0% found this document useful (0 votes)

3K views318 pages

Understanding Cultural Identities and Perceptions

The document discusses various topics related to culture and identity. It describes 4 articles or sections: 1) An article about how we perceive other cultures. 2) A section on culture and color that includes quizzes about color. 3) A piece called "A World Together" that explores the meaning of globalization. 4) A video called "Faces of India" about the photographer Steve McCurry.

Uploaded by

ngocbaohmt

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

3K views318 pages

Understanding Cultural Identities and Perceptions

Uploaded by

ngocbaohmt

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

FEATURES

10 How we see other cultures

How we think about cultural groups

12 Culture and colour

Do quizzes about colour

14 A world together
Find out what globalization really means

18 Faces of India
A video about the photographer Steve McCurryAZ

2 Listen to an extract from a TV programme on world cultures. Check your

ideas from Exercise 1. Track 1
1 North America / the United States
2 traditional clothes
3 her horse, her clothes

1 People from all cultures need a sense of …

2 Many Native American children learn to ride …
3 Wearing the colours of our favourite team says ‘We …’
1 group identity.
2 a horse before they learn to ride a bike.
3 belong to this group.

4 Work in pairs. Do you belong to any of these groups? Tell your partner about
them or any other groups you know about.

See next slide for answers

EXAMPLE ANSWERS
Cultural societies: book club; film club; choir; drama club or amateur
dramatics society
Educational classes: language lessons (e.g. Spanish class); guitar or
piano lessons; art or drawing classes
Family groups: close family or extended family; family or ‘clan’
reunions
Hobby groups: clubs for people interested in gardening, pottery,
sewing or knitting, crafts or car maintenance, etc.
Online communities: social networking sites such as Facebook; more
specific user groups such as video gamers
Sports clubs: golf or tennis club; football teams; supporters clubs; gym
membership

When we look at people and cultures all around the world, we find similar things. For
example, people need a sense of group identity. Look at this Wanapum girl with her
horse. She’s taking part in a traditional meeting of Native Americans in the state of
Oregon. It’s a special occasion that happens every September. Horses are very
important in Native American culture and many children learn to ride a horse before
they learn to ride a bike. In the past, they helped people hunt for food and helped
people carry things from camp to camp. And horses eat grass, so they are easy to feed.
The girl’s clothes are also important. The colours of Native American traditional dress
mean different things to different tribes. For example, red can mean earth or blood,
and white can mean winter or death. Around the world people wear traditional dress,
uniforms or the colours of our favourite sports team to say the same thing – we belong
to this group.

2 Read the article and

check your ideas from
Exercise 1.

baseball cap – the United States

straw hat – Vietnam
bowler hat – United Kingdom
sombrero – Mexico
bush hat – Australia
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1a-p. 10
How we see other cultures Track 2

My neighbour recently came back from holiday. I guess he was in Australia – he’s wearing
one of those bush hats with corks around it everywhere he goes. I’m curious about why
we identify places by things like hats. I mean, baseball caps are certainly popular in the
United States, but I’m looking out of my window (I live in central London) and nobody is
wearing a bowler hat. And you don’t see many Mexicans with sombreros or Vietnamese
with straw hats in everyday life either.
The question is, why do we think about other national groups in this way? According to
psychologists, it’s because people put the things they meet in the world into groups. We
do this for several reasons. First, it means that our brain doesn’t work so hard because it
doesn’t need to analyse every new individual thing that we meet. Another reason is that
when we understand (or think we understand) something, we can make predictions
about it – we know what kind of behaviour to expect. Finally, it seems that we all love to
feel good about ourselves and the group we belong to. This is easier when we put others
into groups too.
So is it a good thing or a bad thing to have these general opinions? Perhaps the first and
more important question is to ask ourselves if the things we believe about other groups
are actually true. And in the case of hats, I don’t think it is!

5 Look at the grammar box. Which verb form do we use for these things?

1 things which are permanent or generally true present simple

2 things which are temporary or in progress at the time of speaking
present continuous

1 a I work / I’m working for a large cultural organization.

b I work / I’m working extra hours. It’s the busy season at work.
2 a We live / We’re living with my parents until our flat is ready.
b We live / We’re living just outside the city.
3 a The kids are / are being naughty today. Sorry!
b The kids are / are being usually very good.
4 a She has / She’s having an exam every week.
b She has / She’s having some problems with her school work.

1 Dynamic verbs are / are not used in both the continuous and simple form.
2 Stative verbs are not normally used in the continuous form / simple form.

1 Jake’s on the phone. He tells / He’s telling Pat about his holiday.
2 What do you think / are you thinking of my hat?
3 Do you remember / Are you remembering last summer?
4 I hear / I’m hearing you have a new job.
5 Maria’s at the travel agent’s. She asks / is asking the dates of the flight.
6 I want / I’m wanting to pass my exams first time.
7 Sorry, I don’t know / I’m not knowing the answer.
8 Do you make / Are you making coffee? Great.

believe mean seem

understand wonder realize
remember sound suppose
taste
need hate
like love prefer
belong contain
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1a-p. 11
Word focus love EXAMPLE ANSWERS
1 accepting an invitation
12 Work in pairs. Look at this extract from the article. Then look at how love is
used in the sentences. When could you use each expression?
… we all love to feel good about ourselves …
2 when you’re out in the rain – depending on
1 I’d love to! Thanks. how you say this, it could mean you really
2 I love walking in the rain. enjoy the experience, or it could be ironic –
you actually mean ‘hate’
3 Lots of love, Jenna. 3 at the end of a letter to a friend or family
4 We love the summer. member
4 neighbours talking to each other over the
5 Please give Oscar our love. garden wall, for example
6 The story of two strangers who fall in love.
7 They are very much in love. 5 in a conversation when talking about a
friend or family member – Oscar is not
8 I’m loving it. with you, but you are talking about him
6 on the front cover of a book or in a trailer for a film
7 talking about two people
8 when you’re enjoying an experience (especially younger people)
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1a-p. 11
13 Work in pairs. Write two-line exchanges using the expressions in Exercise 12.
Then act out your exchanges.
A: Do you want to come for something to eat after class?
B: I’d love to! Thanks.

EXAMPLE ANSWERS
1 A: Do you want to come for 5 A: Please give Oscar our love.
something to eat after class? B: I will. He’ll be happy to hear
B: I’d love to! Thanks. from you.
2 A: I love walking in the rain. 6 A: This looks interesting, 'The
B: Me too! I love being wet! story of two strangers who fall
3 Thanks for my birthday present. in love.’
See you soon B: It’s a beautiful story – you
must read it.
Lots of love,
7 A: Are they going to get married?
Jenna x
B: Yes. They are very much in
4 A: We love the summer. love.
B: We love it, too. I love being in
8 A: Are you enjoying your course?
the garden.
B: Yes. I’m loving it.

1 remember / first English class?

2 clubs / belong to?
3 how many languages / know?
4 hours sleep a night / need?
5 any food / hate?
6 prefer / tea or coffee?
7 food / love?

A: Do you remember your first English class?

B: No, why? Do you?

1 He’s feeling a bit blue today. sad

2 He just saw red! angry
3 He’s in a black mood today. angry or sad or both

1 What are two things that make you happiness / happy?

2 When did you last have some good luck / lucky?
3 Can you tell me if you are brave / bravery?
4 What achievements are you pride / proud of?
5 Do you think anger / angry is a good thing?
6 Do you know who the most power / powerful person in the world is?

love or anger
luck
India
China power
orange happiness
love
Mexico
international

5 Do these colours mean the same in your culture? What’s your favourite
colour?

A: Do you want to do this quiz with me?

B: OK. What’s it about?
A: Colours and what they mean around the world. For example, look at this photo.
Where are the women going?
B: I don’t know. To a party?
A: No, they’re guests at a wedding in India. The guests and the bride herself wear
bright colours. OK, here’s your next question. Do you think red means different
things in Eastern and Western cultures?
B: Yeah, I think it does. I always associate red with strong emotions like love or anger.
A: Let me check the answers … that’s right. And in Eastern cultures red often means
luck. Oh, and bravery too. OK, next: Do you know where yellow means knowledge?
B: Well, a yellow jersey means the winner of the Tour de France to me!
A: Well, there are two options. Do you think it’s China or India?
B: I think it’s … oh, China.
A: Let’s see … no, you’re wrong, it’s India. And in China, yellow means power. So
maybe you should wear yellow when you finish your studies!
B: Well, I didn’t know that. What’s the next question?

A: OK … which colour means happiness in Japan? Orange or pink?

B: Oh I know this, it’s orange.
A: Yes, it is! How did you know that? Amazing! It’s happiness and love. OK, the next
one’s about the colour blue. Do Mexicans wear blue to a funeral?
B: I’ve got no idea. I’d say people usually wear black for funerals, but is it different in
Mexico?
A: Yes it is. It says here that blue is associated with death. That’s a bit sad.
B: Are there any more questions?
A: Yeah, the last one is, who uses green as their symbol? There are two options, but
I’m not going to tell you them. It’s too easy.
B: Green? Something to do with nature … ? Oh yes, it’s international really.
Environmentalists and conservationists … that sort of thing.
A: Of course it is! Now, here’s a quiz all about the colour green. Do you want to have a
go?

6 Look at the grammar box. Which type of question has the same subject–verb
word order as affirmative sentences? subject questions

7 Look at the quiz in Exercise 3 again. Which questions are object questions?
Which are subject questions?
object questions – 1, 2, 3, 5 (point out the use of auxiliary
verbs: are, Does, does and Do in these questions)
subject questions – 4, 6
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1b-p. 13
8 Write questions for these answers. Begin with the words in brackets.

1 Mexicans wear blue at funerals. (who)

Who wears blue at funerals?
2 Yellow means happiness in Egypt. (which colour)
Which colour means happiness in Egypt?
3 Some people wear purple on International Women’s Day. (what colour)
What colour do some people wear on International Women’s Day?
4 Picasso painted a white dove as a symbol of peace. (who)
Who painted a white dove as a symbol of peace?
5 Red means anger in many cultures. (what)
What does red mean in many cultures?
6 The United States president lives in the White House. (who)
Who lives in the White House?

b Listen again and repeat the questions. Track 4

10 Look at the grammar box. What is the order of the subject and verb in
indirect questions? subject then verb

13 Complete these blue and yellow quiz questions with verbs or question words.
1 Where _______
does the Blue-footed booby live?
Who lives in the Blue House in South Korea?
2 _______
Do you know the name of the country where
3 _______
the Blue Nile begins?
Which part of the USA is famous for Blues music?
4 _______

are yellow taxi cabs from originally?

1 Where _______
2 Which fruit _______
does the Californian Fruit
Festival celebrate?
Which sport gives a yellow jersey to the
3 _______
winner?
4 Can you tell me where the house that inspired
Van Gogh’s ‘Yellow House’ painting _______?
is
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1b-p. 13
14 Work in two pairs within a group of four.

Pair A: Turn to page 153 and follow the instructions.

Pair B: Turn to page 154 and follow the instructions.

Globalization is the increase in international trade and investment – which

has driven the movement of people, goods, capital and ideas across
borders leading to the result that the speed of exchange is much cheaper
and faster.
2 Give examples of globalization

- The exchange of goods and services between nations.

- The ability to travel and experience other places and cultures.
- Integrated banking systems allow capital to flow over borders.

Globalization is the idea that companies are now working in many different
_______________
countries and the culture of different _______________
countries is
becoming similar.

2 Read the article quickly. Which paragraph(s) talk(s) about business? Which
talk(s) about culture?
business – paragraph 2 (also some mention in 3)
culture – paragraphs 1, (also some mention in 2), 3 and 4

We are in the middle of worldwide changes in culture. Popular culture is crossing

from one country to another in ways we have never seen before. Let me give you
some examples. One day, I’m sitting in a coffee shop in London having a cup of
Italian espresso served by an Algerian waiter, listening to American music playing
in the background. A few days later, I’m walking down a street in Mexico – I’m
eating Japanese food and listening to the music of a Filipino band. In Japan, many
people love flamenco. Meanwhile, in Europe, Japanese food is the latest in-thing.
European girls decorate their hands with henna tattoos. It’s the globalization of
culture.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1c-p. 15
Track 5

This globalization of culture follows on from the globalization of business.

Modern industry now has a worldwide market. Businesses make their
products in one country and sell them in another. Companies employ people
on one continent to answer telephone enquiries from customers on a
different continent. It’s true that buying and selling goods in different
countries is not new. But nowadays, everything happens faster and travels
further. In the past, there were camel trains, ships and railways. Then planes,
telephones and television brought us closer together. Television had fifty
million users after thirteen years, but the internet had the same number after
only five years. Today the internet can connect us all in real time as together
we watch the same news story as it happens, anywhere in the world.

How do people feel about globalization? It depends on where they live and
how much money they have. Not everyone is happy about globalization. More
than a fifth of all the people in the world now speak some English. Some
people believe that there is a kind of ‘cultural attack’ from the English
language, social media, and McDonald’s and Starbucks. But I have a more
positive view. I think that cultures are strong and countries don’t need to lose
their national identity. In India, there are more than four hundred languages
and several different religions – and McDonald’s serves mutton instead of
beef and offers a vegetarian menu. In Shanghai, the television show Sesame
Street teaches Chinese values and traditions. As one Chinese teacher said,
‘We’ve got an American box with Chinese content in it.’

But there is one thing that is certain – globalization is here to stay. And if that
means we’ll understand each other better, that’s a good thing.

1 Which two recent experiences demonstrated globalized culture to the

author?
(paragraph 1)
2 Which four things have increased the connections between countries?
(paragraph 2) 2 planes, telephones, television, the internet
3 Which four things do some people think have a negative effect on other
cultures? 3 the English language, social media, McDonald’s,
(paragraph 3) Starbucks
1 One day he’s sitting in a coffee shop in London having a cup
of Italian espresso served by an Algerian waiter, listening to
American music playing in the background; A few days later,
he’s walking down a street in Mexico eating Japanese food
and listening to the music of a Filipino band.

4 Work in pairs. Does globalization affect you or someone you know? How?

Choose the correct word

heavy/severe traffic
heavy/strong/severe wind
heavy/strong/severe/hard rain
they hit me so hard/strong
Example:
The heavy rain and heavy traffic made me late for my appointment.
The strong wind whipped the waves up into three-metre-high breakers.
They hit me so hard that I found it difficult to stay on my feet.

5 Look at the wordbuilding box. Complete the sentences with these words.
Then find the collocations in the article and check your answers.

1 culture
Television is a good example of popular _______________.
2 Nowadays companies have a worldwide _______________
market of customers.
3 menu
My local cafe has a great vegetarian _______________.
4 I think speaking foreign languages is a good _______________.
thing
5 identity
Drinking tea is part of the English national _______________.
6 I try to have a positive _______________
view of changes in my life.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1c-p. 14
6 Work in pairs. Think of at least one more collocation with each adjective in
Exercise 5. Then ask and answer questions with the collocation.

Do you like vegetarian food?

EXAMPLE ANSWERS
worldwide popularity/web
popular programme/celebrity
good idea/education
national anthem/team
positive thinking/contribution

8 Giving examples is one way of helping to make a point. Underline examples

of these things in the article.
1 how popular culture moves from one country to another
(paragraph 1)
2 globalization in business
(paragraph 2)
3 how ‘national cultures are strong’
(paragraph 3) See next slide for answers

9 How did the author’s examples help you understand what globalization is?
See next slide for example answers

1 One day, I’m sitting in a coffee shop in London having a cup of Italian espresso
served by an Algerian waiter, listening to American music playing in the
background. A few days later, I’m walking down a street in Mexico – I’m
eating Japanese food and listening to the music of a Filipino band. In Japan,
many people love flamenco. Meanwhile, in Europe, Japanese food is the latest
in-thing. European girls decorate their hands with henna tattoos.
2 Businesses make their products in one country and sell them in another.
Companies employ people on one continent to answer telephone enquiries from
customers on a different continent.
3 In India, there are more than four hundred languages and several different
religions – and McDonald’s serves mutton instead of beef and offers a
vegetarian menu. In Shanghai, the television show Sesame Street teaches
Chinese values and traditions. As one Chinese teacher said, ‘We’ve got an
American box with Chinese content in it.’

Exercise 9
EXAMPLE ANSWERS
Examples help the reader understand the writer’s point when they are clear and
simple, and when they relate to the reader’s own experience (e.g. most of us have
been to McDonald’s, so we understand this point about globalization).

1 You can eat great international food in my town. There are lots of Thai
restaurants in particular.
2 Internet TV gives you access to programmes from different countries.
Brazilian soap operas are popular here now.
3 There’s lots to do in the evenings in my area. We’ve got a couple of great
theatres.

1 There are lots of Thai restaurants in particular.

2 Brazilian soap operas are popular here now.
3 We’ve got a couple of great theatres.
Here are some other possible alternative example sentences:
1 The High Street has Indian, Chinese and Lebanese restaurants.
2 I watch box sets of my favourite American series online.
3 You can go to the cinema or to the sports centre.

Are any of your clothes made in other countries?

Which international foods do you eat/like?

12 Share the results of your survey with the class. Which international items are
most common?

• Dress appropriately. A dark blue suit is great for a business meeting, a red
tie or scarf suggests power and energy.
• Be punctual, courteous and positive.
• Make sure you know the other person’s name. Use it!
• Make the other person the focus of your attention. Sound interested! Ask
questions!
• Know what you want to say and say it effectively!
• Don’t forget to follow up on your meeting with a phone call or an email.

1 Do the colours and clothes mean the same thing in your country?
2 What does to be punctual mean in your country?
3 Do you use first names or surnames in your country?
4 Which advice is appropriate in your country? Which is not appropriate?

1 Students’ own ideas

2 In the UK, to be punctual for a job interview means exactly on
time – neither too early nor too late. Punctual for work may
mean coming a few minutes early.
3 In the US, people at interview may say Sir or Ma’am. In the UK,
saying Mr Phillips or Ms Finn is more likely.
4 Students' own ideas. You may need to check students
understand appropriate (= right in a particular situation).

Conversation 2:
Be punctual, courteous and positive.
Make the other person the focus of your attention. Sound interested!
Ask questions!
Know what you want to say and say it effectively!

The first pair give the best

performance. They use courteous,
positive but formal language (How
 do you do, Pleased to meet you, I
do, actually) and use their names.

 The second pair are friendly and
 polite but don’t use names and are
 too informal (How are you? Great,
Erm, what about you?). Yuvraj
 talks about himself and does not
 focus on the other person. Thanks
 for your time is not appropriate
 here and sounds very rude. The
 suggestion is that she isn’t going to
be very useful to him!

1
P = Paola, C = Colin
P: Good morning! Allow me to introduce myself. I’m Paola Iannucci.
C: How do you do. My name’s Colin Burke.
P: It’s a pleasure to meet you, Colin. I see you work for an advertising agency.
C: Yes, erm … Paola. I’m the art director at Arrow Agency. I mostly work on web
adverts.
P: Do you? That sounds interesting.
C: It is. We’re developing some really great ideas for advertising. The internet is vital to
an advertising campaign nowadays.
P: Oh, I agree, Colin. I know exactly what you mean – I’m in sales.
C: Oh, are you?
P: Yes, I work for an electronics company. Online sales is very important to our
business.
C: Really? Well, Paola, why don’t I give you my card? Here you are.
P: Thanks. It’s been good talking to you. Let’s stay in touch.

2
L = Lucy, Y = Yuvraj
L: Hello, how are you. I’m Lucy.
Y: I’m very pleased to meet you. I’m Yuvraj Singh. I work for ‘Get fit’ – it’s a chain of
gyms.
L: Oh yes, my brother goes to ‘Get fit’.
Y: Does he? Great. We’re building a big new gym in the town centre here. It’s nearly
ready to open, in fact.
L: Is it? That’s great.
Y: Yes, we’re all really excited about it. Erm, what about you?
L: I’m looking for a new job at the moment, actually.
Y: OK, well, thanks for your time. Let me give you my card. Don’t forget to check out
our new gym when it opens.

a Listen to these exchanges. Notice how the speakers use short questions to
show interest.
Track 7
1 C: I mostly work on web adverts.
P: Do you?
2 P: I’m in sales.
C: Oh, are you?
3 L: Oh yes, my brother goes to Get fit.
Y: Does he?
4 Y: It’s nearly ready to open, in fact.
L: Is it?

b Work in pairs. Practise the exchanges. Track 7

First Impressions
Task: You are at a networking event. Introduce
yourself to as many people as you can and arrange
to follow up useful contacts. You only have two
minutes with each person.

8 Work in pairs. Compare the information you found out about different
people in Exercise 7.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1d-p. 16
1e About us
Writing a business profile
1 Read the information about Go our way! Who (a–d) do you think would be
interested in their services?
a families with young children
b groups of friends
c business travellers
d independent travellers
a, b, d (The website says: advice for all kinds of travel; recommend
the best accommodation for your needs; arrange everything from
the first to the last day of your trip; booked everything for us on
our family trip to Vietnam)
The company is not suitable for c (business travellers) – Go our way!
is an informal name and business travellers usually don’t want small
hotels and guides, or family trips.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1e-p. 17
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1e-p. 17
2 Writing skill criteria for writing

a Read the information again. Choose the correct option.

1 text type: website / letter
2 style: neutral / formal / informal
3 reader: current customers / possible customers
4 purpose: to promote the company / to advertise a product
5 structure: a sequenced text / separate sections of text

b Which features of the text helped you decide your answers to Exercise 2a?
1 website: the layout shows it is a website
2 neutral: The tone speaks directly and personally to the reader (We offer … ,
We help you … , … for your needs).
3 possible customers: We offer advice for all kinds of travel; We help you find
the perfect holiday destination; Our team of experts can recommend the best
accommodation for your needs; We arrange everything from the first to the
last day of your trip.
4 to promote the company: We are a professional travel agency with fifteen
years’ experience; We lead the field in designing personalized trips.
5 separate sections of text: the sections have headings and are in separate boxes
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1e-p. 17
3 Underline these things in the text.

1 travel vocabulary
2 verbs that describe what the company does
1 travel agency, travel, holiday destination, trips, accommodation,
hotels, guides in twelve countries, booked
2 offer (advice), help (you find), lead (the field), recommend, work
(closely with), arrange, book

4 Complete the sentences with some of the verbs you underlined in Exercise 3.

help
1 Our telecommunications company can ____________ with all your
communication needs.
recommend the best strategy for your
2 Let our market researchers ____________
business.
lead
3 As a fast food company, we ____________ the way in healthy food
choices.
help
4 Our personal banking advisors ____________ you save money.

6 Work on your own. Write a profile to promote your business. Use the Go our
way! profile and the categories in Exercise 2 to help you.

7 Work in your groups again. Read your profiles and choose the one which
best promotes your company. Think about the following points.

• accuracy Spelling mistakes do not look professional!

• clarity Does the reader understand exactly what your business does?

EXAMPLE ANSWER
The man is a shepherd with a long
moustache and short, grey beard.
He’s wearing white clothes and a red
turban, silver rings and gold earrings.
He’s carrying a wooden staff. He has
a very bright expression, with bright
eyes and a smile. Perhaps he’s happy.

A shepherd in Rajasthan, India

a Read the sentences. The words in bold are used in the video. Guess the
meaning of the words.
1 The shepherd has two dogs to help him move the sheep.
2 I think the eyes are often a person’s most interesting feature.
3 It takes days to get to Rajasthan as it’s quite remote.
4 The local people dress in a very particular way.
5 My friend always amuses me with his funny stories.

b Match the words in bold in Exercise 2a with these definitions.

2 a part of the face
3 b far from other places, difficult to get to
4 c special, individual or different from others
1 d someone who looks after sheep
5 e to make someone laugh or to entertain someone
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1f-p. 19
While you watch
3 Watch the first part of the video (0.00–0.28). Complete the information about
Steve McCurry.

photographer His first job was working on a

Steve McCurry is a 1 _____________.
newspaper
2 _____________. world
His ambition was to travel and see the 3 _____________.
He’s worked at National Geographic for about 4 _____________
thirty years.

4 Watch the rest of the video and look closely at the people you see. Then work
in pairs and describe the person you remember best from the video.
EXAMPLE ANSWERS
There are many possibilities. For example:
An old man with red hair and a long beard.
An old man with grey hair wearing a turban.
A young man wearing a cap.
A young girl with medium-length brown hair.
A man with a big moustache and a red turban.
A young woman in a bright, red headscarf.

d 1 Rajasthan is home to a a shy person.

e 2 Rajasthan is b gentle and hospitable.
b 3 The people of Rajasthan are c meeting people.
f 4 Some nomads have the job of d some nomadic shepherds.
a 5 Steve McCurry is e strange and wonderful.
c 6 Steve McCurry is interested in f amusing people.

6 Can you remember what Steve McCurry says about photographing faces?
Do you agree? Choose the correct option or watch the last section of the
video (2.29 to the end) again.

It’s the eyes / strange features / the whole face that tell(s) the story.

Part 2
0.29–0.33 Steve McCurry There’s no place in the world that has the depth of culture like India.
0.34–0.52 Narrator For National Geographic photographer Steve McCurry, India is one of his
favourite subjects – full of colour and culture … including some remote villages. Rajasthan is a large
Indian state north of Mumbai on the Pakistan border … home to some nomadic shepherds.
0.53–1.12 Steve McCurry It’s really like going to another planet … the landscape, the way people
dress, their traditions, their religion, the music, the food, almost everything about it is kind of
strange and also very wonderful. The people are very gentle and hospitable, so I feel very
comfortable in Rajasthan, I feel, uh, at home.
1.13–1.25 Narrator Once the big excitement of Steve’s visit calms down a bit, he is able to walk
through the streets and meet the villagers.

b Answer the questions in your own words. Then work in pairs and compare
your answers.
1 Can you think of two places where you feel at home?
2 What do you think is a good way to make a living?
3 Have you been anywhere that felt like another planet?
4 Have you seen anything or done anything which you could describe as
‘kind of strange’?
5 What activities do people do which involve getting warmed up before
they start?
See next slide for example answers

EXAMPLE ANSWERS
1 Perhaps this is a place you go to on holiday, a friend’s house, a local
café.
2 people often say writing, acting or performing; a job where you do
your hobby (an archaeologist who loves history) or get to stay in a
beautiful place (a hotel manager on a Caribbean island)
3 This could be a super-city like Dubai or an amazing natural
phenomenon (Ayers Rock/Uluru in Australia).
4 This could be a an unexplained experience, a suspicious situation or
just something a bit unusual, like an outfit a person was wearing.
5 for example, running, athletics, team sports, rowing, dancing, etc.

• What are the most important features of the group?

• Is appearance or activity more important?
• Do you need to include the place or just the people?

does this prize mean (this prize / mean) to you?

1 Q: What ______________________
A: Actually, I ______________
feel (feel) very proud of myself. I never
expected (expect) to win prizes.
______________
do you decide
2 Q: When you sit down to write, how ______________________ (you /
decide) what to write about?
A: I ______________
don’t know (not / know), really. Sometimes my readers
______________
send (send) me ideas.

2 Are the sentences about Zoe true (T) or false (F)?

1 T (I never expected to win prizes.)
1 She’s surprised to win prizes for her books.
2 F (She says that her
2 She usually writes about what her readers want. readers sometimes
3 She’s writing some articles on Peru and Vietnam. send her ideas, but
3 F (She says she is writing some she doesn’t say if or
magazine articles but she doesn’t how often she uses the
say what they are about.) ideas.)
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
U1 Review-p. 20
3 Work in pairs. Say which tense is used in each gap in Exercise 1 and explain
why.
1 does this prize mean: present simple stative verb
feel: present simple stative verb
expected: present simple stative verb
2 do you decide: present simple dynamic verb for repeated
behaviour don’t know: present simple stative verb
send: present simple dynamic verb for repeated behaviour
3 Which places interest: present simple subject question
has: present simple stative verb
4 Are you working: present continuous (dynamic verb) for
something which is in progress around the time of speaking
’m/am doing: present continuous (dynamic verb) for something
which is in progress around the time of speaking
want: present simple stative verb
5 Can you tell: indirect question
’m/am thinking: present continuous (dynamic verb) for something
which is in progress around the time of speaking

Students’ own answers

power pride sadness

6 Work in pairs. Look at the adjectives in Exercise 5. How often do you feel like
this? What kinds of situations make you feel this way?

Students’ own answers

O1 Hello, how are you? I’m … C 4 Let me give you my card.

C 2 How about meeting again? C 5 Let’s stay in touch.
O 3 How do you do? My name’s … O 6 May I introduce myself?

8 Work in small groups. You are at an event for the travel industry. Act out
conversations with different partners using a suitable expression to begin
and end the conversation.

__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
U1 Review-p. 20
Communication activities
Unit 1b Exercise 14, page 13
Pair A: The Blue Quiz
Ask Pair B the questions without the options. Give them 5 points if they can answer the
question immediately. Give them 1 point if they need to hear the options. The correct option
is in bold.
1 Where does the Blue-footed booby live? 3 Do you know the name of the country
a in South Africa where the Blue Nile begins?
b in Australia and New Zealand a Sudan
c on the west coast of Central and South b Ethiopia
It begins in Lake Tana and
America c Uganda
then joins the White Nile to
The feet of adult female birds are darker than form the Nile river.
those of adult males or young birds. The colour
comes from the fish the birds eat. 4 Which part of the USA is famous for
Blues music?
2 Who lives in the Blue House in South
a the west coast Blues singers sing about
Korea?
b the deep south their difficult life or bad
a the president
c the mid-west luck in love. These people
b the king It’s his official home and can be said to ‘have the
c the prime minister it’s got a blue-tiled roof. blues’.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
p. 153
Communication activities
Unit 1b Exercise 14, page 13
Pair B: The Yellow Quiz
Ask Pair A the questions without the options. Give them 5 points if they can answer the
question immediately. Give them 1 point if they need to hear the options. The correct option
is in bold.
1 Where are yellow taxi cabs from originally? 3 Which sport gives a yellow jersey to the
a Chicago winner? More than 100 years ago, a
b New York a golf newspaper gave money to
c Washington b horse racing pay for the Tour de France.
c cycling The leader’s jersey is the
Mr Hertz started the Yellow Cab Company
(in 1915) because yellow is easy to see from same colour as the paper
a distance. the newspaper was printed
on.
2 Which yellow fruit does the Californian 4 Can you tell me where the house that
Fruit Festival celebrate? inspired Van Gogh’s ‘Yellow House’
a the banana painting is?
b the lemon There are lemon festivals a in Holland Van Gogh spent the
c the pineapple in California every year. b in Spain summer of 1888 in Arles,
c in France in the south of France.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
p. 154
Bringing the world to the classroom and the classroom to life
__________________________________________________________________________________________________________________
N G L . C E N G A G E . C O M / E LT
10/27/2020 National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for 1
teaching purpose only. May not be scanned, copied
A orPduplicated,
A R T OorFposted
CEN to G
a publicly
A G E accessible website, in whole or in part.
FEATURES
22 Music today
How we listen to music today

24 Learning to dance
Why do we dance?

26 Living statues
Entertainment on the street

30 Taiko master
A video about a Japanese art form

1 actor audience dance director

dance – all the others are people
2 choreographer conductor musician play
play (all the others are people)
3 concert dancer musical show
dancer (all the others are types of performance)
4 act comedian entertainer magician
act (all the others are people)
5 band choir orchestra singer
singer (all the others are groups of musicians)
6 ballet clown drama opera
clown (all the others are types of performance)

2 Listen to three people talking about different events. Tick the words in
Exercise 1 they mention. Track 8
1 drama, play
2 choir
3 show, musician

Conductor: a person who directs the performance of an orchestra or choir:

nhạc trưởng

Orchestra: a group of instrumentalists, especially one combining string,

woodwind, brass, and percussion sections and playing classical music: giàn
nhạc giao hưởng

Masked folk dancers and their audience,

Ollantaytambo, Peru

4 Work in pairs. Are you interested in the arts? Discuss these questions.
1 How often do you go to concerts, shows or the theatre?
2 What are your favourite types of events?
3 What traditional events in your country or region do you enjoy?
4 Do you like taking part in things or do you prefer being in the audience?

1
I love going to the theatre and I especially love seeing new drama, but I think a lot
depends on the director. Sometimes, you can get marvellous actors and a great play.
But if the director is wrong, then the whole thing can be disappointing. We usually go a
couple of times a month if we can. We take turns choosing what to go and see.
2
I’ve never been to anything like it before, but I have to say I really enjoyed myself. They
recorded it for television and there were ten different choirs in the competition. The
standard of the singing was excellent. Honestly, they were as good as professional even
though they were all amateurs who just sing in their free time. It’s on every year, so I
am definitely going back next year.
3
I love all the colour and movement, and energy and excitement of events like this.
When there’s a big audience, the atmosphere is brilliant. I think it’s really important to
keep traditional dancing alive, as well. So it’s great when young people join in, like they
do here.

1 bossa nova – Brazil

2 bhangra – India
3 flamenco – Spain
4 reggae – Jamaica
5 Celtic – Ireland
6 township jive – South Africa

The way we listen to and buy music has changed enormously in recent years.
These days it’s hard to find a music store in your local town centre – where have
they all gone? The answer, of course, is online. The number of music websites
has grown incredibly quickly since internet connections became faster and
cheaper. But it’s not only the way we buy music that’s different, it’s also what
we buy. New vinyl records have been hard to find for years. And CD sales have
fallen and MP3 sales are slowing down. In fact, thanks to musicians’ websites
and other streaming websites, we can now choose the music we listen to
without actually buying it. These days our choice is much wider – bands and
singers release their music online direct to the listeners and so it has become
much easier to discover different kinds of music from all over the world. One
thing that hasn’t changed so much, however, is our love of live music. Bands still
go on tour and play at festivals, giving their audiences often unforgettable
experiences.

5 Read the article again. Discuss the questions.

1 Is it easy to find music stores in town centres? Why? / Why not?
2 Why are there more music websites nowadays?
3 How do we listen to music for free?
4 Why is it now easier to listen to international musicians?
1 No, it isn’t easy. They have all gone from town centres.
2 Because internet connections are faster and cheaper these days /than
before / in the past.
3 We can listen to musicians’ websites and other streaming websites.
4 Bands and singers from all over the world release their music online direct.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2a-p. 22
6 Are any of the things in the article true for you? Tell your partner.

Students’ own answers

7 Look at the grammar box. How do we form the present perfect simple?
Which verbs have irregular past participles?
I you/we/they have/haven’t + past participle
He/she/it + has/hasn’t + past participle
fall, go = irregular (fallen, gone)

The way we listen to and buy music has changed enormously in

recent years. (a)
The number of music websites has grown incredibly quickly since
internet connections became faster and cheaper. (c)
New vinyl records have been hard to find for years. (d)
… it has become much easier to discover different kinds of music
from all over the world. (b)

have become
Digital downloads of albums 1 _________________ (become) the most
popular way to buy music in recent years, but not everybody
2 _________________
has lost (lose) interest in vinyl records. Sales of vinyl records
3 _________________
have risen (rise) significantly since 2007. Many buyers are
younger fans who 4 _________________
have realized (realize) that music sounds better
on vinyl. The price of a typical pop CD 5 _________________
hasn’t gone up (not / go up)
have paid
for a while, but some collectors 6 _________________ (pay) thousands of
pounds for original vinyl records by early punk bands.

1 Fado singer Mariza ________________

has sold over a million records worldwide.
2 Charanga bands ________________
have been part of Cuban culture since the
1940s.
3 Most people in the UK ________________
haven’t heard any hoomii music.
4 Punk music ________________
hasn’t had much success in recent years.
5 What ________________
has happened to MTV since YouTube began?
has
6 How many albums ________________ your favourite band
recorded
________________?

for: a couple of days, a few months, a while, ages, centuries, some

time, years

since: 1986, I was a child, July, last Monday, lunchtime, my last

holiday, the day before yesterday

haven’t listened (not / listen) to ________________ for ages.

1 I ________________
’ve lived
2 I ________________ (live) in this town for ________________.
’ve been
3 I ________________ (be) in my current job/class since
________________.
4 I ________________
’ve known (know) my best friend since ________________.
5 I ________________
haven’t been (not / go) to ________________ for months.
’ve had
6 I ________________ (have) my ________________ since last year.

d1 Have you heard Shakira’s new single?

a 2 Do you want to borrow the new James Bond DVD?
yet
b 3 Have you seen the musical Wicked ________?
c 4 I’ve ________
just bought tickets to see Stomp in London!

a No, thanks. I’ve ________seen

already it. I saw it at the cinema.
b Yes, we have. It’s even better than the film.
c Really? Is that show still running?
d No, not ________.
yet Is it as good as her last one?
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2a-p. 23
Speaking
14 Work in pairs. Act out conversations as in Exercise 13. Use these ideas.

A: The new Adele album has just come out. Have you heard it yet?
B: No, not yet. What’s it like?

2 Work in pairs. Tell your partner what changes your moods. Use some of the
expressions in bold in Exercise 1.
I don’t go out dancing very often. But when I do, it puts me in a good mood.

1 Daley runs dance classes for professional dancers.

2 His first students were older people.
3 Many people have found a new social life at his studio.
4 Traditional ballroom dancing has never been popular.
5 Daley has seen how dancing can change people’s moods.
6 He’s had two careers through dance.
1 (I’ve taught hundreds of people to dance …)
F
2 (My first students were young kids …)
F
3 (Many people have found a new social life here …)
T
4 (Traditional ballroom dancing became fashionable a few years
F
ago.)
5 T (One of the great things about dancing is it can really change
your mood. I’ve seen how dancing can affect people.)
6 T (My injuries ended my career as a dancer ten years ago. But
opening the school gave me a new career as a teacher.)

Bruce Daley is the owner of a dance studio in London. He runs dance classes for all ages.
He spoke to us about his work.
‘I adore dancing and I can’t imagine doing anything else with my life. I’ve taught
hundreds of people to dance – it’s wonderful. I opened the studio when I retired from
dancing professionally. My first students were young kids, but these days it has all
changed. Everyone wants to dance. A lot of older people began coming when the big TV
shows started. They say it makes them feel young. It’s wonderful to watch them. Many
people have found a new social life here and made new friends. Two of my older
students even got married last year!
One of the great things about dancing is it can really change your mood. I’ve seen how
dancing can affect people. Traditional ballroom dancing became fashionable a few years
ago. It was really popular with young professional people. Once, a very angry and
stressed-out young man came to class. After a couple of hours, he left with a smile. The
class changed his mood completely.
Dancing has been my life, really. And starting this school was the best thing I’ve ever
done. My injuries ended my career as a dancer ten years ago. But opening the school
gave me a new career as a teacher.

1 make them feel young? keeping fit

2 meet people?
3 have a social life?
4 change their mood?

EXAMPLE ANSWERS
1 keeping fit, buying new clothes, going walking or running, doing
sports
2 joining a club/class, finding friends online, doing voluntary work
3 going out with friends, going to the cinema / local cafe, etc.,
inviting friends round for a meal
4 listening to music, watching TV, having some chocolate, going for
a walk, talking to friends, meditating, doing something creative
(e.g. drawing or writing)

7 Look at the grammar box. Circle the past simple verbs and underline the
present perfect simple forms. Then choose the correct option to complete
the rules.

1 We use the present perfect simple / past simple when we don’t say when
something happened.
2 We use the present perfect simple / past simple when we say – or it is
clear from the situation – when something happened.

1 a Anya Paseka danced professionally for years.

b Anya Paseka has danced professionally for years.
2 a The students went to New York for a week.
b The students have gone to New York for a week.
3 a The show was at the Theatre Royal all summer.
b The show has been at the Theatre Royal all summer.
1 a She danced professionally in the past, but she no longer dances
professionally. Either she has stopped dancing or she is no longer
alive.
b She is still dancing professionally.
2 a They went to New York for a week but are no longer in New York.
b They went to New York less than a week ago and are still there.
3 a It is no longer summer, so the show is no longer at the Theatre
Royal.
b It is still summer, and the show is still at the Theatre Royal.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2b-p. 25
10 Choose the correct options to complete the text. Then listen and check.
Track 13

Bruce 1 was / has been my teacher for about two years now. 2 I started / I’ve
started coming here during a bad period at work. Bruce’s classes are great –
3 I never had / I’ve never had so much fun! 4 I met / I’ve met all kinds of
people here. Some of them 5 became / have become really good friends. At
first, I 6 didn’t know / haven’t known how to dance. But I soon 7 realized /
have realized that you can’t get embarrassed – you just have to dance!
Everyone here 8 felt / has felt the same way at some point.

11 Pronunciation weak forms

a Listen to four sentences from Exercise 10 again. Notice how the verb
have is not stressed in present perfect statements. Track 14
b Work in pairs. Practise saying the four sentences.

Bruce has been my teacher for about two years now. I started coming here during a bad
period at work. Bruce’s classes are great – I’ve never had so much fun! I’ve met all kinds
of people here. Some of them have become really good friends. At first, I didn’t know
how to dance. But I soon realized that you can’t get embarrassed – you just have to
dance! Everyone here has felt the same way at some point.

Script Track 14

1 Bruce has been my teacher for about two years now.

2 Some of them have become really good friends.
3 You just have to dance!
4 Everyone here has felt the same way at some point.

1 Dancing on Ice ________________

started on TV last month, but I
________________
haven’t watched it yet.
saw
2 I first ________________ ’ve been
River Dance in April and I ________________
three times since then!
’ve never tried Zumba, but I ________________
3 I ________________ went to an aerobics class
a few months ago.
hasn’t been
4 Jack ________________ broke
in the show since he _______________ his ankle.
5 We ________________
haven’t booked tickets for Enrique Iglesias this time. We
________________
didn’t enjoy his last concert.
6 When ________________
did the film Strictly Ballroom ________________?
come out
It ________________
’s been on TV several times.

A: Have you ever acted in a play?

B: Yes, I acted in Macbeth in my final year at school.
A: What part did you play?
B: Actually, I was Lady Macbeth.

2 Work in pairs. Compare your sentences and discuss what

you think it feels like to be a living statue.
EXAMPLE ANSWERS
The photo shows a man wearing a jacket and
bow tie. His skin and clothes are painted silver or
grey. He is holding something in his hand and
seems to be standing very still.
It probably feels strange being a living statue.
You feel stiff and uncomfortable and may get
backache. You may want to scratch an itch. You A living statue in Sao
can watch people walking past. Paulo

Go sightseeing in many cities today and among the famous buildings, street
markets and other attractions, sooner or later you’ll see a special kind of
display – living statues. These street performers, who are usually dressed as
famous characters from history or from popular culture, have become a
common sight in tourist areas of Paris, London, Barcelona and other cities. The
performance involves standing completely still for long periods of time. The
performers are like statues, but they are human.

This kind of performance has a long history and it has existed in various forms
since the sixteenth century. The French used the term tableaux vivants, which
means ‘living pictures’. A group of actors stood in positions to illustrate a scene,
but they didn’t speak or move during the display.
The subject of the displays was often religious or from mythology. In some
places, they were part of royal occasions. In the Catalan region of Spain,
tableaux vivants has been a popular tradition since the early eighteenth
century. The performances are called Els Pastorets (shepherds). They take
place at Christmas and show the nativity scene. Nowadays, Catalonia is also
famous for its modern living statues. In fact, there are so many of them on the
streets of Barcelona that the city council has decided to control the number
and give out only thirty licences for fifteen locations. Local resident Joan
Castells explained, ‘You can’t move past the crowds on the pavement, and
most of them are not really entertaining people, they’re just begging.’ Now,
each licensed artist can perform either in the morning or in the afternoon.

So why do so many people want to be living statues? Joan Castells says, ‘It’s an
easy way of earning money. All you need is some makeup and a costume.’ But
according to one of the living statues in London’s Covent Garden, ‘Preparation
takes ages – and so does getting clean at the end of the day. It’s also extremely
difficult to stay completely still for long periods. I can’t even move my eyes or
show that I’m breathing.’ And although it’s ‘understood’ that if you take a
photo or a selfie, you leave some money, not everyone is so kind and generous.
‘Nobody gets rich doing this,’ said the living statue I spoke to in London.
Perhaps they don’t get rich, but every performer has some tricks to encourage
people to give them money. Every time a tourist throws them a coin, they react
with a quick, small movement. Perhaps they wave, or turn their head or reach
to touch the person. The statue comes to life for just a moment, entertaining
the crowd and rewarding the payment. And maybe giving the tired and aching
performer a chance to move into a new, more comfortable position.

1 what a living statue is

2 where you can see living statues
3 what similar art forms in history there have been
4 what it feels like to be a living statue

1 street performers, who are usually dressed as famous

characters from history or from popular culture
2 in tourist areas of Paris, London, Barcelona and other cities
3 tableaux vivants, Els Pastorets
4 It’s also extremely difficult to stay completely still for long
periods. I can’t even move my eyes or show that I’m breathing.

1 Who is the main audience for this kind of performance?

2 What are the main differences between living statues and tableaux
vivants?
3 What makes a living statue successful?

1 Students’ own answers. (The suggestion is that this mostly

happens in ‘tourist areas’ and that though local people may
also watch, they’re not the ‘main audience’.)
2 Living statues dress as famous characters, but tableaux vivants
showed religious scenes. Living statues work alone, but tableaux
vivants were groups for special occasions (royal occasions,
Christmas).
3 entertaining the crowd and so earning money

1 An actor usually wears a set of special clothes on stage. costume

2 Don’t walk in the road – get on the path. pavement
3 Sadly, we see a lot of people who are asking people for money in the
street nowadays. begging
4 The audience was shouting at him, but he didn’t say or do anything in
response! react
illustrate
5 The pictures in the book show what the story is about really well.
6 We spoke to a person who lives in this area about the traffic problems.
resident

7 Would you like to be a street entertainer? Why? / Why not? What kind
would you be? Tell the class.

9 Complete the sentences with these expressions.

How kind
1 Flowers! _____________________!
2 Grunge is _____________________
a kind of rock music that started in the 1980s
in the USA.
that kind of thing
3 I love going to exhibitions and _____________________.
4 It’s _____________________
really kind of you to lend me the money.
5 My aunt always gives me the perfect present. She’s such a
kind and thoughtful person.
_____________________
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2c-p. 26
Critical thinking balance
10 Work in pairs. Discuss the questions.

1 What kind of reader is the article for?

2 Does the article change your opinion of living statues? How?
3 Is there anything you want to know about living statues that the article
doesn’t tell you?

1 somebody who is interested in travel; someone going on holiday

2 Students’ own answers
3

1 Who feels negative about living statues? What three points does he
make?
2 What does the performer from London say about one of these points?
3 Do you think the author gives equal importance to both views?

1 Joan Castells:
a You can’t move past the crowds on the pavement
b not really entertaining people, they’re just begging
c It’s an easy way of earning money
2 Preparation and getting clean take ages, it’s difficult to stay
completely still and you don’t get rich (so it’s not ‘an easy way of
earning money’)
3 The author gives equal importance to both views.

Do you ever give money to street entertainers? How much is about right?

13 Share the results of your survey with the class. What was the majority
opinion about paying for art?

Students’ own ideas







__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2d-p. 28
Script Track 16

L = Lesley, R = Richard
L: Do you feel like going out tonight?
R: Yeah, why not? We haven’t been out for ages. What’s on?
L: Well, there’s a film about climate change. Do you like the sound of that?
R: Oh, not really. It doesn’t really appeal to me! What’s it about? Just climate change?
L: I think it’s about how climate change affects everyday life. I wonder how they make
it entertaining?
R: Well, it sounds really awful. It’s an important subject, I agree, but I’m not in the
mood for anything depressing. What else is on?
L: There’s a Flamenco festival.
R: Oh, I love dance. That sounds really interesting.
L: Apparently, it’s absolutely brilliant. Let’s see what it says in the paper: ‘Aida Gomez
leads in a thrilling production of the great Spanish love story Carmen.’
R: OK then. What time is it on?
L: At 7.30.
R: Well, that’s no good. We haven’t got enough time to get there. Is there anything
else?

L: There’s a comedy special on.

R: Where’s it on?
L: It’s at the City Theatre. It’s a kind of comedy marathon for charity with lots of
different acts. It looks pretty good. The critic in the local paper says it’s the funniest
thing he’s ever seen. It says here: ‘Roger Whitehead is absolutely hilarious as the
embarrassing host to a night of comedy gold.’
R: Hmm, I‘m not keen on him. He’s not very funny.
L: Are you sure you fancy going out tonight? You’re not very enthusiastic!
R: Perhaps you’re right. OK, let’s go and see the Flamenco – but tomorrow, not tonight.
L: Great. I’ll go online and book the tickets.

5 Which adverbs do you use with these groups of adjectives?

List A: really, absolutely (e.g absolutely fascinating)

List B: really, pretty, (not) very (e.g pretty boring)

a Listen to the sentences from Exercise 2 again. Notice how the speaker
stresses both the adverb and adjective in the affirmative statements.
Track 17
b Work in pairs. Practise these exchanges. Pay attention to your intonation.
1 A: What was the film like?
B: It was really awful.
2 A: Do you like flamenco?
B: Yes, I think it’s pretty interesting.
3 A: Was it a good festival?
B: Yes, it was absolutely brilliant.
4 A: How was the show?
B: Oh, very entertaining!

7 Work in pairs. Invite your partner to see the event that you would most like
to go to in Exercise 1. Include words from Exercises 4 and 5. Use the
expressions for choosing an event to help you.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2d-p. 28
2e A portrait of an artist
Writing a review
1 Who is your favourite performer or artist? Tell your partner about this
person and why you like him/her.

2 Read the review of Baz Luhrmann’s work. What kind of information about
Luhrmann is included? Choose the correct options (a–d).

a his influences
b his plans for the future
c his private life
d his work

Students should circle the opinions below (the rest of the text –
apart from Luhrmann’s quotes – should be underlined as factual):
in my opinion, Luhrmann’s work just gets better and better.
his films are usually exciting, energetic and spectacular
as an ordinary film fan, I thought it was absolutely fantastic
To me, his films have the power of dreams. They take you into
thrilling, unforgettable worlds.

Direct quotes from Luhrmann:

‘putting on a show’
‘achieving so many of the dreams I had as a kid – from going to
the Oscars to getting a letter from Marlon Brando’.

a It summarizes several different opinions.

b It only talks about negative things.
c It only talks about positive things.
d It’s a personal point of view.
Although there is some factual information, this is mostly the
personal opinions of the writer (I have seen every one of his films
and in my opinion, Luhrmann’s work just gets better and better; as
an ordinary film fan, I thought it was absolutely fantastic; To me,
his films have the power of dreams.)

despite
although
on the other hand
nevertheless consequently

b Choose the correct option to complete the sentences.

1 Although / Despite his name is Mark, everyone calls him Baz.
2 Although / Despite working mainly in Australia, he has had international
success with his films.

7 Use these questions to check your review.

• Have you used linkers correctly?
• Have you expressed clearly why you like this artist’s work?

8 Read some reviews your classmates have written. Use these questions to
check your classmates’ reviews.
• What do you learn about the subject from reading the review?
• Do you agree with the opinions expressed in the review?

a Read the sentences. Try to guess the missing words.

1 After the meeting, my __________ was full of ideas.
2 Text messages introduced a new __________ of writing.
3 When you’re driving, __________ can be very dangerous.
4 I like music that has a fast __________.
5 Phil Collins was a popular __________ and singer in the 1980s and 1990s.
6 I’m not feeling well today. I don’t have the __________ to go to class.

b Read the words in bold and their definitions. The words are used in the
video. Complete the sentences in Exercise 2a with the words.
a beat (n) a regular sound mind
b drummer (n) a musician who plays the drums style
c energy (n) power and force tiredness
d mind (n) your thoughts, feelings, memories, etc. beat
e style (n) a way of doing something drummer
f tiredness (n) the feeling of being tired energy
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2f-p. 31
While you watch
3 Watch the first part of the video (0.00–0.54). Are the sentences true (T) or
false (F)?

T1 Japanese warriors used drums 2,000 years ago.

T 2 The sounds of drums told people where a village boundary was.
F 3 The sound of drums in Japan has never gone away.
T 4 Taiko drumming is now popular in San Francisco.

4 Watch the second part of the video (0.55 to the end). Put the events (a–d) in
the history of taiko drumming into the correct order.
4a About 800 groups started in the United States and Canada.
1 b Japanese–American communities enjoyed traditional taiko drumming.
2 c People lost interest in taiko drumming.
3 d Seiichi Tanaka arrived in the United States.

1 Japanese warriors used drums to make their enemies attack / fear them.
2 The essence of taiko is that it’s not just people drumming. It’s the unity
of the audience / drummers amongst themselves.
3 In San Francisco, the movement of the body / the human voice has now
been added to traditional taiko drumming.
4 Taiko drummers sometimes have to play through pain and tiredness /
with energy and enjoyment while practising and performing.
5 Seiichi Tanaka is giving North America the chance to enjoy / see the
energy and excitement of traditional taiko drumming.

Part 2
0.55–1.13 Narrator In San Francisco, the movement of the body has now been added to traditional
taiko drumming. It’s now an art form that brings together sound, body and mind. During a
performance, the energy of all of these parts goes into the beating of the drums.
1.14–1.24 Seiichi Tanaka Your self and the drum, totally get together. Into the drum ... your self ...
and drum come to you ... both mutual.
1.25–1.44 Narrator In the early 1900s, traditional taiko drumming was popular in Japanese-
American communities. But, by the mid 1900s, people were losing interest. Then, in 1968, Seiichi
Tanaka arrived and brought a new interest and a new style of drumming.

__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
EXAMPLE ANSWERS
After you watch 1 I think I’ve been to Greece on holiday /
6 Vocabulary in context eaten Japanese food / played badminton
a dozen or so times.
a Watch the clips from the video. Choose the correct meaning of the words
and phrases.
b Complete the sentences in your own words. Then work in pairs and compare
your sentences. 2 In this school, there are something like a few
hundred /a thousand students.
1 I think I’ve … a dozen or so times.
2 In this school, there are something like … students.
3 I didn’t speak English until … . At that point, I started to learn.
4 I felt better when … went away.
5 Many people in … [place] in … [time] were just fresh off the boat.
3 I didn’t speak English until I left school / I got my first job / I went to
live in the US. At that point, I started to learn.
4 I felt better when my cold / the storm / the wild animal went away.
5 Many people in America in the early days were just fresh off the boat.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2f-p. 31
Videoscript Taiko master
a1 Slowly over the years, the sound of the drums went away – until now.
a disappeared
b got louder
c were played
b2 I was just fresh off the boat.
a a good traveller
b a new arrival
c a young man
a3 He’s made a dozen or so groups back in the sixties and seventies …
a about twelve
b lots of
c several
a4 … into something like 800 groups now spread all over this country and Canada.
a approximately
b at least
c more than
c5 At that point, some drummers feel that they can really express their feelings and energy.
a Because of this
b Soon
c Then
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
7 Work in pairs. Discuss which art forms (including performances, music, etc.)
are or have been traditional in your country or countries. How have they
changed in recent decades?

1 When did the writer learn Japanese?

2 What time of year was it when the writer wrote the blog?
3 What did the writer see at the Tenjin festival?
4 How many times has the writer been on a boat on the river in Osaka?

1 After he/she arrived in Japan three months ago.

2 It was summer.
3 a traditional kagura music performance and a puppet theatre
4 None – the writer has never been on a boat on the river in
Osaka before.

1 FILM: actor, director, magician

2 CONCERT: clown, conductor, musician
3 BALLET: choreographer, comedian, dancer
4 MUSICAL: audience, singer, orchestra

7 Work in pairs. Describe what kind of music makes you do the following.

1 A: Do you fancy to go / going out tonight?

2 A: Would you like to see / seeing a movie?
3 A: Do you / Would you like the sound of that?
4 B: Who’s in / on it?
5 B: Who’s it by / for?
6 B: What’s it about / of?

9 Take the roles of A and B in Exercise 8 and act out the conversation, giving
answers to the questions and adding more information.

36 Return to Titanic
The truth about a famous underwater discovery

38 Love and death in the sea

An article by marine ecologist Enric Sala

42 Four women and a wild river

A video about a trip down a dangerous river

Activities: kayaking, water-skiing, jet-skiing, diving, snorkelling,

windsurfing, rafting
Places: ocean, lake, sea, river

Coming up in today’s programme, we look at some more active alternatives to simply

lying around on the beach this summer. Jason reports on a kayaking trip around the
beautiful Pacific Ocean coastline of Australia – a more relaxing activity than water-skiing
or jet-skiing but just as much fun. Jenna has been to the Red Sea to try diving and
snorkelling for the first time, so we’ll find out how she got on. And we also talk to
people here in the UK to find out whether windsurfing on a lake is different to
windsurfing at the seaside, as well as the best rivers to experience the thrill of real
white-water rafting. But first, the latest travel news from Anya.

C 1 diving in an underground lake in Mexico

A 2 snorkelling with a whale shark in the Indian Ocean
B 3 white-water rafting on the Zambezi River
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3a-p. 34
2 Listen to the people in two of the photos talking about their photo.
Are the sentences true (T) or false (F)? Track 19

1 The girl was rafting for the first time.

2 The raft was approaching some rapids.
3 She saw a hippo near the river bank.
4 The boy learned to dive because he was bored.
5 He went diving in a dangerous cenote.
6 He wasn’t concentrating on what he was doing.
1 T (On my very first trip, …)
2 F (We were coming down fast from a section of rapids and
we could see calm water ahead.)
3 T (Then I saw a big hippo near the river bank.)
4 T (My brother and I were just sitting around on the beach,
getting bored, so we took a diving course.)
5 F (we did our first dive in the ‘easy’ cenotes …)
6 F (I was concentrating on doing everything right, …)
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3a-p. 34
Script Track 19

4 Pronunciation d and t after -ed endings

a Listen to this sentence from the second story. Notice how the speaker links
the -ed verb ending to the t at the start of the next word. Do you hear one
sound or two? Track 21
I actually learned to dive while I was on holiday in Mexico.

b Listen and repeat the sentences you hear. Track 22

1 I live in Zambia and we have fantastic rivers here. I love rafting on the Zambezi River, it’s
one of the best white-water runs in the world. On my very first trip, we had a real surprise!
We were coming down fast from a section of rapids and we could see calm water ahead.
Then I saw a big hippo near the river bank. It’s best to avoid hippos if you can! We started
moving away quickly because it was coming towards us! And then, we were going around a
small island in the middle of the river, when suddenly we surprised an eight-metre
crocodile. It was lying in the sun on the other bank. It jumped into the water about a
metre away from our boat – it nearly landed in the boat! Fortunately, it didn’t take much
interest in us so we got away! Maybe it wasn’t hungry!
2 I began diving when I was about twelve. I actually learned to dive while I was on holiday in
Mexico. My parents went there to explore the underground lakes – or cenotes, as they’re
called here. My brother and I were just sitting around on the beach, getting bored, so we
took a diving course. Then we did our first dive in the ‘easy’ cenotes while my parents were
exploring the dangerous stuff. It wasn’t very deep underground and the sun was shining in
through an opening in the roof of the cave. It was really calm and beautiful. I felt like staying
there all day! I was concentrating on doing everything right. I didn’t notice that that I was
swimming into an area that was only for advanced divers. There were ropes and signs to
stop you going into some tunnels where it was easy to get lost. Luckily for me, my mum
realized pretty quickly that I was missing and she came after me. I still had no idea where
I was going!
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Script Track 22

1 They tried to get away.

2 We rowed down the river.
3 What happened to you?
4 The crocodile looked dangerous to me.
5 We arrived too late.
6 We walked ten kilometres along the beach yesterday.

1 The hippo suddenly saw us.

2 We reached the river bank safely.
3 I found the way out of the cave easily.
4 The crocodile jumped noisily into the water.
5 Fortunately, nobody was hurt in the accident.
6 I got into the pool very carefully.
7 I cut my feet badly on the rocks.
8 I got on the surfboard and immediately fell off.
1 suddenly (from the adjective sudden)
2 safely (from the adjective safe)
3 easily (from the adjective easy)
4 noisily (from the adjective noisy)
5 Fortunately (from the adjective fortunate)
6 carefully (from the adjective careful)
7 badly (from the adjective bad)
8 immediately (from the adjective immediate)
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3a-p. 34
6 Work in pairs. Think of at least two activities you can do in the manner of
each adverb.

EXAMPLE ANSWERS
angrily: shout, argue, walk out of a room
calmly: speak to someone, look after a baby, carry on working
bravely: fight, argue, suffer pain
happily: open your presents, sing in the bath
politely: apologize, ask for information, say no
secretly: make a promise, go away, ask someone to marry you

7 Look at the grammar box. Which verb form do we use to talk about these
things?
past continuous
1 an unfinished and continuing activity or background situation
2 a short completed action or a sequence of actions past simple

b1 What were they doing when they saw the hippo?

a 2 What did they do when they saw the hippo?

a They tried to get away.

b They were coming down the river.

9 Choose the correct option to complete the rules.

1 We often ask questions in the past simple / past continuous about

activities at the time of the key event.
2 We often ask questions in the past simple / past continuous about actions
after the key event.

was working
While I 1 ________________ heard
(work) in the Maldives, I 2 _______________
(hear) that there were whale sharks in the area. That’s why I
began
3 _______________ (begin) snorkelling – whale sharks are the world’s
biggest fish and they aren’t dangerous! I 4 _______________
bought (buy) a snorkel
and 5 _______________
set out (set out) with some friends on a boat. Almost
immediately, a whale shark 6 _______________
swam (swim) past the boat. It
7 _______________
was moving managed
(move) really quickly, but we 8 _______________
(manage) to catch up with it. We all 9 _______________
got (get) into the water
spent
and 10 _______________ (spend) about two minutes with the shark.
Afterwards, I 11 _______________
felt (feel) absolutely wonderful!

1 I / take / a photo / I / drop / my camera.

2 They / not hear / you / they / not listen.
3 I / have / problems / my teacher / help me.
4 We / see / bears / we / hike.
5 He / not look / at the road / he almost / have / an accident.
6 I / fall over / I / run / for the bus.

1 I was taking a photo when I dropped my camera.

2 They didn’t hear you because they weren’t listening.
3 I had problems, so my teacher helped me.
4 We saw some bears while we were hiking.
5 He wasn’t looking at the road, so he almost had an accident.
6 I fell over while I was running for the bus.

1 I lost my wallet. EXAMPLE ANSWERS

When did you realize? 2 Where did you meet her?
Were you shopping at the time? What was she doing?
2 I met an old friend in the street. What did you say?
3 A car ran into me. Where was she going?
4 A friend of mine got some good news. When did you last see her?

5 My neighbour saw a robbery. 4 What was their news?

3 Were you hurt? What did he say?
What did you do? How did you react?
How did it happen? 5 What did she see?
Where were you going at What was she doing at the time?
the time? How did she react?
Did she ring the police?
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3a-p. 35
Speaking
13 Work in pairs.

Student A: Think about an interesting thing that happened the first time
you tried something new. Answer your partner’s questions.
Student B: Ask ten questions and decide if your partner had a good or bad
experience.
What were you trying to do?
Did you have any special equipment?
EXAMPLE ANSWERS
Here are some possible questions:
When did you first try this skill?
Where were you?
What happened?
How did you feel while you were doing it?
How did you feel after?
How good at it are you now?
Do you want to do it again?
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3a-p. 35
What do you know about Titanic?
- Hit an iceberg
- Was travelling too fast
- Not enough lifeboats
- Lookouts did not see the iceberg in time
- Rescue ship did not arrive in time
The Titanic was a passenger ship that sank on 15 April 1912 after hitting an
iceberg in the North Atlantic Ocean on her first maiden voyage. At the time of
the __________________________________________________________________________________________________________________
tragedy, she was the largest ship afloat.
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3b-p. 36
3b Return to Titanic
Reading
1 Read the interview with the man who discovered the wreck of Titanic.
Match three of the questions (a–e) with the paragraphs (1–3). Then listen
and check your answers. Track 23
a Did you know you were looking at Titanic when you saw the first pieces
of debris?
b How did you discover Titanic?
c How long did it take to locate Titanic?
d Tell me about the experience of seeing Titanic again in 2004.
e When did you find out about how Titanic sank?
1 b
Wreck: the destruction of a ship
2 a
at sea; a shipwreck.
3 d
Debris: The scattered remains of
something broken or destroyed;
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3b-p. 36
Track 23

On 15 April 1912, the largest passenger steamship ever built hit an iceberg and sank in the
North Atlantic Ocean. Titanic had left Southampton, England, five days earlier and was on
her first voyage.
In 1985, the explorer Dr Robert Ballard found the wreck of Titanic. He went back to Titanic
nineteen years later to see how it had changed.
It was during the Cold War. I was on a secret mission when we found Titanic. The US Navy
had agreed to pay for our new underwater video technology. In return, we had agreed to
use the technology to look for two submarines which had disappeared in the 1960s.
Not at first, because many ships had sunk in that area. When we realized it was Titanic, we
jumped for joy. Then we realized we were celebrating something where people had died.
I saw champagne bottles with the corks still in. The box holding the bottles had
disappeared long ago. Suddenly, I noticed a woman’s shoe. Nearby, I saw a pair of smaller
shoes – perhaps they’d belonged to a child. I felt that the people who had died here in
1912 were speaking to me again. But I knew that other people had been there since my
first visit. Hollywood filmmaker James Cameron had been there. A New York couple had
even got married. I was disappointed. It was exactly what I didn’t want to happen. I’d asked
people to treat Titanic’s remains with respect. The story of Titanic is not about the ship,
it’s about the people.
See the whole story on the National Geographic Channel. Titanic: The Final Secret
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3a-p. 36
2 Read the interview again. Answer the questions.
1 What was the secret mission that Ballard was involved with?
2 How did Ballard and his team feel when they found Titanic?
3 How did Ballard feel when he returned to the wreck in 2004? Why?
1 He was on a secret mission to look for two missing US
submarines that had disappeared in the 1960s.
2 They ‘jumped for joy’ at first, then realized that they shouldn’t
be celebrating something where people had died.
3 He felt disappointed because he’d asked people to treat Titanic’s
remains with respect and he felt this hadn’t happened.

3 Work in pairs. Do you think the remains of Titanic should be left on the
seabed? Or should they be removed and put in a museum? Tell your partner.

We use the past perfect simple to show that an event took place before /
after another event in the past.
1 He went back to Titanic nineteen years later to see how it had
changed.
2 I saw some shoes that had belonged to a child.

1 When Titanic hit the iceberg, it was / had been at sea for five days.
2 When Titanic hit the iceberg, it sank / had sunk.
3 By the time they sounded the ship’s alarm, it was / had been too late.
4 By the time a rescue boat came, many people died / had died.
5 When Ballard used video technology, he found / had found the wreck.
6 By the time Ballard returned to the site, several people visited / had
visited it.
1 had been (at sea before it hit the iceberg)
2 sank (sank after it hit the iceberg)
3 was (by the time = used to mean that something has already
happened at the time something else happens. Here, they;
‘sounded the alarm’ but ‘it was already too late’ – it was too
late before the alarm was sounded)
4 had died (died before the boat came)
5 found (used technology then found the wreck)
6 had visited (people visited before Ballard returned)
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3b-p. 37
7 Use the past perfect simple to answer the questions with your own ideas.
Then work in pairs and compare your answers.

1 Why did Titanic collide with an iceberg?

2 Why did so many people die when the ship sank?
3 Why was Ballard upset in 2004?
4 Why do you think a couple got married at the wreck site?
5 Why do you think James Cameron visited the wreck?

EXAMPLE ANSWERS
1 The ship hadn’t seen the iceberg in time. / They didn’t have the
advance warning systems that modern ships have.
2 They hadn’t put enough lifeboats on the ship.
3 People hadn’t treated Titanic’s remains with respect.
4 They had decided it was a romantic place.
5 He had decided to make a film about the disaster.

was
Captain Henry Morgan 1 _______________ (be) one of the most famous
pirates of the seventeenth century. In 2010, archaeologists
2 _______________
began (begin) to lift cannons from a ship they
3 _______________
had discovered (discover) two years earlier, near the coast of Panama.
felt
The archaeologists 4 _______________ (feel) confident that the ship was
Morgan’s main ship, Satisfaction. This ship and several others
5 _______________
had sunk (sink) in 1671 when they 6 _______________
hit (hit) rocks.
Three years later, after Morgan 7 _______________
had become (become) extremely rich
from pirate attacks, he 8_______________
retired (retire) from pirate activities to
become the governor of Jamaica.

Pair A: Turn to page 153 and follow the instructions.

Pair B: Turn to page 154 and follow the instructions.
Ask the students to refer
to the Communication
activities at the back of
the Student’s Book for
the solutions. Pair A
should go to page 153
and pair B to page 154.

By the time this lesson started , ...

1 What happened to Enric Sala?

2 Why did this happen to him?
3 How has the experience changed him?

1 He tried to swim out to sea during a storm, realized it was too

difficult, so he tried to swim back but found he couldn’t reach
the beach. (paragraph 2)
2 He didn’t respect the sea – it was a moment of Catalan bravado
to go into the sea when it was too stormy. (paragraph 2)
3 He has learnt his lesson, feels lucky to be alive, and respects the
sea now. He does not go swimming when it is dangerous. (last
paragraph)

The sea has almost killed me a couple of times. It wasn’t her fault; it was mine, for
not respecting her. I still remember the last time, a stormy day off the Costa Brava
of Spain, in early summer 2008. Every time I think about it, my heart races.
The place where I used to swim every day was hit by a storm with strong eastern
winds. The clear blue waters of summer quickly changed into a dirty soup of sand
and cold grey water. Waves were breaking in all directions. But beyond the surf
zone, the sea seemed swimmable. In a moment of Catalan bravado, I put on my
swimming suit, mask and fins, and got into the water. It was crazy, but I did it. I
swallowed sand and salt while I was trying to swim through the surf zone. Fighting
against the water, I swam – I still don’t know why – for twenty minutes. The storm
got worse and I decided to call it a day. I turned to swim back. Then I realized I
couldn’t get to the beach.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3c-p. 39
Track 24
Waves were breaking all around me. I tried to bodysurf one wave to the shore, but
it took me down under the water. When I came up, I turned around and a second
wave hit me just as hard, taking me down again. I hit the sandy bottom. I pushed
myself up, but once again, waves were coming and I couldn’t rest or breathe. I was
caught in the surf zone, with waves pushing me out and a current pulling me in. I
wasn’t getting any closer to the beach.
The sea is our mother, sister and home, and as such I love her. We get so much
from the sea. She gives us life, oxygen and food. Without the ocean and all the life
in it, our planet would be much poorer. We should thank the sea, the ocean, every
day. But on this day, I was having a hard time feeling grateful.
After a few more attempts, I decided to let myself go and give up the fight. I took a
deep breath. The next wave took me down and forward. I hit the bottom with my
back. I rolled over, hit my head, and after what seemed the longest minute of my
life, I found myself lying in a foot of water. I crawled out of the water and onto the
beach. I’d got out, but I’d lost my mask, snorkel and one fin. My whole body was
sore. I sat on the beach watching the sea and feeling lucky to be alive. I walked
back home slowly, like a beaten dog.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3c-p. 39
Track 24

Some days the sea wants us and some days she doesn’t. Since that day, I have
not been to the sea when she does not want me. I have learned my lesson. I now
thank the sea every day the surface is calm, the waters are clear and diving is
easy.

1 a couple of times
on several / two occasions
2 my heart races 2 afraid (my heart goes very fast because of
fear – also, in other contexts, from
I feel afraid / angry excitement or pressure)
3 I decided to call it a day
I decided to stop / try again tomorrow
4 I was having a hard time
it was difficult for me / it took a long time
5 I decided to let myself go
I decided to stop swimming / try again
6 I have learned my lesson
my bad / good experience taught me something

__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3c-p. 38
4 Discuss the questions with your partner.
1 Sala talks about three decisions he took. What were the decisions and
what were the consequences of each one?
2 Sala describes how he feels about the sea. Do you think what he says is
unusual? Why? / Why not?
3 Do you think the title of the article is a good one? Why? / Why not?
1 The first decision was to go swimming despite the storm. The
consequence was that he had to fight against the sea and
swallowed lots of seawater and sand.
The second decision was to turn back. The consequence was that
he was hit by waves and caught in the surf zone, and he
couldn’t get back.
The third decision was to give up fighting against the sea.
Fortunately, the consequence was that he was carried to the
shore and survived.
2 He speaks about the sea as if it were a person. The feelings he
expresses are very intense and romantic.
3 Students’ own opinions
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3c-p. 38
Critical thinking drawing conclusions
5 We can sometimes draw conclusions from a piece of writing even if the
author does not state these things specifically. Read the sentences and say
which three things are conclusions and which one is stated in the text.
1 The Costa Brava is a dangerous place for swimmers. conclusion
2 Enric Sala has recovered from the experience now. conclusion
3 He was lucky to be alive after the experience. 3 stated in the text (I sat
on the beach watching
4 The experience has made him wiser. the sea and feeling lucky
conclusion
to be alive.)
6 Work in pairs. Do you agree with the conclusions in Exercise 5? Give reasons
for your answers. EXAMPLE ANSWERS
1 Yes – because the weather can make it dangerous to swim there.
2 Yes – because he has recovered enough to tell the story and goes swimming
again when the weather is OK / the sea is calm / ‘the sea wants me’.
No – because he says his heart still races when he thinks about it.
4 Yes – because he used to go swimming every day, but now he knows he
should only go when the conditions are right.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3c-p. 38
Word focus get
7 Look at the verbs in bold in these sentences. Find expressions with get in the
article which have the same meanings as the verbs. Then rewrite the
sentences with get.

1 I entered the pool. I got into the pool.

2 The weather didn’t improve. The weather got worse.

3 I couldn’t reach the shore. I couldn’t get to the shore.

4 I wasn’t moving towards the land. I wasn’t getting any closer to the
land.
5 We receive so much from nature. We get so much from nature.

6 We put the bird in a cage, but it escaped. We put the bird in a cage
but it got out.

EXAMPLE ANSWERS
I got into my car this morning and drove to school.
My English has got worse!
I get a lot of support from friends.
I got out of doing the washing up this morning.

10 Work in small groups. Tell each other about your experiences. Has anyone
else had a similar experience?
A: I almost had an accident once when I was driving and I was really too
tired.
B: Where were you going?

a When I’m in a group, I listen more than I talk.

b I’m always telling funny stories about things that happen to me.
c I’m no good at telling stories, but I’m a good listener.
d People say I exaggerate, but they always laugh at my stories.

Students’ own ideas

A is more likely (empty cage; having a bath).

4 Look at the expressions for telling

stories. Listen to the stories again.
Tick the expressions the speakers use.
Track 25

Students should tick all the

expressions except:
You’ll never believe what
happened once …
while I was …

1
A: Did I ever tell you about the time my goldfish learned to fly?
B: What? No, I don’t think so.
A: Well, we had these two goldfish. They were really huge. And they lived in a fish tank
above the kitchen sink. But these two fish were really active. They loved to jump in
the air. Especially when someone was doing the dishes.
B: No way!
A: Seriously! After we saw it the first time, we put a lid across the top of the tank. So, a
couple of weeks later, I came into the kitchen one morning and the tank was empty.
B: Oh, no!
A: Oh, yes! During the night, the fish had jumped out of the tank! They were lying in
the sink! Fortunately, there was some water in it!
B: That’s incredible!

2
C: I remember once, a couple of years ago, we were looking after this friend’s parrot
when he was on a business trip. Anyway, after a few days, I realized that this parrot
knew how to open its cage.
D: Really?
C: Oh yes! It happened a couple of times. When I went out, the parrot was in its cage.
And when I got back home, it had got out. So one day, I was at work and all of a
sudden I remembered that I hadn’t filled up the bird’s food and water. I
immediately rushed back home … and there it was … the empty cage again. I
searched everywhere. I was going round the house calling ‘Polly! Polly, come on
Polly’. But I couldn’t find it.
D: What happened then?
C: Well, the next thing was, I started to panic. So I went into the kitchen to make the
tea, and guess what? There was the bird. It was having a bath in my teacup!
D: That’s unbelievable!

The first story is true. It happened to the author. The lid partially
covered the tank but they had knocked it off anyway. Both fish
survived and were lucky not to have been eaten by the family cat!

6 Pronunciation was and were

a Listen to the sentences from the stories in Exercise 3. Notice the sound /ə/ in
was and were. Track 26

b Listen again and repeat the sentences. Pay attention to how you say was and
were.
Track 26

1 Especially when someone was doing the dishes.

2 They were lying in the sink!
3 we were looking after this friend’s parrot
4 I was going round the house calling ‘Polly’!

8 Work in pairs.

Student A: Tell your partner about three surprising or embarrassing things

that happened to you or to someone you know. One of the things should be
untrue. Use the expressions for telling stories to help you.
Student B: Try to guess which of your partner’s stories is untrue.

A: Did I ever tell you about the time I found some money?
B: No, you didn’t.

EXAMPLE ANSWERS
Personal blogs: what they’ve been doing, photos, thoughts and
feelings, interests, travel, personal opinions
Professional blogs: advice and tips, information about a company
or product, feedback on meetings or conferences

1 What is the topic of this post?

2 What do you think beach gear refers to?
3 Who do you think Ellie, Louis and Oscar are?

1 It’s about an unusual experience on the beach that the writer

and his family had last weekend. (They saw people who were
picking up Nike trainers that had washed up on the beach.)
2 The things you take to the beach: towels, swimming costumes,
sunglasses, sunhats, etc.
3 Ellie, Louis and Oscar are the blogger’s three children.

a Ellie, Louis and Oscar ran to the sea. e

b The sun started to shine. b (probably)
c There was a storm. a
d A ship lost a cargo of trainers. f
e They got into the car. d
f They picked up things to take to the beach. c
g They went to the beach. e

b Circle the verbs and adjectives that James uses instead of these words.

raining = pouring with rain

full of people = packed
looking = staring
arrived = washed up
holding = clutching
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3e-p. 41
c Read the sentences. Replace the words in bold with these words.

1 The kids raced along the street. ran

2 I felt exhausted after my walk. tired
3 The weather was boiling hot. really
4 We crawled up the river bank with difficulty. got
5 I wandered along the beach, enjoying the silence. walked
6 At the end of the game, we collapsed on the sand. fell down

6 Write a first draft of a blog post or other social media post about your
weekend. Then look at the vocabulary you have used. Try to use interesting
language in your post.

7 Use these questions to check your post.

• Have you used different past verb forms correctly?
• Have you used interesting vocabulary to tell the story?

8 Work in pairs. Exchange posts. Can you suggest two more verbs or adjectives
that your partner could use?

1 Work in pairs. Look at the photo and the

caption. Then read the information.
Would you like to do this kind of trip?
Why? / Why not?

Amber Valenti was the leader of a kayak trip

down the Amur River in Mongolia, Russia
and China. The river is one of few major
rivers that flow from their start to the sea
without dams or reservoirs. The Amur River begins in Mongolia and part of its
2,800 kilometres marks the border between Russia and China. The trip took
two months to complete. See next slide for answers
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3f-p. 43
Exercise 1

EXAMPLE ANSWERS
Possible reasons for doing the trip: exciting, challenging, seeing the
world, having an adventure, learning new skills, learning about new
cultures
Possible reasons for not doing it: dangerous, long time away from
home, difficult conditions to live in, need to be adventurous and
strong and athletic

a Read the sentences. The words in bold are used in the video. Guess the
meaning of the words.

1 The concept of the new TV show is to explain how everyday objects work.
2 We’ve found a sponsor to give us most of the money we need for our
expedition.
3 The most memorable holiday I’ve ever had was in China.
4 I’m passionate about my hobby playing drums in a band.
5 Conservation is a big part of the work of the World Wildlife Fund.
6 The most enjoyable aspect of my job is meeting new people.

3 a difficult to forget
4 b having strong feelings about something
1 c idea
6 d one part of a problem or situation
2 e someone who supports people’s activities with money, equipment, etc.
5 f the protection of natural places, plants and animals

All four words are possible depending on the students‘ opinion.

4 Watch the first part of the video (0.00–0.45) again. Complete the sentences
with the information you hear.

1 Amber Valenti wanted to explore the Amur River and also to … .

2 The people she wanted to invite on the trip were … .
3 Having an all-woman trip was an advantage with … .
1 bring the story back to their communities
2 all women
3 sponsors

1 Amber Valenti describes moments of the trip as ‘joyful and light’ and
‘intense’. What scenes in the video show this?
2 What kind of things do you see when they reach the mouth of the
river?
3 Why does Amber Valenti want people to fall in love with the ‘human
aspect’ of the river?
1 joyful and light: getting into the kayak head first, dancing with
the Mongolian men, chatting in their sleeping bags
intense: the thunderstorm
2 ships, cranes, industry
3 because she thinks it’s the best way for people to become
conservationists
6 After watching the video, do you feel differently about your answer to
Exercise 1?

Part 2
0.46–1.01 The moments where we could just not take life or ourselves very seriously are really
memorable for me.
1.02–1.24 It really was joyful and light frequently, though it was also very intense frequently as well.
1.25–1.53 I’m a very passionate conservationist. I am very passionate particularly about clean water
and rivers. The best way to help people become conservationists is to help them fall in love with a
place and so our goal with showcasing a river was to help them connect to the human aspect of it
and then through that just let them fall in love with it all on their own.

b Complete the sentences in your own words. Then work in pairs and compare
your sentences. 1 I think learning English / windsurfing is awesome.
2 In my experience, travelling on your own
1 I think … is awesome.
/ meeting new people is really fun.
2 In my experience, … is really fun.
3 I can’t organize everything /
3 I can’t … all on my own. redecorate the house all on
4 People today are hungry for … . my own.
5 I think that … take themselves very seriously.
4 People today are hungry for a real connection with nature /
new experiences.
5 I think that politicians / scientific experts take themselves very
seriously.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
3f-p. 43
Videoscript Four women and a wild river
a1 ... this awesome planet we live on.
a amazing
b enormous
c wild
b2 ... there’s something really fun about ladies’ trips ...
a very different
b very enjoyable
c very strange
c3 ... people are hungry for that voice.
a don’t know about
b need food
c want to hear
c4 The moments when we could just not take life or ourselves very seriously ...
a deal with our problems
b take care of ourselves
c think we are important
c5 ... let them fall in love with it all on their own.
a all at the same time
b when they were alone
c without help

EXAMPLE ANSWER
The probable reason is because the river goes along the borders of
countries so no one country can claim it. Also, no country has
exploited the river by building dams or bridges.

1 What was the speaker’s reason for learning to surf?

2 Why was the speaker so happy when he/she didn’t fall off the board?
1 His/Her dad paid for a course, as a present, because he/ she
had just passed some exams.
2 Because the whole first day he/she hadn’t managed one
successful ride.

3 Try to remember the main events from the story in Exercise 1. Make notes
using single words. Then work in pairs. Exchange your notes with your
partner. Retell the story using your partner’s notes.

b 1 badly a check exam answers

c 2 calmly b drive a car
a 3 carefully c sit in a dentist’s chair
e 4 politely d have a brilliant idea
f 5 secretly e talk to a stranger
d 6 suddenly f organize a party
Example sentences:
I don’t drive a car badly.
I try to sit calmly in the dentist’s chair.
My brother never checks his exam answers carefully!
It’s important to talk politely to strangers.
I’m going to secretly organize a party for my parents’ wedding
anniversary.
I’ve suddenly had a brilliant idea!
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
U3 Review-p. 44
5 Work in pairs. What are these places? Can you think of two more places with
water? How many examples of each place can you name?

1 lake
2 swimming pool
3 river
4 waterfall

Also, for example: ocean, sea, stream, reservoir, pond, canal

Students’ own answers for examples of names for each one.

1 people find this relaxing

2 people do this to get a thrill
3 it’s best to do this with other people
4 people do this at weekends

Students’ own answers – it can vary greatly depending on

each person’s point of view.

‘Did I ever tell you about the

time my cat ate my homework?’

8 Use one of these first sentences and tell another story.

‘I remember once, I was waiting at the bus stop.’
‘A couple of years ago, I went for a job interview.’
‘You’ll never believe what happened once when I was doing an exam.’

Pair B
Ask Pair A questions to discover the answer to puzzle A. Then read the solution
to puzzle B. Pair A will ask you questions to discover the answer to this puzzle.

48 What’s next?
We hear from people facing life-changing decisions

50 A better life?
One reporter’s view of the economic boom in China

54 Everest tourism changed Sherpa lives

A video about the people who live near Everest

EXAMPLE ANSWERS
The children seem to be shouting at
people in the vehicle behind them.
Games could involve hiding then Children play in the back of an old jeepney,
jumping up at the window to the popular public transport vehicle in the
surprise people, or shouting at people Philippines.
to surprise them.
2 Do you remember what career you dreamed of having when you were a kid?
3 Did you want to do any of these jobs when you were a child? Do you know
why do kids want these jobs?

Courageous (a) = brave

Courage (n) = bravery.

Positive: challenging, enjoyable, exciting, responsible, well-paid

Negative: badly paid, boring, dangerous, dirty, stressful
Words that could be used to describe the jobs in Exercise 2:
ballerina: stressful, challenging
film star: exciting, well-paid
firefighter: dangerous, dirty, responsible
footballer: exciting, well-paid
pilot: dangerous, responsible, well-paid
police officer: dangerous, responsible
rock star: exciting, well-paid
scientist: enjoyable, exciting
train driver: badly paid, responsible
vet: responsible, challenging

Speaker 1 Speaker 2 Speaker 3

Dream job as a A super hero, a Train driver Football player
kid fireman
Job description Save the world Responsible for Well-paid and
Exciting, the passengers famous
Dangerous, dirty and be in charge
and challenging of the train
Current Job Officer worker accountant nurse
Job description Not very brave Not exciting but Not wel-paid,
not as boring as stressful but
many people
__________________________________________________________________________________________________________________
enjoyable.
teaching purpose only. May not be scanned, copied or duplicated, or postedthink
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
to a publicly accessible website, in whole or in part.
4 Listen to three people talking about their childhood ambitions. Answer the
questions for each person. Track 27
1 Which job did they want to do when they were young?
2 Which job do they do now or do they plan to do?
3 How do they describe the jobs?
Speaker 1
1 superhero or fireman (firefighter) 2 office worker
3 fireman: exciting, dangerous, dirty, challenging
Speaker 2
1 train driver 2 accountant
3 train driver: in charge, responsible
accountant: not very exciting, not as boring as many people think
it is
Speaker 3
1 footballer 2 nurse
3 footballer: well-paid, famous
nurse: not well-paid, quite stressful, enjoyable
5 Work in pairs. Ask and answer the questions in Exercise 4 about your own
ambitions.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 4-p. 45
Script Track 27

1
When I was little I wanted to be a superhero, like in my comic books. I wanted to save
the world. When I realized that superheroes aren’t real people, I decided to be a
fireman. It seemed like a very exciting job. Now, of course, I realize that it’s dangerous,
dirty and extremely challenging. So I’m glad I decided to work in an office – I’m not
really very brave!
2
When I was a child, my ambition was to drive a train. My uncle was a train driver and I
wanted to be just like him. I liked the idea of being in charge of the train and being
responsible for all the passengers. I’m actually an accountant! It’s not a very exciting
job – but it’s not as boring as many people think it is.
3
I was really into sports when I was a kid, especially football. My bedroom walls were
covered in posters of my favourite footballers. I wanted to be just like them – the best
footballer in the world. Footballers were well-paid and famous. But I’m not likely to be a
footballer now. I’m training to be a nurse – which is not well-paid and is quite stressful!
But in the end I think nursing will be enjoyable. I hope so!

2 Imagine you have a robot to help you at home and at school. Which
three jobs would you like your robot to do? Put the jobs in priority.

[Link]
7Azih0D98&feature=[Link]

[Link]
robots-take-our-jobs-cnbc-explains
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4a-p. 46
Reading
4 Work in pairs. Look at the jobs. Is your job, or a job you’d like to do, here? Do
you think a robot could do these jobs? Why? / Why not?

5 Read the article and check your ideas from Exercise 4.

electrician: possibly – ‘Electricians (65 per cent)’ probability
engineer: no
nurse: no
office worker: yes
taxi driver: possibly – ‘taxi drivers (57 per cent)’ probability
teacher: no
telephone salesperson: yes

How likely is it that you’ll lose your job to a robot? According to Toby Walsh, a professor in
Artificial Intelligence, it’s hard to think of a job that a computer won’t be able to do. It’s
true that there are already some factories where all the work is done by robots, and there
will certainly be more in the future. But what about teachers, engineers and electricians?
A team at Oxford University studied 350 different professions and suggested that 35 per
cent of UK jobs might go to robots in the next twenty years. In particular, work that is
repetitive or involves handling small objects will be at risk of automation. On the other
hand, jobs that involve helping other people or having original ideas will probably always
need people. So journalists, nurses, engineers and teachers won’t be at risk, but office
workers and telephone salespeople may not be so lucky. The Oxford study gives the
probability for each of the 350 jobs. Electricians (65 per cent) are more at risk than taxi
drivers (57 per cent). One global taxi company says driverless taxis will be on every street
corner eventually. However, a spokesperson for London taxi drivers isn’t convinced. ‘It
won’t happen. Driverless cars will never be able to work on roads at the same time as
normal vehicles.’
You can find out what the future of your profession will be by clicking here.

1 which jobs are already done by robots

2 what the Oxford University study looked at
3 two types of work that are described

1 jobs in factories
2 how likely 350 different professions are to lose their job to a
robot
3 work that is routine or involves handling small objects; jobs
that involve helping other people or having original ideas

1 factory work
2 changes to UK employment
3 engineers
4 taxi drivers

1 There will certainly be more factories in the future where all the
work is done by robots.
2 35 per cent of UK jobs might go to robots in the next twenty
years.
3 Engineers won’t be at risk of losing their jobs to robots.
4 One global taxi company says driverless taxis will be on every
street corner eventually. However, a spokesperson for London
taxi drivers isn’t convinced. ‘It won’t happen. Driverless cars will
never be able to work on roads at the same time as normal
vehicles.’

1 A lot of jobs are quite boring, but my job has lots of variety.
2 I’ve worked as a firefighter for ten years – it can be hard work.

[Link] perform their jobs in order to get monetary

compensation while people work on something not only to earn
but also as part of their responsibility towards others which does
not involve any compensation.

3.“Work” is a general term that refers to all activities that one

does while “job” is more specific.

1 Where do you ____________?

work
2 job
Do you have an interesting ____________?
3 Do you usually take ____________
work home in the evenings?
4 work
Is your company good to ____________ for?
5 ‘Where’s your boss?’ ‘She’s off ____________
work today.’
6 work
My sister ____________ in the same company as me.
7 I’ll be late home tonight. There are a few ____________
jobs to finish here.
8 ‘Is your brother around?’ ‘No, he’s at ____________.’
work

3 Work in pairs. Take turns to ask and answer questions 1–4 from Exercise 2.

... it's hard to think of a job that a computer won’t be able to do.
... there are already some factories where all the work is done by
robots, and there will certainly be more in the future.
... 35 per cent of UK jobs might go to robots ...
... work that is repetitive or involves handling small objects will be
at risk of automation.
... jobs that involve helping other people or having original ideas
will probably always need people.
So journalists, nurses, engineers and teachers won’t be at risk ...
... office workers and telephone salespeople may not be so lucky.
One global taxi company says driverless taxis will be on every
street corner eventually.
It won’t happen.
Driverless cars will never be able to work on roads at the same
time as normal vehicles.

35 per cent of UK jobs might go to robots

office workers and telephone salespeople may not be so lucky.

10 Choose the appropriate option to complete the text about household robots.

The robots are coming, according to robot manufacturers.

They say that in five or ten years, we 1 will / won’t all have
robots in our homes. Very soon, robots that can cook and
fold clothes 2 mightn’t / will be available. In the future, there
3 may / won’t even be robots to babysit our children. Or
they 4 may not / might look after our elderly parents and we
5 will / won’t be able to watch them from a computer
wherever we are. One thing is certain, we 6 mightn’t / won’t
be able to live without the help of robots in several aspects
of our lives.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4a-p. 47
11 Cross out the option which is not logical, as in the example, to complete the
sentences.

1 Hyundai is building a new factory. They may / will / won’t need more
workers.
2 Ravi isn’t very good at his job. He might / mightn’t / won’t get a
promotion.
3 I’m bored with my job. I think I may / mightn’t / will look for a new one.
4 The office changes are not important. They mightn’t / will / won’t affect
our work.
5 I’ve just bought a car, so I might / will / won’t need to learn to drive soon!
6 Don’t worry about your exam! You may / might / won’t do better than
you expect.

1 My English exam results / good (probably / definitely)

My English exam results will probably be good because I’ve worked hard.
2 Finding a good job / not easy (certainly / probably)
3 People’s salaries / go down (definitely / might)
4 Unemployment / get better (definitely / probably)
5 Environmental problems / get worse (definitely / may)
6 The amount of free time we have / go up (certainly / might)

See next slide for example answers

1 buy a motorbike
2 do a degree
3 get a cat
4 get married
5 look for a job
6 make new friends
7 move house
8 travel to a foreign country
A: Are you likely to buy a motorbike in the next two years?
B: Actually, I might buy one this summer. I’d love to do a big road trip across
Europe.
See next slide for possible answers
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4a-p. 47
Exercise 13

Students’ own answers

Here are some possibilities:
I might do a degree in science. I’ve always been interested in that
subject.
I might get a cat. My daughter wants one.
I probably won’t get married. I don’t have a boyfriend right now!
I’ll definitely look for a job. I’m not happy where I am at the moment.
I may make new friends on this course. There are some really nice
people in the class.
We’ll probably move house. We want to move to the coast.
I probably won’t travel to a foreign country. I don’t have much money.

A: When I left school, I applied to college.

Then I …
B: I got good exam results, so I think I’ll
graduate with a good degree. Then I’ll …

Students’ own ideas. Some possibilities:

I got good exam results, so I think I’ll graduate with a good degree.
Then I’ll do a training course in management.
I’ll retake my exams, and hopefully, if I pass, I’ll go to college or
become an apprentice. I’ve always wanted to be an electrician.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4b-p. 48
2 Work in pairs. Ask and answer the questions. Ask follow-up questions.

1 Have you ever had to retake an exam?

2 Do you often rewrite your English homework?
3 How many times have you reread your favourite book?
4 Do you know anyone who has retrained for a different job?

EXAMPLE ANSWERS
A: she is wearing a headscarf and is likely to be in/from a Muslim
country, or from a Muslim community; works in a petrol station
B: looks European; older; works in a cheese shop or a cheese stall in a
market; perhaps Dutch or German
C: a group of young Muslim women; they seem to be graduating from
college or university
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4b-p. 48
5 Listen to an extract from a radio programme celebrating International
Women’s Day. Choose the correct option to complete the sentences about
the three women featured in the programme. Track 29
1 Devi works / studies.
2 Devi wants to be a boss / a nurse.
3 Elisabeth has a job / doesn’t have a job.
4 Elisabeth intends to leave her job / retire.
5 Sahera has just started university / graduated from university.
6 Sahera plans to stay in Kabul / leave Kabul.

1 Devi isn’t going to stay at home forever.

Devi isn’t going to stay in this job forever.
2 Devi is taking an exam tomorrow.
Devi is taking an exam next month.
3 Elisabeth is going to start a new job.
Elisabeth is going to start her own business.
4 Elisabeth is meeting her new boss on Wednesday.
Elisabeth is meeting the bank manager on Wednesday.
5 Sahera’s friend is going to work in the United States.
Sahera’s friend is going to study in the United States.
6 Sahera’s friend is leaving Kabul next month.
Sahera’s friend is leaving Kabul next week.

7 Which of the three women has decided what she is going to do? Who
doesn’t know yet?
Devi and Elisabeth have decided what to do. Sahera hasn’t yet.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4b-p. 49
Script Track 29

1 Devi is from West Sumatra in Indonesia

D: I didn’t stay on at school, because generally girls don’t here. But then I got this job.
I’m the first girl in my family to work outside the home. Since the economic crisis,
more women have jobs. I feel very different about my future now. I’m going to
change my job. I don’t want to stay in this one forever. I want to train as a nurse, so
I’ve applied to college. I hope to get a place on the next course. It starts in January.
I’m taking the entrance exam next month. I’m very nervous about it. I haven’t told
my boss. I suppose I’ll tell him soon.
2 Elisabeth is from Bruges in Belgium
E: I work in a factory. It’s a good job but the company is making people redundant. So
I’m going to take the redundancy package because it’s an opportunity to start again.
I got married very young and had a family, so I didn’t finish my education. But I’ve
just finished evening classes in business studies, and now I’m going to start my own
business. It’s something I already do as a hobby, I make and sell speciality cheeses.
Just a moment, I’ll get you some. Here you are, taste this. Do you like it? Well, I’m
meeting the bank manager on Wednesday to discuss my business plan. And hey,
maybe I’ll take some cheese for him to taste as well!

3 Sahera is from Kabul in Afghanistan

S: It’s very difficult to study at university level here. Many girls get no education at all.
But we have managed to complete our degrees and graduate from the department
of language and literature. Now we’re thinking about the next step. Many of the
graduates are going to work as teachers. My friend is going to continue her studies
in the United States. I’m going to stay here in the city, because my family is here. I
guess I’ll take some time off and visit my parents. And I want to spend time with my
friend because she’s leaving next week.

1 It starts in January.
2 I suppose I’ll tell him soon.
3 I’m taking the entrance exam next month.
4 I’m going to change my job.
1 The train arrives at 9:00 o’clock (schedule) (time of speaking: 8:00)
2 I’ll go to the cinema tonight (50% possibility)
3 I’m going to the cinema tonight (90-95%: booked ticket, paid monke
4 I’m going to study abroad next year (90%: far future)
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4b-p. 49
9 Read what Elisabeth and Sahera say in the audioscript. Underline at least six
other sentences like those in Exercise 8.
1 –
2 (will + infinitive for a decision made at the time of speaking)
Just a moment, I’ll get you some; maybe I’ll take some cheese
for him to taste; I guess I’ll take some time off
3 (present continuous for an arrangement)
I’m meeting the bank manager on Wednesday; she’s leaving
next week
4 (going to + infinitive for something already planned)
I’m going to take the redundancy package … I’m going to start
my own business; Many of the graduates are going to work as
teachers; My friend is going to continue her studies in the
United States; I’m going to stay here in the city

3 a a plan or intention decided before the moment of speaking

2 b a decision made at the moment of speaking
4 c an event that follows a regular schedule or timetable
1 d a fixed arrangement to do something at a specified (or understood) time
in the future

I left school last month. 1 I take / I’m going to take the summer off, but in
September 2 I’ll start / I’m starting as an apprentice in a garage. 3 I do / I’m
doing an evening course as well. That 4 starts / is going to start in October.
I’m lucky – some of my friends don’t know what 5 they do / they are going to
do. 6 We’ll meet / We’re meeting next week for the first time since our
exams. Actually, I think 7 I’ll send / I’m sending them a message about that
right now.

1 A: Have you got any plans for when you leave college?
B: Yes, I _______________ (take) a year off.
2 A: I can’t decide what to do.
B: It’s OK, I _______________ (help) you.
3 A: Is it true that Samira is leaving?
B: Yeah, she _______________ (get) married next month.
4 A: My company has offered me redundancy.
B: _______________ (you / take) it?
5 A: Did you enrol for evening classes?
B: Yes, _______________ (go) to my first class tonight.
6 A: Look, my exam results are here!
B: Give me the envelope. I _______________ (open) it.
See next slide for answers
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4b-p. 49
Exercise 12
1 I’m going to take (a plan)
2 I’ll help (a spontaneous intention or offer)
3 she’s getting married (an arrangement – planned and put in the
diary)
4 Are you going to take it? (a question about what someone’s plan or
intention is)
5 I’m going (to go) (This could be an arrangement: I’ve arranged to
go… or a plan: I intend to go…. Native speakers are likely to choose
the present continuous as it’s shorter. Speakers tend to avoid saying
I’m going to go or I’m going to come.)
6 I’ll open (a spontaneous intention – an offer)

14 Work in pairs. You need to meet several times for a project for your English
course. Find dates when you can get together.
A: What are you up to next week? Maybe we can get together early in the
week.
B: OK. But I’m going to the dentist’s on Monday, so what about Tuesday?
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4b-p. 49
4c A better life?
DISCUSSION
1 Why did you choose to go to university but not a vocational school instead
after high school graduation?

2 Do you think whether the degree you get from a public university will help
you find a better job than those who graduate from a private university?

3 Do you know why many young people are studying abroad today?

-> All these things is to improve your opportunities in life

See next slide for answers

a paragraph 4 (higher education … better training … a huge

number of private courses in a Chinese factory town: English
classes, typing classes, technical classes)
b paragraphs 1, 2 and 3 (1: men who have come from country
villages 2: the arrival of the women 3: Every year about ten
million people move to the cities.)
c paragraphs 2 and 3 (2: factories built by the men from the
villages; clothes shops and shoe shops appear … you see public
services; 3: human energy … the brave entrepreneurs, the
quick-moving builders …; Every year about ten million people
move to the cities.)

We spoke to Peter Hessler about his experience of fast-changing life in China.

How does a factory town begin?
The beginning of a Chinese factory town is always the same: in the beginning
nearly everybody is a construction worker. They are men who have come from
country villages and they are quickly joined by entrepreneurs. These businessmen
sell meat, fruit and vegetables on street stalls. Later, the first real shops appear
and the same businessmen give up their stalls and start to sell construction
materials.

When the town starts to grow, the cellphone companies arrive. They sell prepaid
phonecards to the workers so that they can phone the families they left behind in
their villages. When the factories built by the men from the villages start
production, you begin to see women. The factory managers prefer to give jobs to
young women because they think they are more hardworking. After the arrival of
the women, clothes shops and shoe shops appear. And eventually, you see public
services, like buses, and so on.

What does it feel like to be there?

The human energy in one of these towns is amazing: the brave entrepreneurs, the
quick-moving builders, the young workers a long way from home. A combination
of past problems and present-day opportunities has created an extremely
motivated population. There are 1.3 billion people in China and 72 per cent of
them are between the ages of 16 and 64. And a huge number now live in towns
rather than villages. Every year about ten million people move to the cities. Social
scientists predict that the urban population will be 60 per cent by 2030.

Most people in China have seen their standard of living go up in recent years.
Chinese schools have been very successful and the literacy rate is over 90 per cent.
So the next step is to develop higher education because many people are looking
for better training. There’s a huge number of private courses in a Chinese factory
town: English classes, typing classes, technical classes. One young man I know
couldn’t read or write when he left his village. He now works in a factory and
spends a quarter of his wages on training. Another young man I met is learning
Arabic and is going to work as a translator for Middle Eastern buyers. People also
have dreams of a more materialistic life just as people do in the West. The new
factory towns of China have grown in order to make products for the rest of the
world. And now, the workers want to be able to have these products for
themselves as well.

3 a street stalls
5 b cellphone companies
7 c clothes shops
1 d construction work
2 e entrepreneurs
4 f shops
6 g female factory workers

1 F (72 per cent are between the ages of 16 and 64.)

2 T (Each year about ten million rural Chinese move to the cities.)
3 F (So the next step is to develop higher education because many
people are looking for better training.)
4 F (In a Chinese factory town, there are many private courses:
English classes, typing classes, technical classes.)
5 T (The nation has become successful by making products for
overseas consumers.)

Students’ own answers.

The text refers to the ‘materialistic dreams of the average
Chinese worker’ (in general, people want to go to urban centres
for the opportunity to be better paid, have more possessions,
have a better education, have a more exciting life).
Students may argue that their lives might not be better though
(they may fail to get a job, be exploited, and they may miss
traditional ways of life, their family and their friends).

1 When the town starts to grow, the cellphone companies arrive.

2 The human energy in one of these towns is amazing: the brave
entrepreneurs, the quick-moving builders, the young workers a long way
from home.
3 Another young man I met is learning Arabic and is going to work as a
translator for Middle Eastern buyers.

1 neutral
2 positive (amazing, brave, quick-moving, a long way from home)
3 neutral

8 Work as a class. How do the changes described in the article compare to a

place or country you are familiar with?
Students’ own answers

Money: paid holiday, pay rises, salary, pension scheme, discounts on

company products, bonuses, wages
Hours: long hours, flexi-time, overtime, clocking on and off, part-
time
Benefits: paid holiday, pension scheme, discounts on company
products, free language classes, health insurance, bonuses, company
car

EXAMPLE ANSWERS
Students may suggest a list such as this: excellent salary,
opportunities for promotion, flexi-time and lots of paid holiday

conscientious, hard-working, methodical, self-confident

3 Work in pairs. Choose three jobs you know something about. What are the
most important requirements of those jobs? Compare your ideas.
Students’ own answers

✓
✓

✓
✓
✓
✓

6 Would you like to do a job like the one in the advert? Why? / Why not?
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4d-p. 52
Script Track 31

R = Rudi, M = Mark
R: This looks interesting – this assistant researcher job for a TV company.
M: I know, the only thing is the experience. They want two years, but I’ve only worked
part-time for a year, really.
R: One or two years’ experience it says, and anyway you meet the other requirements.
You’re good under pressure and with deadlines – you always hand your essays in on
time at college!
M: That’s not the same thing!
R: Of course it is. And you’re really well-organized, hardworking, highly motivated …
M: OK, OK, if that’s what you think … is it all right if I give you as my referee?
R: Hmm, I’m not sure about that. I don’t think you can just put down your friends’
names.
M: I know, shame! But seriously, do you mind helping me with my CV? I need to make
it look a bit more professional.
R: Of course not. Are you going to apply for this job, then?
M: Yeah, I think I will. But I’ll need my CV anyway, whichever job I apply for.

R: OK, print it out and I’ll have a look at it.

M: Will you be able to do it today?
R: Yes, I will. But what’s the hurry?
M: The closing date for applications is in a couple of days. Oh, can you have a look at
my covering letter too?
R: Have you already written it?
M: No, but I’ll do it this afternoon and then I can send everything off tonight. Hey, they
might ask me to go for an interview this week!
R: Yeah, they might.
M: But I haven’t got any smart clothes! Would it be OK to borrow your suit?
R: Sure, no problem.

a Listen and repeat the exchange. Notice how the auxiliary verb will is not
stressed in the full question and is stressed in the response. Track 32
A: Will you be able to do it today?
B: Yes, I will.

b Match the questions (1–6) with the responses (a–f). Then listen and check.
Work in pairs. Practise the exchanges.

e 1 Are you going to apply for the job? a I don’t think she does.
d2 Will he help you with your CV? b I think it might.
c 3 Are they still advertising that job? c No, they aren’t.
a 4 Does she meet our requirements? d Of course he will.
b 5 Will it be an all-day interview? e Yes, I think I will.
f 6 Is it OK to phone you at work? f Yes, of course it is.

Students’ own ideas

Mark Nolan

1 Is the layout different? How?

2 Does it include the same information?
3 Is the information in the main part of the letter sequenced in the same
way?
Students’ own ideas

a A formal letter in English uses these features. Underline examples of each

one in the letter.

1 concise sentences
2 formal phrases to begin sentences
3 no contractions
4 standard phrases to open and close the letter
1 Concise sentences: I will graduate in Digital Media this month
from Manchester University.
2 Formal phrases to begin sentences: I am writing in reply to …;
I consider myself to be …; I am available for interview …; I
enclose my CV; I look forward to hearing from you.
3 No contractions: I am writing; I will graduate, I have worked;
I am available; I am willing
4 Standard phrases to open and close the letter: Dear Ms ... ;
Yours sincerely

1 I’ll finish my degree soon.

2 Give me a call.
3 I was looking through the paper and I saw your ad, and I thought it
looked really interesting.
4 My phone number is on my CV, which I’ve sent you as well.
5 I’ll be free from August.

1 I will finish my degree soon.

2 I look forward to your call.
3 I am writing in reply to/ in response to your advertisement in
the newspaper.
4 I enclose my CV, which gives my contact details.
5 I am available from the start of August.

The letter provides detailed information on why you are qualified

for the job you are applying for. Don’t simply repeat what’s on your
resume -> make sure your cover letter makes the best impression
on the person who is reviewing it.
Each cover letter you write should be customized to include:
Which job you're applying for (include the job title in your opening
paragraph)
How you learned about the job (and a referral if you have one)
Why you are qualified for the job (be specific)
What you have to offer the employer, and why you want to work at
this specific company (match your skills to the job description, and
read up on the organization’s mission, values and goals to mention
in your letter)
Thank you for being considered for the job

6 Exchange letters with your partner. Use these questions to check your
partner’s letter.

• Is it clear how to contact this person?

• Is the style appropriate?
• Does the person sound like a good candidate?

7 On the basis of the letter your partner has written, would you give him/her
an interview? Explain your reasons to your partner.

1 Some people do two jobs to increase their _______________.

2 My _______________ is very different to my parents’ generation. They
live quite simply.
3 One per cent of the world’s population owns forty per cent of the world’s
_______________.
4 There are _______________ differences between my first job and my
current job – it was a big shock at first.
5 I’m training to go on the next international _______________ across
Antarctica.
6 We live in an _______________ society, and mainly keep sheep and cows.

a agrarian (adj) based on farming

b expedition (n) an organized exploration or journey
c income (n) the money that you earn from a job
d lifestyle (n) the way a person lives, the typical things they do and own
e substantial (adj) large and important (quantity)
f wealth (n) the money a person has

1 income
2 lifestyle
3 wealth
4 substantial
5 expedition
6 agrarian

5 Watch the first part of the video (0.00–1.33) again. Match the beginnings of
the sentences (1–4) with the endings (a–d).
d1 The Sherpa
c 2 The name Sherpa
a 3 The Sherpa culture
b 4 Sherpa society now

a changed in 1953.
b has mobile phones and the internet.
c means ‘Easterner’.
d are one of seventy ethnic groups in Nepal.

G 1 education
G 2 healthcare
G 3 clothing
G 4 wealth
L 5 a simple life
L 6 happiness

1 How did Sherpas learn to tell the time?

2 What was the only thing Kancha Sherpa worried about?
3 What did Max Lowe say people are losing?

1 When Hillary summitted Everest, he gave the Sherpas watches

as a bonus.
2 His only worry is global warming – it doesn’t snow much on the
mountain anymore.
3 People are losing the ability to focus on true happiness.

a Watch the clips from the video. Choose the correct meaning of the words
and phrases.

b Answer the questions in your own words. Then work in pairs and compare
your answers. EXAMPLE ANSWERS
Students’ own ideas
1 Can you remember a time something happened to you just by chance?
meeting the person you fall in love with is one example; winning
a lottery or prize
2 Do you think some people in your country take things for granted? What
kind of thing? people often take water and electricity for granted;
people sometimes take medical services for granted
3 If life feels rushed, what can you do to feel more relaxed?
you can sit down and relax, take a day off, have a chat with a friend
4 Where do new people usually settle in your country?
Students' own answers
5 Can you name any communities who’ve had little contact with the
outside world? Students' own answers

3 Work in pairs. Find two plans and two predictions in Exercise 1. Explain the
use of the verbs in each comment.
Plans:
2 ‘I’m going to change jobs soon.’
5 ‘I’m going to be the best chef in the country one day.’
Predictions:
1 ‘I’m sure nobody will be able to eat this!’
4 ‘This will definitely impress the diners.’
6 ‘My parents will be so proud of me.’
7 ‘This may not turn out as I expected.’
8 ‘Wow, my hat might/could catch fire in this kitchen.’
9 ‘My friends won’t believe me when I tell them about my day.’
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
U4 Review-p. 56
4 Work in pairs. Ask your partner about plans and arrangements they have for
when your English course finishes.

e 1 apply a an apprentice
a 2 become b an exam
d 3 get c from university
c 4 graduate d good results
b 5 retake e to college

Students’ own answers

b1 Could you a borrow your phone?

a 2 Is it all right if I b help me with this application?
c 3 Would you mind c lending me some money?
d 4 Would it be all right if I d took off my jacket?

8 With your partner, act out similar conversations for two of these situations.

Features: Pizza With A Pedigree
No ratings yet
Features: Pizza With A Pedigree
251 pages
Inspiring Recycling Practices at Home
No ratings yet
Inspiring Recycling Practices at Home
35 pages
Unit 4A: Adventurers' Past Stories
No ratings yet
Unit 4A: Adventurers' Past Stories
17 pages
Customer Service Communication Guide
No ratings yet
Customer Service Communication Guide
32 pages
U4 - Session 7 - 12.3
No ratings yet
U4 - Session 7 - 12.3
29 pages
(123doc) - Dap-An-Sach-Tieng-Anh-Life-A2-B1 PDF
No ratings yet
(123doc) - Dap-An-Sach-Tieng-Anh-Life-A2-B1 PDF
1 page
Solutions for Zoo Sustainability
No ratings yet
Solutions for Zoo Sustainability
11 pages
Nature's Impact on Health and Wellbeing
No ratings yet
Nature's Impact on Health and Wellbeing
39 pages
Comparative Sentences in English Grammar
No ratings yet
Comparative Sentences in English Grammar
2 pages
Stages of Life: Unit 6 Overview
100% (1)
Stages of Life: Unit 6 Overview
8 pages
Life 2e BrE Pre-Inter SB U07
No ratings yet
Life 2e BrE Pre-Inter SB U07
64 pages
Global Health and Lifestyle Insights
100% (2)
Global Health and Lifestyle Insights
8 pages
Understanding 5C Food Labels
No ratings yet
Understanding 5C Food Labels
3 pages
Cultural Dress and Life Events
No ratings yet
Cultural Dress and Life Events
66 pages
Present Simple and Continuous
100% (1)
Present Simple and Continuous
2 pages
Public Transport Insights and Tips
No ratings yet
Public Transport Insights and Tips
9 pages
Wind Turbines: Energy and Education
No ratings yet
Wind Turbines: Energy and Education
8 pages
Transport Solutions and Comparatives
No ratings yet
Transport Solutions and Comparatives
13 pages
107 PDF
100% (1)
107 PDF
3 pages
Travel Tips and Experiences Uncovered
No ratings yet
Travel Tips and Experiences Uncovered
44 pages
Nature-Inspired Designs and Innovations
No ratings yet
Nature-Inspired Designs and Innovations
3 pages
Life Stages and Global Adventures
No ratings yet
Life Stages and Global Adventures
66 pages
Recycling and Environmental Awareness
No ratings yet
Recycling and Environmental Awareness
67 pages
2D, 2e, 2F
No ratings yet
2D, 2e, 2F
4 pages
Exploring Sleep and Nature's Benefits
100% (1)
Exploring Sleep and Nature's Benefits
66 pages
Water Activities and Adventures
No ratings yet
Water Activities and Adventures
75 pages
Life 2e Bre Elem SB U12
No ratings yet
Life 2e Bre Elem SB U12
69 pages
Unit 11 WB
100% (1)
Unit 11 WB
2 pages
Zoltan Takacs: Holiday Adventures
No ratings yet
Zoltan Takacs: Holiday Adventures
36 pages
Life - 2e - BrE - Pre-Inter - SB - U06 - Grammar Summary
No ratings yet
Life - 2e - BrE - Pre-Inter - SB - U06 - Grammar Summary
10 pages
Homework Unit 5 and 6 - Sarmiento Amaro Katrien
No ratings yet
Homework Unit 5 and 6 - Sarmiento Amaro Katrien
10 pages
Pre-Int Unit 1a ANS2
No ratings yet
Pre-Int Unit 1a ANS2
2 pages
Life 2e BrE Pre-Inter SB U05
No ratings yet
Life 2e BrE Pre-Inter SB U05
67 pages
Life 2e Unit-2a2b
75% (4)
Life 2e Unit-2a2b
33 pages
Tourist Information: Requests & Suggestions
No ratings yet
Tourist Information: Requests & Suggestions
12 pages
Transport Solutions and Comparisons
No ratings yet
Transport Solutions and Comparisons
43 pages
Unit 11: Tourism Questionnaire Insights
No ratings yet
Unit 11: Tourism Questionnaire Insights
2 pages
Unit 11a, B
No ratings yet
Unit 11a, B
3 pages
Technology's Role in Modern Life
No ratings yet
Technology's Role in Modern Life
41 pages
Writing Short Stories: A Survival Lesson
No ratings yet
Writing Short Stories: A Survival Lesson
10 pages
Unit 11: Exploring Tourism Essentials
100% (1)
Unit 11: Exploring Tourism Essentials
67 pages
Đáp án cho Bài Tập Ngữ Pháp
No ratings yet
Đáp án cho Bài Tập Ngữ Pháp
5 pages
Unit 4B: Teamwork and Tough Choices
No ratings yet
Unit 4B: Teamwork and Tough Choices
15 pages
Global Languages and Their Speakers
No ratings yet
Global Languages and Their Speakers
2 pages
Life 2e BrE ELEM SB U04 Grammar Summary
No ratings yet
Life 2e BrE ELEM SB U04 Grammar Summary
10 pages
Event Announcement Writing Guide
100% (1)
Event Announcement Writing Guide
15 pages
Presentation: Like/love + - Ing Form
No ratings yet
Presentation: Like/love + - Ing Form
2 pages
Famous Faces and Past Lives
No ratings yet
Famous Faces and Past Lives
9 pages
Job Insights from Three Professionals
No ratings yet
Job Insights from Three Professionals
5 pages
Life 2e BrE Inter SB U07
No ratings yet
Life 2e BrE Inter SB U07
72 pages
Slides Buoi 7
No ratings yet
Slides Buoi 7
37 pages
Life 2e BrE Pre-Intermediate Unit 9
No ratings yet
Life 2e BrE Pre-Intermediate Unit 9
4 pages
Tacb3 - PPT Slides Unit 4a
No ratings yet
Tacb3 - PPT Slides Unit 4a
25 pages
Vocabulary for Getting Around Town
No ratings yet
Vocabulary for Getting Around Town
21 pages
Life 2e BrE Inter SB U01AB Day-1
No ratings yet
Life 2e BrE Inter SB U01AB Day-1
29 pages
Life 2e BrE Inter SB U01 ABC. Meeting 1
No ratings yet
Life 2e BrE Inter SB U01 ABC. Meeting 1
43 pages
Understanding Cultural Perceptions
No ratings yet
Understanding Cultural Perceptions
73 pages
Understanding Cultural Perceptions
No ratings yet
Understanding Cultural Perceptions
69 pages
Understanding Cultural Perceptions
No ratings yet
Understanding Cultural Perceptions
69 pages
Oxford Primary Social Studies Student Book 1
67% (3)
Oxford Primary Social Studies Student Book 1
76 pages
International Cheat Sheet on Globalization
No ratings yet
International Cheat Sheet on Globalization
2 pages
Ecocriticism, Postcolonialism and Globalization
No ratings yet
Ecocriticism, Postcolonialism and Globalization
19 pages
Shaikh Fatima Alvi Prohibition On The Use of Human Shields Under IHL
No ratings yet
Shaikh Fatima Alvi Prohibition On The Use of Human Shields Under IHL
17 pages
Economic Globalization Overview at BITS Pilani
No ratings yet
Economic Globalization Overview at BITS Pilani
43 pages
Managing Organizations in Changing Contexts
No ratings yet
Managing Organizations in Changing Contexts
12 pages
Globalization's Impact on Communication
No ratings yet
Globalization's Impact on Communication
10 pages
Agriculture and Industry in Development
No ratings yet
Agriculture and Industry in Development
11 pages
Contemporary World
No ratings yet
Contemporary World
10 pages
Venezuelan Armed Forces and Chavismo
No ratings yet
Venezuelan Armed Forces and Chavismo
21 pages
The Importance of English in Business Management
No ratings yet
The Importance of English in Business Management
16 pages
Globalization Quiz: Concepts and Impacts
No ratings yet
Globalization Quiz: Concepts and Impacts
95 pages
Globalization and Feminism Insights
No ratings yet
Globalization and Feminism Insights
6 pages
Chit PHD PDF
No ratings yet
Chit PHD PDF
334 pages
Unit 3 Social Economic Impacts
No ratings yet
Unit 3 Social Economic Impacts
9 pages
C2 Oral Exam Topics Overview
No ratings yet
C2 Oral Exam Topics Overview
3 pages
Global Futures Game: Exploring Coalescence
No ratings yet
Global Futures Game: Exploring Coalescence
9 pages
Global Engineering Ethics and Leadership
No ratings yet
Global Engineering Ethics and Leadership
4 pages
Understanding Globalization and Cooperation
No ratings yet
Understanding Globalization and Cooperation
2 pages
Global Cultures Course Overview
No ratings yet
Global Cultures Course Overview
6 pages
Globalization's Impact on Developing Economies
No ratings yet
Globalization's Impact on Developing Economies
6 pages
Comparative Policing Models 2022
No ratings yet
Comparative Policing Models 2022
26 pages
Comprehensive Essay on Globalization
No ratings yet
Comprehensive Essay on Globalization
3 pages
McDonald's Localization Strategy in India
No ratings yet
McDonald's Localization Strategy in India
4 pages
Franchising: A Globalization Perspective
No ratings yet
Franchising: A Globalization Perspective
7 pages
Strategic Business Management Syllabus
No ratings yet
Strategic Business Management Syllabus
6 pages
Conflict of Law Principles in Ghana
No ratings yet
Conflict of Law Principles in Ghana
11 pages
Gender, Religion, Caste in Indian Politics
No ratings yet
Gender, Religion, Caste in Indian Politics
12 pages
Globalization Lesson 1-3
No ratings yet
Globalization Lesson 1-3
70 pages
Understanding Globalization Dynamics
No ratings yet
Understanding Globalization Dynamics
3 pages
HSC Economics Practice Questions Guide
100% (3)
HSC Economics Practice Questions Guide
4 pages