С Give and respond to opinions Word groups Giving and responding to opinions 1D Write a guide
Review and extension More practice (^) WORDPOWER yourself Unit 2 Modern life Getting started Talk about the workplace 2A Talk about experiences of work and training 2B Talk about technology
2C Make and respond to suggestions
2D Write an email giving news
Present perfect simple and past simple Present perfect simple and present perfect continuous
Work
Technology
Present perfect and past simple: I’ve
worked / 1 worked
Sentence stress: main verb / auxiliary verb
Sentence stress Making and responding to suggestions
Review and extension More practice (^) WORDPOWER look Unit 3 Relationships Getting started Talk about relationships ЗА Talk about a friendship Narrative tenses Relationships Linking sounds
3B Talk about families used to, usually Family; Multi-word
verbs
Sentence stress: multi-word verbs
3C Tell a story (^) Stress in word groups Telling a story
3D Write about someone’s life
Review and extension More practice (^) WORDPOWER have Unit 4 Personality Getting started Talk about people 4A Describe people and their abilities (^) Modals and phrases of ability
Ability Stress in modal verbs
4B Describe feelings Articles -ed / -Ing
adjectives; Personality adjectives
Sound and spelling: final -edin adjectives
4C Offer and ask for help (^) Intonation in question tags Offering and asking
4D Write an informal online advert
for help
Review and extension More practice WORDPOWER so a n d such
Unit 5 The natural world Getting started Talk about endangered animals 5A (^) Talk about the future Future forms Environmental issues
Sound and spelling: а
5B Talk about //and when Zero conditional and
first conditional
The natural world Consonant clusters
5C Give reasons, results and examples
Voiced and unvoiced consonants Giving reasons, results and examples 5D Write a discussion essay
Review and extension More practice WORDPOWER problem
Contents
Listening and Video Reading Speaking Writing ■ ■ ■ ■ ■ H I
A talk: communicating across the generations
Article: How do you
communicate?
Article: Can you really learn a
language in 22 hours?
Things you have done recently
Learning a foreign language
At the flower shop Giving and responding to opinions;
Using me too, me neither 1 Ш^ Ш^ Ш^ Ш
Conversation: learning vocabulary Article: What kind of learner
are you?
Ways of learning vocabulary A guide Introducing a purpose; Referring pronouns
Radio report: likeability
A problem
Conversation: life changes
Article: Not the best interview
I've ever had!
Article: What's your favourite
app?
An email about a new job
Work-related experiences
Interviewing classmates about technology
Making and responding to suggestions; Sounding sympathetic or pleased Life changes An informal email Adding new information
Two monologues: being a twin
A mistake
Conversation: grandparents
Film review: ‘Untouchable’ -
the true story of an unlikely
friendship
An email about how grandparents met
The story of a friendship
Family traditions
с
Reacting to what people say; Telling a story A member of your family A biography Describing time
Radio programme: successful people
Article: What happens to
talented children when they
grow up?
Article: Why the world needs
introverts
Becoming successful at something
A time when you experienced strong feelings
Asking for help
Three monologues: websites Three online adverts
Question tags; Offering and asking for help Using the internet to buy and sell An informal online advert things The language of adverts
Conversation: an environmental project Interview: inventions inspired by nature Talking about possible jobs
Monologue: rescuing whales
Web page: The Whitley Fund
for Nature
Article: Animals have adapted
to survive everywhere
An essay about water pollution
Predictions about the future
The best place to experience natural beauty Reasons, results and examples; Giving yourself time to think A quiz about whales A discussion essay Organising an essay; Signposting language
Contents^ Listening and Video Reading Speaking^ Writing
Conversation: a TV programme
Monologue: vending machines in Japan Planning to get married
Three monologues: special occasions
Article: The Toughest Place to Advice about living in another
be a ...
Blog: Hungry adventures
Reviews of a cafd
country Describing a special meal
Asking for and giving recommendations; Sounding interested Places to go out Two reviews Positive and negative language; adverbs
Conversation: comparing life in a town and a city Meeting the parents
Conversation: a holiday in Florida
Web page: A more personal
place to stay
Five reasons why small towns are better than cities
Article: Top five things to do ...
in and around Miami-, A note
Describing buildings
Talking about where you live
Making offers, requests and asking for permission; Imagining people’s feelings A recent holiday A note with useful information Offering choices
Conversation: a fake restaurant
Giving good news
Monologue: a news story
Article: Everyone's a journalist
A news story
A news website Describing experiences using reporting verbs Generalising; Being vague
Air travel An email about a news story Summarising information
Radio discussion: CGI in films
Three monologues: music experiences
Planning an evening out
Two monologues: live music
Article: Film-making has
changed a lot in the last 100
years - or has i t ...?
Article: The three best music
festivals you've probably never
heard of
A blog about staying at home
Recommending a film or TV show
A music experience
Recommending and responding; Asking someone to wait Live music An article about a form of entertainment Contrasting ideas; The structure of an article
Conversation: trying new sports Taking new opportunities
Monologue: volunteering
Article: Searching for
serendipity
A web page about volunteering; Emails giving advice
A past event that made life better
Talking about possible problems and reassuring someone; Changing the subject Volunteering An email with advice Advising someone a course of action
Audioscripts p.162 Phonemic symbols and Irregular verbs p. 174
1А
Keeping in touch
Learn to talk about different forms of communication
О Subject and object questions
о Com munication
D VOCABULARY C o m m u n icatio n
a С J> Look at photos a -e below and answ er the q u e stio n s using w ords fro m th e box. 1 How are the people communicating?
face to face expressing feelings giving a presentation interviewing telling a joke keeping in touch speaking in public giving opinions
2 When was the last time you were in a similar situation to each of the photos? 3 Which situations in the photos do you enjoy? Which don’t you enjoy? Why?
b ® m Pronunciation Do th e u n d e rlin e d vowels
have a long or a sh o rt sound? Listen and check 1 expressing feelings 4 keeping in touch 2 interviewing 5 giving opinions 3 speaking in public
С © I B Listen again and repeat th e phrases.
d ► Now go to V ocabulary Focus 1A on p. 1 5 2
BREADING
a (--J> Read How do you com municate? on p .9 and answ er th e q u estions. 1 Which generation are you? 2 How many of these generations are there in your family? 3 Which generation are most of the people where you work or study?
b О э Read the a rticle again and m atch quotes 1 - 4 w ith
generations a -d. 1 EH ‘Let’s talk about this over lunch tomorrow.’ 2 EH ‘I had a lovely letter from Emma. I’ll write a long letter back at the weekend.’ 3 EH ‘My Facebook status got 62 likes!’ 4 □ ‘Sorry, I haven’t got time for this. Just tell me what you want.’ a Veterans b Baby Boomers с Generation X d M illennial
С v T h in k about yourself and people of d iffe re n t generations th a t you know. Do you agree w ith the descriptions?
HOW DO YOU
COMMUNICATE?
UNIT 1
What do we all want from life? As well as love and money,
most of us want someone to understand us. But we don't
communicate in the same way. People born at different
times have very different styles of communication. Which
generation are you?
VETERANS
B orn b e fo re 1945, 'V e te ra n s ' are th e o ld e s t an d m o s t e x p e rie n c e d m e m b e rs o f society. T h e y th in k th a t fa m ily life is im p o rta n t and p re fe r tra d itio n a l fo rm s o f c o m m u n ic a tio n. 'V e te ra n s ' are th e ric h e s t g e n e ra tio n , p o s s ib ly b e cause th e y w o rk e d h a rd and w e re loyal e m p lo y e e s.
BABY BOOMERS
A large n u m b e r o f b a b ies w e re b o rn a fte r
- (In th e USA, th e p eak o f th e b a b y „ b o o m was in 1957, w hen e ig h t babies w e re b o rn e very m in u te !) This increase in b irth s was ca lle d a 'b o o m ', w h ich gave th e nam e to a g e n e ra tio n. These p e o p le have m o n e y and g o o d jo b s. M any are in p o s itio n s o f pow er. T hey are o p tim is ts and like fa c e -to -fa c e c o m m u n ic a tio n.
GENERATION X
'G e n e ra tio n X ' w as b o rn a fte r 1965. They are in d e p e n d e n t th in k e rs and w a n t to be d iffe re n t fro m th e ir parents. T hey have seen th e in tro d u c tio n o f th e h o m e co m p u te r, v id e o gam es, s a te llite TV and, o f course, th e in te rn e t, so th e y are g o o d a t a d a p tin g to changes. This g e n e ra tio n is busy - th e y d o n 't w a n t to w a it to hear w h a t you say.
MILLENNIALS
'M ille n n ia ls ' w ere b o rn a fte r 1980. T hey are c o n fid e n t, th e y like c o m p u te rs , and w o rk w e ll in team s. Fam ily and frie n d s are m ore im p o rta n t th a n w o rk , b u t th e y sp e n d a lo t o f tim e o n lin e. In fa ct, 65% o f M ille n n ia ls say th a t losing th e ir p h o n e o r c o m p u te r w o u ld c h a n g e th e ir d a ily ro u tin e m o re th a n losing th e ir car.
В GRAMMAR
S ubject a n d ob ject q u e s tio n s
a Look at th e q u e stio n s and answ ers and u n d e rlin e th e co rre ct w ords in rules a -c. 1 Which of the generations grew up in the digital age? Millennials. 2 What do we want from life? Someone to understand us.
a The answer to question 1 is the subject/
object of the verb in bold,
b The answer to question 2 is the subject/
object of the verb in bold,
с We use the auxiliary verbs do, does, did in
subject / object q uestions.
b Are th e q u e stio n s below s u b je c t or o b je c t questions? 1 Who do I give this to? 2 What happened to your leg? 3 Which of these books do you want to borrow? 4 Who gave you the flowers? 5 Which car uses less petrol? 6 What did he say to you?
С Ъ Now go to G ram m ar Focus 1A on p. 1 3 2
d Make q u e stio n s w ith th e w ords below. 1 Who / phone / you / yesterday?
2 Who / you / email / yesterday?
3 What / you and your friends / talk about?
4 What / make / you and your friends / laugh?
5 Which of your friends / you / see / every day?
6 Which of your friends / know / you / best?
e Q i D iscuss th e q u e stio n s from 3 d. Ask fo llo w -u p q uestions.
W ho p h o n e d you yesterday? My mum p h o n e d me.
What d id you talk about?
О
learning English
Learn to describe experiences in the present
@ Present sim ple and continuous
О Gradable and extrem e adjectives
П SPEAKING
a Q f c D iscuss th e q u estions.
1 How many languages can you say ‘Hello’ in? 2 How many languages can you order a meal or have a simple conversation in? 3 What language are you best at (apart from your own)? Ola
Dy b a n n e e diu
Сэлем!
Hallo
H e e b e e
Choose one idea below and c o n tin u e using because.
W rite your idea. Learning a new language is like ...
- falling in love
- going on an endless journey
- being a child
- growing plants in a garden
- learning a musical instrument Learning a language is like falling in love, because i t ’s exciting a t th e beginning, and then i t becomes hard work.
GutenTag Gouden Dai Salut
Bonjour H a lito Salute
Hafa a d a i Q'kemi G uuten takh
Bon die! Servas Tungjatjeta
Ahoj Bhraio G o 6 a n d a g Hoi
Salud Hoia / Bonos dies Bon dia
С O * Read your sentences to each other. Do you agree w ith each o th e r’s ideas?
d С Ш Look at photos a -d and d iscuss th e q u estions. 1 What are the advantages and disadvantages of each way of learning a language? 2 Which have you tried? Have you tried any other ways?
BREADING
Read Can you really learn a language in 2 2 hours?
q u ic k ly and answ er th e q u estions. 1 What is Memrise? 2 Why is Jon Foster using it? 3 How much has he learnt?
Read th e a rtic le again and choose th e co rre ct answers fo r q u e stio n s 1 -. The writer wants to learn Lingala because he ... a loves new languages, b wants to talk with the people who speak it. с wants to try Memrise. Ed Cooke wants learners to ... a enjoy learning more, b improve quickly, с do more vocabulary practice. ‘Mem’ is ... a the Lingalese word for ‘engine’, b a translation of a new word. с a picture that helps people remember new words.
4 Where do the mems come from? a Ed Cooke creates them. b Users can create mems for themselves and other users, с Every user creates mems only for themselves.
С M atch the w ords in bold in the a rticle w ith m eanings
1 - 8 below. 1 getting better 2 changes a word from one language into another 3 what someone wants to do 4 learnt something so that you remembered it exactly 5 something difficult which tests your ability 6 able to communicate freely and easily 7 to make someone remember something 8 do something again
d v J W ould you like to use M em rise? Why / W hy not?
CAN YOU REALLY
LEARN A LANGUAGE IN
WE ALL KNOW THAT PEOPLE LEARN BETTER IF THEY ENJOY LEARNING.
Jon Foster reports on an app that makes learning a new language like playing a game.
I’ve never been much good at languages. But next month,
I’m travelling to a remote area of Central Africa and my aim
is to know enough Lingala - one of the local languages - to have a conversation. I wasn’t sure how I was going to manage this - until I discovered a way to spend just a few minutes, a few times a day, learning all the vocabulary I’m going to need. To be honest, normally when I get a spare moment at home, I go on Facebook or play games on my phone. But, at the moment, I’m using those short breaks for something more useful. I’m learning a foreign language. And thanks to Memrise, the app I’m using, it feels just like a game. ‘People often stop learning things because they feel
they’re not making progress or because it all feels like too
much hard w ork,’ says Ed Cooke, one of the people who created Memrise. ‘We’re trying to create a form of learning experience that is fun and is something you’d want to do instead of watching TV.’
And Memrise is fun. It’s a challenge. It gives you a few new
words to learn and these are ‘seeds’ which you plant in your ‘greenhouse’. (This represents your short-term memory.) When you practise the words, you ‘water your plants’ and they grow. When the app believes that you have really remembered a word, it moves the word to your ‘garden’. You get points as your garden grows, so you can compare yourself to other Memrise users. I want to get a high score and go to the next level. And if I forget to log on, the app
sends me emails that remind me to ‘water my plants’.
The app uses tw o principles about learning. The first is that people remember things better when they link them to a picture in their mind. Memrise
translates words into your own language, but it
also encourages you to use ‘mems’ - images that help you remember new words. You can use mems which other users have created or you can create your own. I
m emorised motele, the Lingalan word for ‘engine’, using a
mem I created - I imagined an old engine in a motel room. The second principle is that we need to stop after studying
words and then repeat them again later, leaving time
between study sessions. Memrise helps you with this, because it’s the kind of app you only use for five or ten minutes a day. I’ve learnt hundreds of Lingalan words with Memrise. I
know this w on’t make me a fluent speaker, but I hope I’ll
be able to do more than just smile and look stupid when I meet people in the Congo. Now, why am I still sitting here writing this? I need to go and water my vocabulary!
С Те
Everyday English
Well, if you ask m e ...
D LISTENING
a Q i D iscuss th e questions. 1 Do you enjoy meeting new people? 2 Do you usually decide what you think of someone from a first impression? Or do you get to know them first?
b Q i Look at th e photo above. W hat do you th in k th e cu sto m e r is buying?
С © H Q W atch or liste n to Part 1 to check. b
d © П А W atch or liste n again and u n d e rlin e th e co rre ct answers. 1 Becky is buying flowers because she’s с
going to someone’s house / getting married.
2 She doesn’t want roses because
she doesn’t like them / they're too romantic.
3 She likes / doesn’t like the tulips.
4 She will buy flowers in another shop / come
back later.
e С & Look at th e photo below rig h t and
answ er th e q uestions. 1 Where are the people? 2 What are they doing?
Giving an d re sp o n d in g to o p in io n s
© H Q Listen and c o m p le te th e sentences w ith one w ord.
1 Well, in m y , roses are always a good option. 2 I _____ something like tulips might be better. 3 I _____ it’s going to be impossible with another florist’s in the same street. 4 Well, if y o u me, it’s not worth worrying about until we know for sure.
Put th e w ords in th e co rre ct order to m ake m ore fo rm a l phrases fo r g ivin g an o p in io n. 1 it / me / seems / that / to 2 as / as / concerned / far / I’m
Look at five ways of respo n d in g to an o p in io n. Does the speaker agree (A) or disagree (D)? 1 I know what you mean, but... ___ 2 I know exactly what you m ean. ___ 3 I’m not so sure about th a t------- 4 That’s right ____ 5 I see where you’re coming from, but... ___
В USEFUL LANGUAGE
a
f © H Q W atch or liste n to Part 2 to check.
g © H Q W atch or listen again and answer the q uestions. 1 What will happen to the bookshop? 2 What problem will this cause for Rachel? 3 What is Mark’s advice? 4 What does Rachel say happened at work?
Leam to give and respond to opinions
Q Word groups
0 Using me too / me neither
d
e
Tick ( / ) th e sentences you agree w ith. Change th e oth e r sentences so you agree w ith th e m. 1 English is an easy language to learn. 2 It’s d ifficu lt to communicate with older people. 3 First impressions are important when you meet someone.
Q i Give your o p in io n s from 2d and respond.
- В PRONUNCIATION W ord g ro u p s •
a ©HQ Listen to these sentences. N o tice w here the
speaker pauses to m ake th e message clearer. I’m really worried. Jo phoned today with some bad news.
b © H Q Listen to th is s im ila r sentence. Does th e speaker pause? I’m really worried I won’t make enough money.
С Look at th e co nversation. W rite // w here you th in k th e speakers pause. Rachel Oh, I'm sorry, love. I’m just a bit worried. Jo phoned today and said that the old bookshop is going to be turned into another florist’s. Mark The bookshop on the corner? I didn’t know they’d sold it. Rachel Me neither. But what am I going to do? It’s hard enough already to make money, but I think it’s going to be impossible with another florist’s in the same street.
d © П В Listen and ch e ck.
□ CONVERSATION SKILLS
U sing me too / me neither
а ©Ш й Listen and u n d e rlin e th e co rre ct words.
Mark The bookshop on the corner? I didn’t know they’d sold it.
Rachel Me tool neither.
Mark Hey, don’t worry about it. Let’s just forget about work. Personally, I need a relaxing evening!
Rachel Me tool neither.
1 We use Me too and Me neither to say we' agree or are
in the same situation.
2 We use Me too after a positive sentence.
3 We use Me neither after a negative sentence.
b C om plete the exchanges w ith appropriate responses. 1 A I need a nice cup of tea. В _____________ 2 A I don’t really like watching football. В _____________ 3 A I wasn’t invited to the wedding. В _____________ 4 A I’m looking forward to the party. В _____________ 5 A I don’t really eat chocolate. В _____________ 6 A I hate going out in the rain. В _____________
a T h in k of an exam ple of:
- a good way to meet new people
- a good way to make a good first impression
- a good topic of conversation with someone you don’t know well
- a good reason to dislike someone you’ve just met.
b С J> D iscuss your ideas in 6a.
If you ask me, the best way to make a g o o d impression is to use p e o p le ’s names a lot. I’m n o t so sure a b o u t that.
Unit Progress Test
CHECK YOUR PROGRESS
You can now do the Unit Progress Test.
b © И Д W atch or liste n to Part 3 and check your ideas.
С С J> D iscuss th e q u e stio n s 1 How would you feel in Becky’s situation? 2 How would you feel in Rachel’s situation? 3 Have you ever made a bad first impression?
□ SPEAKING
□
UNIT 1*
LISTENING
а С M Look at th e photo. W hat is happening? W hat do you th in k w ill happen next?
UNIT Г
WHAT KIND
OF LEARNER
ARE YOU?
Different people learn in different ways. In order to find the most useful way to learn new information, it’s a good idea to think about the kind of learner you are: visual, auditory or kinaesthetic. Knowing your learning style helps you study more effectively, so you remember what you have learnt more easily. Remember, you don’t just learn when you study - this advice can also be useful for learning at work or in your free time.
VISUAL LEARNERS
It helps to study in a quiet place so that you can
ntratP To learn new information, try to think of
^ " Г e t v lu l head or maKe a diagram to h i g h l y
different points. ’This technique helps your mem ry
and iit means you can find the information eas.ly
when you look at your notes again.
AUDITORY LEARNERS
vnT 3 A 'T Is a 900d wayfory°uto learn. Read
У ur notes aloud, then cover them and try to say them
you’re talk' т А you re talking to people. If you are ОГУ' AIS° ' t,V t0 USe new studying (^) wordswhen
- ~ ,ar t0piC’ yOUo can listen t0 podcasts that
include this vocabulary. 2These ideas should help you
remember what you need to know.
These descriptions are only a guide. Most people have
a mixture of learning styles. To study successfully, you
■eed to experiment and find the most suitable method.
В WRITING SKILLS Introducing a purpose; referring pronouns
a Look at these sentences from the article.
Circle the words or phrases in the underlined
parts which introduce the purpose in each
sentence.
1 In order to find the most useful wav to learn new information, it’s a good idea to think about the kind of learner you are ... 2 Knowing your learning style helps you study more effectively, so you remember what vou have learnt more easily. 3 To learn new information, try to think of an image in your head.
b U nderline other examples of purpose words/
phrases in the article.
С Join the sentences using purpose words/
phrases. More than one answer is possible.
1 I write the new words in a vocabulary notebook. I remember them. 2 I practise pronunciation. I record myself saying words on my phone. 3 I write grammar rules on a piece of paper. I understand them better.
d Look at sentences 1 -3 in bold in the article
and underline the correct words in the rules.
a This and these refer to ideas already mentioned /
new ideas.
b In sentences 1 and 3, this refers back to
one word / a complete idea.
с We sometimes put a noun / an adjective after
this and these.
Q WRITING A guide
a Think of a skill you know how to do well.
It can be som ething to do w ith study, work,
sport or a free-tim e activity. Make notes
using these questions.
1 How easy is it to learn this skill? 2 What are the problems people have when learning it? 3 What are good ways to learn this skill? 4 Why are they good ways?
b Write a guide on how to learn th is skill.
Use words/phrases to introduce purpose and
this or these, if possible, to refer back to
ideas.
С Q j> Work in pairs. Read your partner’s
guide. How easy do you th in k it would be to
learn th e ir skill?
yourself UNIT
Review and extension
П GRAMMAR
a v Ш C om plete th e q u estions. Then ask and answ er th e q u estions. 1 You live with someone.
Who do you live with?
2 Something woke you up this morning. W hat _________________^ this morning? 3 You talk to someone every day. W ho _________________ every day? 4 You read something yesterday. W hat __________________ yesterday? 5 Something has made you laugh recently. W hat _________________ recently? 6 Someone speaks to you in English. W ho _________________ in English? 7 You khow different ways of learning English. Which different ways of learning English ______________ Some ways of learning English work best for you. Which ways of learning English ________________
b Four o f th e sentences below have a m istake. T ick ( / ) th e fo u r co rre c t sentences. 1 О John’s having a shower. 2 EH I think we need a new laptop. Are you agreeing? 3 □ I’m hardly ever writing letters. 4 EH You look sad, Maria. What do you think about? 5 EH Monkeys communicate with sounds. 6 EH I don’t know at the moment. 7 □ Carrie doesn’t work this week because she’s ill. 8 EH I’m getting cold.
□ VOCABULARY
a C om plete th e sentences w ith th e verbs in th e box.
argue complain give express keep persuade speak tell
Are you going to _ about the terrible food? Let’s in touch. Can y o u a joke? I don’t want t o ______ a presentation. He prefers t o his opinions in writing. She's trying t o me to go on holiday with her. When did you la st in public? I try not t o with my boss - even when he’s wrong!
b M atch th e extrem e a d je ctives in th e box w ith gradable a d je ctive s 1 -.
awful brilliant enormous exhausted filthy freezing furious tiny
1 big 5 tired 2 dirty^6 angry 3 small^7 bad (^4) cold 8 good
□ WORDPO!
a M atch sentence be g inn in g s 1 - 6 w ith en d ing s a -f. 1 EH Why do you keep talking 2 EH This room needs a lot of work, but you can do 3 EH Come in! Make yourself 4 EH Good luck at the interview! Just be 5 П Bye! Have a wonderful time! Look 6 EH Are you OK? Have you a after yourself and have fun - enjoy yourself! b yourself and tell yourself ‘I can do this!’, с to yourself? Is it because you’re teaching yourself German? d hurt yourself? e at home, and help yourself to food and drink, f it yourself - you don’t need to pay someone.
b U n d e rlin e th e c o rre c t w ords in th e rule.
We use yourself \n the phrases in bold in 3a because
the object of the verb is the same as / different from the
subject of the verb.
С U n d e rlin e th e co rre ct words.
Is it possible to help / teach yourself how to swim?
You could pay someone to clean the car or you could
do / do it yourself.
There’s a lot of food in the fridge. Please help / make
yourself.
Don’t copy other people. Be by / Be yourself.
Sit down. Make yourself to / at home!
You should te ll/ tell to yourself ‘I’m wonderful!’ every day.
d C om plete th e q u e stio n s w ith th e co rre ct fo rm of the
verbs in th e box and yourself.
enjoy hurt look after talk to teach
1 Have you ever. how to do something? What was it? Was it easy or difficult to learn? Do y o u? Do you eat well and get enough sleep? Have you ever at home? Did you have to go to hospital? Do you ever. Are y o u ____
? What do you say? right now? If not, what would make you happy?
e Q > D iscuss th e q u e stio n s in 3 d.
18
REVIEW YOUR PROGRESS
How w ell d id you do in th is unit? W rite 3, 2 or 1 fo r each o b je ctive. 3 = very w ell 2 = w ell 1 = not so w ell
\ 1CAN ...
talk about different forms of communication. □ describe experiences in the present. □ give and respond to opinions. □ write a guide. □