UNIT 5° Blowing on

Learners will be able to:

Foto:

Speaking
1. How do you manage your money? Do you have a weekly or monthly budget?
2. Do you think it is a good idea to save money regularly? Do you do so? Why?
3. Do you generally buy things you don’t need?

Experiences about Living on a Budget

1. Sarah: Sarah learned to live on a tight budget after college. She had to cut back on
dining out and entertainment. She set aside a small amount each month for emergencies
and resisted the urge to splash out on luxury items, ensuring she could pay back her
student loans on time.
2. John: After losing his job, John had to take out a loan to cover his expenses. He stocked
up on essentials to avoid frequent shopping trips. To avoid getting into debt, he
carefully planned his spending and set aside money for loan repayments. He avoided any
unnecessary splashing out on non-essentials.
3. Emma: Emma decided to cut back on her shopping habits to live on a reduced income
while saving for a vacation. She set aside a portion of her salary each month.
Occasionally, she allowed herself to splash out on a special treat, but always made sure
to pay back her credit card balance promptly.
4. Mike: Mike faced financial difficulties and had to take out a loan. He cut back on
entertainment expenses and stocked up on sale items to save money. Despite the
challenges, he made sure to pay back his loan installments regularly and avoided getting
into debt by managing his budget carefully.

Matching Exercise

Match the phrases to their definitions:

1. Live on
2. Go on
3. Stock up on
4. Splash out on
5. Get into debt
6. Cut back on
7. Take out
 8. Pay back
9. Set aside

a. To reduce the amount of money spent on something.

b. To buy a large quantity of something for future use.
c. To borrow money from a bank or financial institution.
d. To return money that was borrowed.
e. To spend a lot of money on something luxurious.
f. To reserve or save money for a specific purpose.
g. To owe money, usually from borrowing.
h. To continue or proceed with something.
i. To manage expenses within a certain amount of money.

UNIT 5B

Vocabulary and Listening

1. Listen to the podcast about social media crimes. Answer these questions:
a. Why did the hacker target Selena Gomez's account?
b. How did the Chuckling Squad hack Jack Dorsey's Twitter?
c. How quickly are most social media criminals caught?
d. Why did the SIM swapper want a longer sentence?
2. Examine the photos. What do you think happened?

Quantifiers
Quantifiers indicate amounts when used with nouns/pronouns. You need to know the correct
verb form (singular/plural) and noun type (countable singular, countable plural, uncountable).
For total amounts, use: all, both, each, every.
Note: every can't be used with a pronoun.

For large amounts, use: most, a lot of, lots of, loads of, plenty of, much, many.
Lots of and loads of are more informal.
Many and much are common with negatives/questions, but many is also used positively.
For small amounts, use: some, a little, little, a few, few, several, a couple of.
A couple means 'two'.
Few and little suggest less than expected, similar to only a few/little.
For zero/unspecified amounts, use: any, no, none of, either, neither.
No can't be used with of or a pronoun.
Any and either are often used in negatives/questions.
Neither and either refer to two things.
3. a. Take turns describing the social media crime. Say what happened and discuss the
perpetrators and stolen money/data, using the questions to guide you:
Perpetrators:
● How many suspects were caught quickly?
● How many of those were convicted?
● How many escaped overseas?
● How many are still at large?
Money/Data:
● How much was targeted?
● How much did they steal?
● How much was recovered?
● How much is still missing?
b. Compare the two crimes without using numbers. What are the similarities and differences?
c. One crime is real, one invented. Which do you think is real and why?

UNIT 5C

Vocabulary
1. Consider which quotes resonate with you and explain why.
● What's your perspective on Jonathan Swift's advice that "A wise person should keep
money in their mind, not in their emotions"?
● Also, how do you interpret the anonymous quote, "Those who claim money can't buy
happiness probably haven't experienced poverty"?

Match the nouns

2. Connect the following words with their definitions:

● interest
● savings
● pension
● wealth
● investments
● recession
● bargains
● inflation
● donation
● budget

Listening
 3. Work in pairs to discuss what you know about the items in the photos and how they
connect to making or losing money. What other ways can you think of to make or lose a
significant amount of money?

4. Listen to the story of Tulip Mania and discuss why tulips became extremely valuable in
the 17th century.

Script:
Once upon a time in the 17th century Netherlands, tulips captured the hearts and wallets of the
people, leading to a phenomenon known as Tulip Mania.

In the bustling markets of Amsterdam, tulips were not just flowers but a symbol of wealth and
status. Their vibrant colors and unique patterns fascinated everyone, from merchants to nobles.
What began as a simple admiration for these exotic flowers soon turned into a speculative frenzy.

The demand for tulip bulbs skyrocketed, and their prices soared to astonishing heights. People
were willing to pay exorbitant sums for rare tulip varieties, often far beyond their actual value.
Tulip bulbs were traded in taverns, markets, and even at formal exchanges, where fortunes were
made and lost overnight.

But why did tulips become so valuable?

Firstly, tulips were relatively new to Europe at the time and considered exotic and luxurious.
Their vivid colors and intricate patterns made them highly desirable among the wealthy elite who
sought to display their affluence through gardens adorned with these prized blooms.

Secondly, tulips had an air of exclusivity. Some varieties were rare and took years to cultivate,
making them even more precious. The scarcity of certain bulbs drove up their prices as people
competed to own these coveted flowers.

Thirdly, the economic conditions of the time played a significant role. The Dutch Golden Age
was a period of immense prosperity, trade, and cultural flourishing. The newfound wealth
allowed people to indulge in luxuries like tulip bulbs, contributing to the speculative fervor.

As the craze reached its peak, tulip bulbs were being traded multiple times in a single day, with
prices escalating to absurd levels. People mortgaged their homes and possessions to invest in
tulips, believing that the prices would continue to rise indefinitely.
However, like all bubbles, Tulip Mania eventually burst. By early 1637, prices began to plummet
as reality set in and people realized the speculative nature of their investments. Panic selling
ensued, leading to a crash in the tulip market.

The aftermath of Tulip Mania left many bankrupt and disillusioned. Governments and financial
institutions intervened to stabilize the economy, and regulations were put in place to prevent
such speculative excesses in the future.

Nevertheless, Tulip Mania remains a fascinating chapter in economic history, illustrating the
human tendencies towards greed, speculation, and the allure of beauty and rarity. Today, tulips
continue to bloom in Dutch gardens as a reminder of a time when these delicate flowers briefly
held the world in thrall.

5. View the Grammar Box

Adverb + Adjective Collocations
To emphasize any adjective, use adverbs such as really, although other adverbs are also
common. Certain adverbs frequently accompany specific adjectives. For instance, it's more
common to say absolutely ridiculous than highly ridiculous. Here are some common adverb +
adjective pairings:

absolutely + right, true, essential

bitterly + cold, opposed, divided
completely + different, wrong, honest
deeply + religious, personal, concerned
entirely + different, new, possible
extremely + difficult, important, dangerous
highly + unlikely, qualified, effective
perfectly + good, safe, legal
relatively + small, new, simple
totally + unacceptable, lost, wrong
widely + known, accepted, used

6. Complete the sentences with an adverb + adjective collocation from the Language Focus
Box.

I don't know where we are. I'm _____ lost.

A: Is it easy to do?
B: Yes, it's _____ possible.
A: I'm sure that's a lie.
B: No, it isn't. It's _____ true.

UNIT 6A

Listening and Vocabulary

 1. Look at the images. What sustainable practices or eco-friendly lifestyle choices do you
personally love or loathe?
2. a. Listen to eight conversations. Identify the topic being discussed in each one. Do the
speakers express love or loathing for the topic?
3. Read the text. Do you think the suggestions would be effective for you personally?
Discuss your ideas with a partner.
Sarah recently read an article on effective time management strategies. The suggestions included
creating a daily schedule, prioritizing tasks, and minimizing distractions. Sarah found these ideas
practical but wondered how well they would fit her busy lifestyle. She plans to discuss them with
her colleague to gather insights and decide on their applicability.

● Do you think the suggestions in the article are practical for you?
● What strategies were recommended for effective time management?
● How did Sarah find the suggestions in the article?
● Who does Sarah plan to discuss the ideas with?
● Why does Sarah want to discuss the suggestions?
● What will Sarah decide after discussing the ideas?

4. Review the grammar box. Then match the phrases in bold from Exercise 5 with the
appropriate uses 1-7.

Use of Gerunds and Infinitives:

Gerunds, which end in "-ing," function as nouns and often follow prepositions or act as subjects
and objects. They express actions in a general or continuous sense, such as "I enjoy swimming."
Infinitives, which are the base form of a verb with "to" (e.g., "to swim"), can function as nouns,
adjectives, or adverbs. They are used after certain verbs, adjectives, and nouns, indicating
purpose, intention, or result, such as "She decided to go for a walk." When writing, ensure clarity
by correctly identifying whether the action should be expressed as a gerund or infinitive based on
its role in the sentence and the context provided.

a. Listen and underline the stressed syllables in each pair of sentences.

1. I need to finish this project by tomorrow.

2. Eating healthy is important for your well-being.
3. He promised to call me later.
4. They decided to go hiking this weekend.
 5. She suggested meeting at the coffee shop.

b. Work with a partner. Discuss your responses to the questions based on your experiences
yesterday or today. Use gerunds and infinitives.
1. Will it be a busy week?
2. How is the weather?

UNIT 6B

Vocabulary
1. Look at the photos of workplace interactions. Discuss the following: Describe what you
see happening in each photo. What do you think the people are saying?
2. Read the following texts about different workplace negotiating situations. Fill in the right
words.
Box 1:
go beyond conventional boundaries
embrace diverse perspectives
leverage technology
prioritize well-being
cultivate trust
Box 2:
positive
challenging
improve
maintain
approach
respond
Text 1:
As the workplace evolves, effective collaboration and innovation require going [________] to
find creative solutions. Successful teams [__________] to uncover new possibilities. Leveraging
[_____] can enhance remote and hybrid work arrangements.
Text 2:
Maintaining [_____] workplace interactions is crucial for employee engagement and
productivity. However, [______] situations can arise that require careful [____]. When faced
with [____], skilled negotiators [_____] by focusing on finding a mutually agreeable solution.
b. Complete the following sentences to reflect your own experiences with workplace
negotiations:
1. I find workplace interactions to be __________ because ___________.
2. One way I try to __________ effective workplace interactions is ____________.
3. When faced with a __________ at work, I typically __________ by ____________.
3 a. Examine the following words. Determine whether the underlined letters are pronounced
/s/, /z/, or /sh/.
1. Business
2. Measure
3. Office
4. Structure
5. Movement
6. Pattern
b. Listen and verify your answers. Then listen again and repeat the words.
Listening
4 a. Read the following text. Do you think you would excel in this role? Explain your reasoning.
The role of a workplace mediator involves facilitating effective communication and conflict
resolution. Skilled mediators help parties find mutually agreeable solutions by going beyond
conventional boundaries, embracing diverse perspectives, leveraging technology, prioritizing
well-being, and cultivating trust.
b. Which of the numbered items 1-6 do you believe a skilled workplace mediator would do?
1. Go beyond conventional boundaries to find creative solutions
2. Embrace diverse perspectives to uncover new possibilities
3. Leverage technology to enhance collaboration
4. Prioritize employee well-being to foster engagement
5. Cultivate trust to enable open and honest dialogue
6. Use traditional negotiation techniques
5. Read the following passage about a manager negotiating with employees. Underline the
examples of reported speech.
The manager asked, "What are your concerns about the new policy?" The employee replied, "I
think it will affect our work-life balance negatively." The manager responded, "Let's discuss how
we can mitigate these effects."
a. Report the statements and questions exchanged between the manager and employees, using the
verbs provided.
B. Read the sentences out loud.
Speaking
a. Think of a common workplace conflict scenario.
b. Consider what you want to communicate and how to express it effectively. Remember to stay
calm, maintain a positive approach, and focus on finding a mutually agreeable solution.
a. Role-play the situation and try to reach a resolution that satisfies both of you.
b. Work with a third student and provide a summary of your negotiation. Describe what you and
your partner said and the agreement you reached.

UNIT 6C

Vocabulary
1. a Examine the images. Have you ever encountered similar situations? What transpired?
b Which dialogue (1-3) would you find most challenging? Explain your reasoning.
1. You inform a friend that you are getting married.
2. You ask a friend to help you move to a new apartment.
3. You tell a friend that you are going on a trip.
c Reflect on a difficult conversation you or someone you know has had. What occurred?

2. a Listen to six brief dialogues. Read the summaries and select the correct alternatives.
1. She asked him to help her with her chores. He agreed/refused.
2. He was leaving. She reminded/advised him to bring his jacket. He agreed/refused.
3. They were late. She threatened/blamed him. He admitted/denied it.
4. She invited him to a party. He declined/insisted but she persuaded/convinced him.
5. She was cooking dinner. He advised/convinced her on the recipe. She
threatened/reminded him.
6. She didn't want to go shopping. He declined/insisted. Somebody stole her wallet. She
admitted/denied it.

Script:
Chores:
She: "Can you please help me with my chores this afternoon?"
He: "Of course, I'd be happy to help you."
Leaving:
He: "I'm heading out now."
She: "Don't forget to bring your jacket, it's chilly outside."
He: "You're right, I'll grab it."
Being Late:
She: "We're running late again! This is all your fault!"
He: "No, it's not my fault we're late."
Party Invitation:
She: "There's a party this weekend, you should come with me."
He: "I don't think I can make it."
She: "Please, it will be fun. I really want you to be there."
He: "Okay, I'll come with you."
Cooking Dinner:
She: "I'm not sure how to prepare this dish properly."
He: "Let me give you a few tips on the recipe."
She: "I don't need your advice, I know what I'm doing!"
Shopping:
He: "We really need to go shopping for groceries this weekend."
She: "I don't want to go, can we skip it?"
He: "Alright, let's go this weekend."
She: "Oh no, someone stole my wallet!"

b Review your answers to Exercise 2a. Determine if each verb:

1. can take it as an object, e.g., he admitted it.
2. can take a pronoun as an object, e.g., she accused me.
3. does not require an object, e.g., he agreed.
3. Read quotes 1-7. Which ones do you agree/disagree with? Work in pairs and explain your
stances.
1. 'You should always be there for your friends, particularly in their time of need.'
2. 'Don't accuse people of being irresponsible just because they don't do things your way.'
3. When you make an error, you should admit it and apologize.
 4. 'You'll never persuade someone you are correct by threatening them.'
5. A good leader never blames their team when things go wrong.
6. 'If you refuse to listen to others, they will never listen to you!'
7. 'Most individuals would rather deny the truth than accept it'
Reading
4. Match comments 1-6 with summaries a-f.
a She was craving a home-cooked meal.
b His date was unimpressed with his behavior.
c She dined with two people instead of one.
d She was dissatisfied with the job applicant's performance.
e He damaged his roommate's property.
f She went to the wrong address.

1 Visited a friend's new apartment and convinced the new roommate to let me in. I turned on the
TV and made myself at home. My friend came home - I didn't recognize him. I had the wrong
place!
2 I needed to pick up my parents from the airport. My friend agreed to lend me her car. Dented
the door and scratched the paintwork on the first trip. Arghh!
3 I placed an order at a drive-thru. The person in the car behind advised me to drive a bit further.
I'd been talking to a trash can #embarrassingmoments
4 Interviewed a candidate for a job. Impressive resume but he clearly had no idea what he was
talking about. He denied lying on his CV but admitted exaggerating. We agreed to end the
interview early. He got up, shook my hand and walked into a closet.
5 My mom arranged a blind date for me then insisted on coming along 'to see if he was suitable'.
Romantic dinner, just the three of us #blinddatedisaster
6 Went on a date. She talked nonstop about her ex and how much she hated him. When my eyes
glazed over she accused me of not listening. Apparently, I was 'just like her ex'
#worstfirstdinnerdate

5. a Rewrite the sentences as reported speech. Use the words in brackets.

1 'got a few things wrong in my report.' (he/admit)
2 'I'm going to pay you back. Here's the money.' (he/insist)
3 'OK, we can change the date of the meeting.' (she/agree)
4 'It's your fault that we lost the match.' (he/blame)
5 'You played really badly.' (she/accuse)
6 'You really must try this new shampoo. It's great.' (she/convince)
7 'It wasn't me who broke it!' (he/deny)
8 'I'm sorry for getting angry.' (she/apologise)

Speaking
9. Work in pairs. Read the situation and write the phone conversation between Sam and
Taylor.
Situation: Sam invited Taylor to a party. Sam spent a lot of time preparing and making
everything nice. Taylor forgot about the arrangement and didn't show up.

CHECK AND REFLECT

1. Match the following sentences (1-9) with appropriate endings (a-i) to form coherent
statements:
1. I've just taken out
2. You should try to pay back
3. Most of my income goes on
4. For the party, we need to stock up on
5. To save money, you'll have to cut back on
6. Don't get into
7. I wish I could splash out on
8. A friend of mine claims he can live on
9. It's good to set aside

a. essentials.
b. unnecessary luxuries.
c. a holiday in the Caribbean.
d. sweets and snacks.
e. enough for tonight.
f. £20 a week.
g. what you owe.
h. investments.
i. £5 a day.

2. Complete the sentences with the correct past tense forms of the verbs provided:
1. Paul shouldn't have __________ (take) his dad's laptop without asking.
2. Weren't you supposed to __________ (arrive) here an hour ago?
3. We probably could have __________ (buy) cheaper flights if we'd looked around.
4. If only I had __________ (invest) in property when everyone else did.

3. Choose the correct alternatives:

1. If criminals are caught/catched, the police can find them.
2. If somebody is charged/tagged with a crime, he or she must go to court.
3. If criminals plead guilty, they admit that they committed/commiting a crime.

4. a. Fill in the blanks in the text with the appropriate words from the box:

all, each, every, few, lots, no, none, several

 A notorious criminal robbed _________ US banks between 1990 and 1995. The robber loved
attention, so after _________ crime, he sent _________ of letters to media outlets, taunting
investigators. Although _________ of these letters led to his arrest, in 2004, the robber sent a
_________ more items to the police. One of these was a computer disk. Forensic experts
analyzed _________ of the deleted data and traced it to a man named Leroy living in Wyoming.
It took the police _________ time to check _________ Leroy in the area and arrest him. Leroy
Ryder admitted his guilt and was sentenced to life imprisonment.

b. Work in pairs. Cover the story and try to retell it.

5. Complete the sentences with the best word:

1. Fabrice made a really clever _________ ten years ago. He made a lot of money and now
only works part-time.
2. The job losses were blamed on the global _________.
3. Each year I make a _________ to my favorite charity.
4. This watch was a complete _________ - it's brand new but it was in the sale with a 50
percent discount!
5. Inflation is rising and everything costs more now.
6. My mother always told me to invest in a good _________. She said it's important to save for
your future.

6. Complete the sentences with an adverb from box A.

A: bitterly, highly, perfectly, totally, widely

1. Don't worry, transferring money online is _________ safe. There is no risk involved.
2. Can you explain that again? I didn't understand it at all. I'm _________.
3. Exotic cooking ingredients are _________ available these days, even in supermarkets.
4. Scotland winning the World Cup - it's _________ unlikely in my opinion.
5. Wear a scarf. It's _________ cold out there.

7. a. Complete the questions with the words in the box:

breath, cake, leg, moon, pain, wall, world

1. Do taxis cost an arm and a _________ in your country?

2. When were you last over the _________ about something?
3. Is updating your social media profile a piece of _________ or a bit of a _________?
4. Do pop-ups on online pages drive you up the _________?
5. When did a view last take your _________ away?
6. What would you describe as 'out of this _________'?

b. Work in pairs. Ask and answer three of the questions in Exercise 7a.

8. Complete the conversations with the correct form of the verbs in brackets:
1. A: Why are you wasting time _________ (go back) to the office?
B: _________ (sort out) a problem. I forgot _________ (turn on) the alarm.
2. A: Have you quit _________ (smoke)?
 B: Yeah and I've started _________ (feel) so much healthier.
3. A: Is it polite _________ (ask) people about their salary?
B: No, you should try _________ (avoid) the subject of money altogether.
4. A: Are you worried about _________ (take) this test?
B: I can't help _________ (feel) a bit nervous.
5. A: Are you looking forward to _________ (visit) your sister in Hong Kong?
B: Yes, but I can't imagine _________ (sit) on a plane for 14 hours!
6. A: Thanks for _________ (be) so supportive.
B: Not at all. It's important _________ (listen) and I remember _________ (talk) to you
about a problem not long ago.

9. a. Complete the questions with the words in the box:

bond, conflict, criticise, fall out, interrupt, praise, stay calm, tension

1. Do you have a close _________ with one particular friend?

2. What did you and your siblings _________ about?
3. Did your parents _________ you when you did well?
4. Do you ever _________ what somebody's wearing?
5. In a crisis, do you tend to panic or _________?
6. Does it drive you up the _________ when people _________ you mid-sentence?
7. Are you good at sensing _________ between people?
8. What can you do to avoid _________ between neighbors?

b. Work in pairs. Discuss three of the questions in Exercise 9a.

10. Complete the reported statements and questions:

1. "My teacher's giving me too much homework," Vicky said.
Vicky said that __________.
2. "I don't believe you're really 35," Jenny said to Tim.
Jenny told Tim that __________.
3. "I'll be late home from college this evening," Jake told us.
Jake said that __________.
4. "Have you done your homework yet?" Jessie's dad asked.
Jessie's dad asked __________.
5. "Why can't you give me a lift to the party?" Jo asked her mum.
Jo asked her mum __________.
6. "Do you want to come to the party later?" Tony asked Chloe.
Tony asked Chloe __________.

UNIT 7A
Vocabulary

1. a. Pair Activity: Find the Words

Work together and identify which bold words correspond to the images.

1. Unemployment is projected to rise.

2. Measures to combat inequality are being implemented.
3. Poverty is expected to increase.
4. Social unrest is anticipated to decrease.
5. Life expectancy is forecasted to rise.
6. Intolerance levels are predicted to decline.
7. Homelessness rates are set to increase.
8. Energy efficiency initiatives are poised to increase.
9. Healthcare costs are likely to rise.
10. Living standards are expected to improve.

b. Determine if statements 1-10 in Exercise 1a reflect positive or negative outcomes.

3. Discuss and justify your opinions on the future trends listed in Exercise 1a.

b. Share whether you consider yourself an optimist or a pessimist regarding future

developments. Explain your perspective.

4. In groups, discuss which future scenario you find most plausible and which you find most
alarming.

---

5. Review the grammar box

Real conditionals (zero and first conditionals) are used to discuss situations that are factual or
likely to occur.

- Use the zero conditional to state general truths or rules, using present tense in both clauses.
- Use the first conditional to describe future possibilities, using future tense or modal verbs like
may/might/could in the result clause.
 6. Choose two scenarios from the list. Make notes on the potential outcomes you anticipate for
each.

- Robots gain personalities.

- Life expectancy reaches 150 years.
- Living standards sharply decline.
- Healthcare costs continue to rise.
- Your smartphone becomes more intelligent than you.
- Virtual reality surpasses physical reality.
- Social inequality continues to widen.
- Crime and poverty are eradicated.

b. Engage in pairs to discuss the potential consequences of the scenarios you selected. Listen
to your partner's insights and seek explanations.

7. In pairs, discuss your perspectives on the future scenarios and explore areas where your
viewpoints align.

UNIT 7B

Listening

1. a. Discussion: Generating Business Ideas

Pair up and discuss these questions:
1. If you were to launch a business tomorrow, what type of business would you
choose?
2. What personal qualities do you think are crucial for starting a successful business?
2. Look at the Advertisement
Examine the advert for a new business challenge. Discuss potential strategies and ideas
for participating in the competition.

New Business Challenge

You receive £500. Your task: maximize your earnings in seven days. Are you ready to
take risks, negotiate deals, organize events, or innovate? All profits will be donated to the
charity chosen by the winner. Apply now!

3. A. Listen to Rafaela's plans for the business challenge and answer these questions:
1. What event does she plan to organize?
2. How does she intend to use the money?
3. How will she cover the venue costs?
4. What methods will she use to promote her event?

Script:
I'm thrilled to take on this new challenge. With £500, I'm ready to push the boundaries and make
the most of this opportunity. My goal is to organize an innovative "Tech for Good" conference
that will bring together tech enthusiasts, entrepreneurs, and innovators to discuss the latest
advancements in technology and how they can be used for social good. The "Tech for Good"
conference will feature keynote speakers, workshops, and networking sessions. This event will
provide a platform to showcase innovative technologies and ideas that can create positive social
impact. By bringing together a diverse group of participants, I hope to foster collaboration and
inspire new solutions to pressing societal challenges.

However, I need to be cautious about potential pitfalls that could negatively impact my business.
If I'm unable to attract a sufficient number of attendees, the event may not generate enough
revenue to meet my goals. Additionally, if the venue, speaker fees, or other expenses are too
high, it could eat into the profits and leave less to donate to charity. I will also need to be
proactive in securing sponsorships and partnerships to cover the costs and generate sufficient
profits. Careful planning, effective promotion, and prudent financial management will be crucial
to the success of this event. With a balanced approach, I'm confident that we can maximize our
earnings and make a significant impact for the chosen charity.

4. Find a partner and discuss the strengths and potential pitfalls of Rafaela's plan. Consider
possible challenges and how she might mitigate them.

Grammar

5. Understanding Future Forms and Probability

Future forms and degrees of probability

You can express likelihood or certainty using adverbs such as possibly, probably, and
definitely.

1. It's probably going to rain tomorrow.

2. I definitely plan to attend the event.

Using "it's + likely/unlikely/possible" helps in indicating the possibility of events.

3. It's unlikely that we'll face a loss.

4. It's possible she'll arrive late.

Verbs like think, doubt, and wonder are also useful in expressing opinions and
uncertainty.

5. I don't think we'll need extra supplies.

6. I doubt he'll accept our offer.
 6. Listen to the sentences and mark the sentence stress. Pay attention to how "going to" is
often reduced to "gonna".
1. I'm probably going to try to make a deal.
2. I'm definitely going to spend a bit of money.
3. It's likely that they're going to say yes.
4. It's unlikely that we're going to make a loss.
5. I don't think we're going to sell all the tickets.
6. I doubt he's going to help us.
7. Identify and correct one mistake in each sentence.
1. I'll definitely sell more then 200 tickets.
2. It's possible to ask them friends for help.
3. I'm wondering whether if to send out emails.
8. Using Words in Context
Create sentences about yourself, friends, or family using the words from the box: doubt,
likely, planning, possibly, probably not, thinking.

9. a. Pair Discussion: Choosing a Business Idea

Pair up and discuss the pros and cons of one business idea from the list below:

○ Organize a concert or other performance

○ Create and sell handmade pottery
○ Open a pop-up café or restaurant
○ Organize guided walks around your town or city

UNIT 7C

Vocabulary

1. Interpreting Cultural Photos

○ Examine the photos and respond to the following:
■ Where do you speculate these photos were captured, and what suggests
this?
■ Can you identify any cultural stereotypes associated with these images?
■ Have you encountered or observed any cross-cultural misunderstandings
before? Describe the incident.
 ■ What preparatory steps should you take before visiting a markedly
different culture?
2. Understanding Relationships
○ Match the given relationships (1-10) with appropriate terms:
■ Flatmate, co-worker, brother-in-law, client, acquaintance, senior
colleague, classmate, ex-partner, distant relative, sister-in-law.
○ Discuss appropriate greetings for each relationship pair with your partner.
○ Explore traditional greeting customs for these relationships in diverse global
cultures.

Language Focus

3. Navigating Cultural Dilemmas

○ Partner discussion:
■ Analyze scenarios 1-4: a. Is your immediate response to each question a
clear yes or no? Why? b. What additional details do you require to fully
grasp each situation?
1. Trying exotic food from a different country
2. To listen in on a song that has language you do not understand
3. Buying local products
4. Listening Comprehension
○ Listen to two dialogues and determine which scenarios (from Exercise 3) the
speakers are discussing.

Dialogue 1:

Script: Alex: Hey, have you heard about that new restaurant that just opened up downtown? I
heard they serve authentic cuisine from Thailand.

Sam: Oh really? I've been wanting to try some Thai food. I love exploring different cuisines from
around the world.

Alex: Same here! I'm always up for trying new and exotic dishes. Have you ever had Thai food
before?

Sam: No, this would be my first time. I don't have much experience with Thai cuisine. What can
I expect?

Alex: Well, Thai food is known for its bold flavors - it's a perfect balance of sweet, sour, salty,
and spicy. They use a lot of fresh herbs and vegetables, as well as proteins like chicken, beef, or
seafood.

Sam: That sounds really interesting! What are some must-try dishes you'd recommend for a first-
timer?

Alex: Hmm, let me think. I'd definitely suggest trying pad thai, which is a stir-fried noodle dish.
And som tam, which is a spicy green papaya salad, is also a Thai classic.
Sam: Ooh, those both sound delicious. I'm getting hungry just thinking about it! When do you
want to check out this new Thai restaurant?

Alex: How about this weekend? We can make a whole adventure out of it - try some new exotic
foods and maybe even learn a bit about Thai culture.

Sam: Sounds like a plan! I'm really looking forward to it. This is going to be an exciting culinary
experience.

Alex: Absolutely! Get ready for a flavor explosion. Thai food is going to blow your mind.

Dialogue 2:

Sarah: Mia, isn't this marketplace amazing? So many unique things here.

Mia: Yeah, it's incredible! I love how everything feels so authentic. Let's check out these
handmade crafts over here.

Sarah: Ooh, these woven baskets are beautiful. And look at these wooden carvings! I bet they'd
make perfect souvenirs.

Mia: Definitely. Plus, buying local supports the community directly. It feels good to know our
money is going right back into the hands of the artisans.

Sarah: Absolutely. And the quality is unbeatable. I mean, where else can you find such intricate
workmanship?

Mia: It's a win-win. We get unique mementos, and they get to sustain their livelihoods doing
what they love.

5. Find a partner and consider the situation below.

○ Student A: Describe the scenario involving your new boss who originates from a
culture where punctuality and listening customs differ significantly from yours.
Seek advice from Student B on managing this situation effectively.

UNIT 7D
Healthy Habits
1. Work in pairs and discuss the following questions:
What are some healthy habits you have implemented in your daily life?
2. a. Match the words in bold with the definitions a-j.
● Exercise
● Nutrition
● Sleep
● Hydration
 ● Stress management
● Mindfulness
● Meditation
● Yoga
● Healthy eating
● Portion control
a. The practice of being fully present and aware
b. The practice of controlling the amount of food one eats
c. The practice of controlling one's stress levels
d. The practice of engaging in physical activity
e. The practice of getting adequate rest and sleep
f. The practice of maintaining proper water balance in the body
g. The practice of consuming nutritious foods
h. The practice of controlling one's mental state through breathing exercises
i. The practice of controlling one's mental state through physical postures
j. The science of providing the body with the necessary nutrients

3. Find a partner. Do you agree or disagree with sentences 1-7 in Exercise 2a? Why?
1. Regular exercise is essential for maintaining good health.
2. Proper nutrition is more important than exercise.
3. Getting enough sleep is crucial for overall well-being.
4. Staying hydrated throughout the day is important.
5. Stress management is not a priority for most people.
6. Mindfulness can help reduce stress and anxiety.
7. Yoga and meditation are effective stress-relieving practices.
8. Portion control is an important aspect of healthy eating.
9. Nutrition plays a vital role in maintaining a healthy lifestyle.
3. Listen to the start of three meetings about healthy habits initiatives. What is the purpose of
each meeting?

1st Script:
Good morning, everyone. Thank you all for being here today. The purpose of this meeting is to
discuss the details of our company's new fitness challenge. As you know, we've been looking for
ways to encourage our employees to lead healthier lifestyles, and this challenge is a great
opportunity to do just that.
Over the next few months, we'll be rolling out a comprehensive fitness program that will include
group exercise classes, individual fitness tracking, and friendly team competitions. The goal is to
get everyone engaged and motivated to improve their physical fitness.
I'll be going over the specifics of the program, including how to sign up, what types of activities
will be included, and the prizes and incentives we've lined up. I'm really excited about this
initiative and I'm looking forward to hearing your thoughts and feedback. Let's dive in and get
started.

2nd Script:
Good morning, everyone. Thank you all for being here today. I'd like to start by introducing our
new wellness coordinator, Sarah Johnson. Sarah comes to us with a wealth of experience in
corporate wellness programs, and I'm confident that she'll be a great asset to our team.
Sarah's role will be to oversee all of our health and wellness initiatives, from our fitness
challenges to our nutrition education programs. She'll be working closely with all of you to
ensure that these programs are meeting your needs and helping you achieve your wellness goals.
Please join me in welcoming Sarah. I'm sure you'll all have a chance to meet with her
individually over the next few weeks, but for now, I'd like to give her a few minutes to share her
vision for the wellness program and answer any initial questions you may have. Sarah, the floor
is yours.

3rd Script:
Good morning, everyone. Thank you all for being here today. As you know, one of our key
priorities this quarter has been to improve the overall health and wellness of our employees. I'm
pleased to report that we've made some great progress on that front, and I'd like to take a few
minutes to review where we're at.
First, our new fitness challenge has been a huge success, with over 75% of our employees
actively participating. We've seen a significant increase in physical activity levels, and the
friendly team competition has really helped to foster a sense of community and camaraderie.
Secondly, our nutrition education program has been well-received, with many employees
reporting that they've made positive changes to their eating habits. We'll be expanding the
program to include more hands-on cooking demonstrations and meal planning workshops in the
coming months.
Finally, our mental health initiatives, such as the mindfulness and stress management workshops,
have been instrumental in helping our employees manage their stress and improve their overall
well-being.
As we move forward into the next quarter, I'm excited to build on this momentum and continue
to prioritize the health and wellness of our team. I'd love to hear your thoughts and feedback on
how we can further enhance these programs. Let's dive in and discuss.

UNIT 8A

Reading and Vocabulary

1. Discuss the following questions with your partner:
1. What qualities do you think are important for an entrepreneur?
2. What are some innovative products or services you have seen recently?
3. Which industries do you think are the most innovative?

2. Read the article about different entrepreneurial mindsets. Match the headings a-d with the
corresponding mindsets 1-4.
a. The Disruptor c. The Social Entrepreneur
b. The Opportunist d. The Visionary

Successful entrepreneurs often have one of the following mindsets that shapes their approach to
business:
1. _____________
These entrepreneurs identify problems or inefficiencies in existing industries and develop
innovative solutions to disrupt the status quo. They are not afraid to challenge traditional ways of
doing things and are constantly seeking to improve upon existing products or services.
Examples: Elon Musk (Tesla), Travis Kalanick (Uber)

2. _____________
Rather than identifying problems, these entrepreneurs are skilled at spotting opportunities in the
market and quickly capitalizing on them. They are agile, adaptable, and excel at recognizing
trends and shifting consumer demands.
Examples: Sara Blakely (Spanx), Kevin Plank (Under Armour)

3. _____________
The primary motivation for these entrepreneurs is to create positive social change. They develop
businesses with the intention of addressing societal issues or improving the lives of others, often
in underserved communities.
Examples: Muhammad Yunus (Grameen Bank), Blake Mycoskie (TOMS)

4. _____________
These entrepreneurs have a clear, long-term vision for the future and work tirelessly to bring
their ambitious ideas to life. They are not deterred by challenges and are driven by a desire to
revolutionize industries or create entirely new markets.
Examples: Steve Jobs (Apple), Elon Musk (SpaceX)

3. a. Replace the words in bold in the article with the correct form of the words in the box.

adapt capitalize challenge create develop identify

improve innovate motivate recognize revolutionize spot

b. Work in pairs. Ask and answer the questions using the words from Exercise 3a.

1. Can you think of an entrepreneur who has ___________ an existing industry?

2. Do you know of a business that was able to quickly ___________ on a new market
opportunity?
3. What's the name of an entrepreneur who was ___________ by a desire to create positive social
change?

c. Work in pairs and discuss an innovative entrepreneur or company you admire. Explain what
makes them innovative and successful.

Grammar
4. a. Listen to Frederick and Samson talking about their entrepreneurial aspirations. What
mindset does each speaker seem to have?

Script:
Frederick: Hey, Samson, how's it going? I've been thinking about our conversation last week.
You know, about taking the leap into entrepreneurship.
Samson: Ah, yeah, I've been thinking about it too. But I'm still not sure if it's the right move for
me. I mean, I've got a stable job and a good income. Why risk it all for something that might not
work out?
Frederick: You're right, it's a big risk. But think about it this way, Samson. If we don't take the
risk, we'll never know what could have been. And besides, I've got a great idea for a business. I
think it could really take off.
Samson: Yeah, I've heard your idea. It sounds promising. But I'm still worried about the financial
implications. What if it doesn't work out? How will we pay our bills?
Frederick: Well, I've been doing some research. There are ways to mitigate the risks. We can
start small, build a solid foundation, and then scale up once we're established.
Samson: That makes sense. But what about the competition? There are already so many
businesses in this space. How will we stand out?
Frederick: That's where our unique selling proposition comes in. We need to identify what sets
us apart and focus on that. And besides, competition is good. It keeps us on our toes and forces
us to innovate.
Samson: I see what you mean. But I'm still not sure. I mean, I've got a good job and a steady
income. Why risk it all for something that might not work out?
Frederick: Because it's worth the risk, Samson. If we don't take the leap, we'll always wonder
what could have been. And besides, I believe in us. I think we can make this work.
Samson: (sighs) Okay, I guess I can see your point. But let's not rush into anything. Let's take our
time, do our research, and make an informed decision.
Frederick: Sounds like a plan to me. Let's do it. Let's take the leap and see where it takes us.

B. View the grammar box

Second Conditional
The second conditional imagines a situation or event in the present or future which is
hypothetical, impossible, or very unlikely. There are two parts to the sentence, the condition
clause and the result clause. Either can come first.
Condition Clause Result Clause
If + past would or may/might/could + verb

The tense in the condition clause can be the past simple or past continuous. Could is also often
used in the condition clause to indicate ability. In the result clause, it's common to use may or
might instead of would to indicate possibility and could to indicate possibility involving ability.
If I could start my own business, I would probably try to disrupt the industry.
If I was in their situation, I might quickly capitalize on new opportunities.
It's possible to say If I were instead of If I was:
If I were is often used to give advice.
● If I were you, I wouldn't do that.

5. Listen to questions 1-4. Notice how a 'w' sound links 'do' and 'go' with 'if'.
1. What would you do if you had the opportunity to start your own business?
2. What would you do if you were faced with a major industry disruption?
3. What would you do if you identified a new market opportunity?
 4. Where would you go if you could travel the world and meet innovative entrepreneurs?

6. a. Complete the sentences with the correct form of the verbs in brackets.
1. My favorite entrepreneur is Elon Musk. He's known for his visionary approach.
a. If I ___________ Elon Musk's position, I ___________ to revolutionize the transportation
industry. (be/try)
b. Were I ___________ of his ambition, I ___________ to explore space exploration.
(have/might)
c. Which industry ___________ you ___________ to disrupt? (choose)

2. I really admire Sara Blakely, the founder of Spanx. She's an excellent opportunist.
a. If I ___________ a new market opportunity, I ___________ to quickly capitalize on it.
(spot/may)
b. I ___________ to expand into other product categories. (look)
c. Then I ___________ why her company has been so successful. (could find out)

b. Find a partner. Discuss, ask, and answer the questions in Exercises 6a.

7. a. Think about an innovative entrepreneur or company you admire and make notes about it.
⚫ Entrepreneur/Company
⚫ Entrepreneurial Mindset
⚫ Key Innovations/Achievements
⚫ Why You Admire Them

b. Complete the sentence about the entrepreneur/company:

If I were in the entrepreneur's shoes...

SPEAK
9. Find a partner and take turns telling your partner about the entrepreneur or company you
chose. Use the Useful Phrases to help you. Ask what they would do in the entrepreneur's
situation.

UNIT 8B

Reading and Vocabulary

1. Imagine you had to disappear and go into hiding. Discuss with your partner where you would
go and what you would do in this situation.

2. a. Read the two stories and answer the following questions:

1. What did Marcus want people to believe happened to him?
2. How did the authorities track down Marcus?
3. What was the first step the investigator took to find Patrick?
4. How did the investigator establish contact with Patrick?
Marcus Simmons's Alleged Disappearance: A Tale of Planned Escape
Marcus Simmons, a respected entrepreneur known for his affable demeanor and business
acumen, meticulously engineered a vanishing act designed to deceive those closest to him.
Leading up to his disappearance, Marcus subtly planted seeds of a planned retreat, portraying it
as a spontaneous journey to reflect on his life away from the pressures of his thriving business
empire and personal obligations. With carefully orchestrated clues and strategic
communications, Marcus aimed to convince friends and associates that he had chosen solitude
for personal rejuvenation. Upon receiving reports of Marcus's disappearance, authorities
immediately launched an intensive investigation. Initial efforts focused on scrutinizing Marcus's
financial transactions and electronic communications to trace his movements. The breakthrough
came when surveillance footage identified Marcus at a remote airport on the day he allegedly
departed. This discovery led investigators to intensify efforts in understanding Marcus's
connections and potential destinations, unraveling the intricacies of his planned escape.

Patrick Westwood: Drawn into the Mystery

Patrick Westwood, a reclusive figure in Marcus's social circle known for his reserved nature and
occasional retreats from public life, found himself unexpectedly thrust into the spotlight of the
investigation. Despite his discrete lifestyle, Patrick's connection to Marcus became a focal point
as investigators sought to unravel the mystery. Authorities, aware of Marcus and Patrick's close
association, discreetly approached Patrick to gain insights into Marcus's intentions and
whereabouts prior to his disappearance. Patrick, initially taken aback by the scrutiny and eager to
clear any misconceptions, cooperated with investigators to shed light on the enigmatic
circumstances surrounding Marcus's vanishing act. As the investigation continues to unfold, both
Marcus's calculated disappearance and Patrick's inadvertent involvement contribute to a narrative
that challenges initial perceptions and underscores the complexities beneath the surface of their
seemingly ordinary lives.

b. Find a partner. Then, analyze the stories and discuss the mistakes each person made in their
attempt to disappear.

3. Match the verbs in bold in the stories with their corresponding definitions
1. Acting in a delicate or understated manner.
2. Carefully planned and coordinated.
3. Being alone or isolated.
4. To solve or understand something complex or mysterious.
5. Incorrect beliefs or misunderstandings.

4. a. Complete the sentences about the actions you would take if you wanted to disappear.
1. I would head for...
2. I would disguise myself as ...
3. I would keep an eye on...
4. I would find it hard to deceive...
5. I would wear... to make it hard for people to spot me.
 6. I would... so no one could track me.

b. Work in pairs and compare your answers.

5. Read the grammar box. Then choose the correct alternatives. Determine which sentences are
third conditional and which are mixed conditionals.
1. Marcus was lucky. If his plane had/hadn't crashed into the houses, some people would
probably have died.
2. If the navy jets hadn't spotted the plane, he might have/might not have succeeded in his plan.
3. Patrick would/wouldn't still be talked about now if he hadn't been so well-known.

Conditionals in the Past

The third conditional imagines an action or event in the past that is different from what actually
happened and speculates on the result of that alternative action. The structure of the third
conditional is:
If + past perfect, would have + past participle
If he hadn't made a mistake, his plan would have worked.
Would can be replaced by may or might to indicate possibility.
He might not have been caught if he hadn't left the book in the plane.
Would can be replaced by could to indicate possibility involving ability.
If he had disguised himself better, he could have deceived the investigators.
Mixed conditionals combine second and third conditionals. This can be done for:
• a different past event and a resulting different present state
(third conditional) + (second conditional)
If he hadn't been found, he wouldn't be in jail now.
• a different present state causing a different past action
(second conditional) + (third conditional)
If he were a more careful person, he wouldn't have made those mistakes.
Note: 'were' is often used instead of 'was' after 'if' when discussing the past.

UNIT 8C

Article 1
In 2020, an AI system called GPT-3 was trained on a vast amount of online text data and given
the ability to generate human-like written content. This AI system was then used to create an
article about itself, which was published in The Guardian newspaper. Even though the article
was entirely generated by the AI, it was presented as if it had been written by a human. The story
gained widespread attention, as it blurred the lines between human and machine-generated
content.
Article 2
In 2021, researchers at the University of Michigan developed an AI system called DALL-E that
could generate photorealistic images from textual descriptions. DALL-E was capable of creating
images of anything from "a cute baby raccoon wearing a top hat" to "a medieval knight riding a
unicorn." Despite the impressive results, the researchers acknowledged that DALL-E could
potentially be misused to create misleading or manipulated images.
Article 3
Artificial intelligence has already begun to automate many tasks traditionally performed by
human workers, from manufacturing to customer service. While some predict that AI will lead to
widespread job losses, others argue that it will create new types of jobs and opportunities.
Nonetheless, the impact of AI on the future of work remains a topic of intense debate, with
concerns about the ethical and societal implications of this technology.

1. Find more words or phrases similar to "even though" and "despite" in the articles.
2. View the grammar box below.
Linkers of Concession
Linkers of concession introduce information that is unexpected or surprising compared to other
information in the context. Conjunctions of concession include "although," "even though,"
"despite," and "in spite of." When the conjunction starts the sentence, a comma is needed at the
end of the first clause.
"Despite" and "in spite of" can also be used as prepositions followed by a noun or gerund.
Text linkers/adverbials of concession include "however" and "nevertheless."

2. Listen and identify the linker you hear in each sentence.

1. I went to the store, and I bought some milk.
2. It was raining heavily, so we decided to stay inside.
3. I love chocolate, however, I try to limit my intake.
4. She studied hard for the exam, consequently, she received a high grade.
5. I enjoy hiking, moreover, it's a great way to stay fit.
3. Combine the pairs of underlined sentences using a linker. More than one answer may be
possible.
1. I enjoy reading. I also enjoy writing.
2. The weather was cold. We still decided to go for a walk.
 3. I was feeling tired. I still managed to complete my work.
4. The team played well. They lost the game.
5. The movie was entertaining. It was also thought-provoking.
Listening
4. Listen to the debate on the impact of AI on the future of work and note the speaker's three
main arguments.

Script:
The impact of AI on the future of work is a topic that has been widely debated, with valid
arguments on both sides. First, there is the concern that AI will lead to job displacement and
unemployment. As AI systems become more advanced and capable of performing tasks
traditionally done by humans, many jobs are at risk of automation. This could lead to significant
unemployment, especially for workers in industries such as manufacturing, transportation, and
customer service. The rapid advancement of AI may outpace the ability of workers to adapt and
acquire new skills, exacerbating the problem. However, the counterargument is that AI will also
create new job opportunities and industries. As AI becomes more prevalent, there will be a
growing demand for professionals who can develop, maintain, and optimize these systems.
Additionally, AI may enable the creation of new products and services, leading to the emergence
of entirely new industries and job categories. For example, the rise of AI-powered virtual
assistants has created a demand for conversational AI developers and trainers. Furthermore, the
integration of AI into the workforce has the potential to significantly enhance productivity and
economic growth. By automating repetitive and time-consuming tasks, AI can free up human
workers to focus on more complex and creative work. This increased efficiency can lead to cost
savings, faster turnaround times, and improved product quality. Furthermore, the economic
benefits of AI could ripple through various sectors, driving innovation, competitiveness, and
overall economic growth.

5. You will be organizing a class debate about the statement "Artificial intelligence will create
more jobs than it destroys." Work in groups and divide into two teams, one for and one against
the statement.
UNIT 9A
Reading and Vocabulary
1. List 5 possible explanations for the mysterious disappearances in the Bermuda Triangle.
2. Read the introduction to an article about the Bermuda Triangle and answer the questions.
The Bermuda Triangle, also known as the Devil's Triangle, is a loosely defined region in the
western part of the North Atlantic Ocean where a number of aircraft and ships have disappeared
under mysterious circumstances. The area is roughly bounded by Miami, Florida; San Juan,
Puerto Rico; and Bermuda. Despite extensive investigation, no single theory has been able to
definitively explain all of the disappearances.

a. What are some of the key facts about the Bermuda Triangle mentioned in the introduction?
b. What is the main mystery or question that the article aims to explore?

3. Match the words/phrases with their definitions.

1. Paradigm shift
2. Correlation
3. Catalyst
4. Empirical
5. Hypothesis
Definitions:
a. A proposed explanation made on the basis of limited evidence as a starting point for further
investigation.
b. A substance that increases the rate of a chemical reaction without itself undergoing any
permanent chemical change.
c. Based on, concerned with, or verifiable by observation or experience rather than theory or pure
logic.
d. A mutual relationship or connection between two or more things.
e. A fundamental change in approach or underlying assumptions.

4. Listen to a podcast episode about the Bermuda Triangle and answer the following
questions:
a. What is one theory proposed to explain the disappearances in the Bermuda Triangle?
b. What evidence is cited to support this theory?
c. What are some of the limitations or criticisms of this theory?
5. Based on the information you've learned, what do you think is the most likely explanation
for the Bermuda Triangle mysteries? Discuss your ideas with a partner.

Script:
Host: Welcome to another episode of our podcast, where we delve into mysteries and theories
that have captivated minds for decades. Today, we're diving deep into the enigmatic Bermuda
Triangle. Specifically, we'll explore one of the many theories proposed to explain the
disappearances that have occurred in this infamous stretch of ocean. Join me as we unravel the
facts, evidence, and criticisms surrounding this intriguing theory.

The Bermuda Triangle, spanning an area between Miami, Bermuda, and Puerto Rico, has long
been associated with mysterious disappearances of ships and aircraft. One theory that attempts to
explain these vanishings is the idea of magnetic anomalies affecting navigational instruments.

Expert: The magnetic anomalies theory suggests that unusual magnetic fields in the Bermuda
Triangle area can interfere with compasses and other navigational equipment. This could
potentially lead to navigational errors, causing ships and planes to veer off course and ultimately
get lost.

Host: So, according to this theory, the disappearances are not due to supernatural forces or alien
abductions, but rather to natural magnetic phenomena. But what evidence supports the magnetic
anomalies theory?

Expert: Researchers have indeed found anomalies in the Earth's magnetic field in the Bermuda
Triangle region. These anomalies can cause compass needles to behave erratically and could
confuse pilots and sailors relying on these instruments for navigation.

Host: So, there is empirical data showing that the magnetic field in this area is not uniform,
which lends credibility to the theory that it could affect navigation. However, no theory is
without its limitations and criticisms. What are some of the challenges faced by the magnetic
anomalies theory?

Expert: One major criticism is that while magnetic anomalies can disrupt compasses, modern
aircraft and ships are equipped with sophisticated navigational systems that are less susceptible
to such disturbances. Moreover, the number of disappearances attributed to the Bermuda
Triangle is statistically similar to other heavily trafficked regions of the world's oceans.

Host: So, while magnetic anomalies could cause confusion in older vessels or during certain
conditions, the theory struggles to explain why disappearances don't occur more frequently in
other areas with similar magnetic variations.

Grammar
6. Review the grammar box
Modal verbs of deduction, such as "must," "can't," "might," and "could," are essential
tools for expressing logical conclusions and making inferences based on available
information. When used correctly, these verbs allow us to convey varying degrees of
certainty or uncertainty about a particular situation or outcome. For example, using
"must" suggests a high level of confidence that a conclusion is true, while "might"
 indicates a more tentative or speculative assessment. It's important to choose the
appropriate modal verb based on the strength of the evidence and the context of the
discussion. Overusing strong modal verbs like "must" can come across as overly
assertive, while relying too heavily on weaker verbs like "could" may make the speaker
appear unsure or lacking in conviction. The skillful application of modal verbs of
deduction can enhance the clarity and persuasiveness of one's reasoning, allowing for
nuanced and well-supported arguments.
7. Rewrite the following sentences using the appropriate modal verbs of deduction:
a. It is certain that the Bermuda Triangle is a dangerous area for travel.
b. It is possible that some of the disappearances were hoaxes or fabrications.
c. It is unlikely that all the disappearances can be explained by a single theory.
d. It is probable that improved technology has helped reduce the number of unexplained
incidents.

Speaking
8. Choose another unsolved mystery (e.g., the Loch Ness Monster, the Voynich Manuscript,
the Dyatlov Pass incident) and research it.
a. Speculate about what might have happened and create a theory. Use modal verbs of
deduction to support your ideas.
b. Discuss your theory with a partner, asking questions to ensure it makes sense. Use the
useful phrases provided.
c. Present your theory to the class and vote on the most convincing one.

UNIT 9B

Reading and Vocabulary

1. Discuss with a partner: What factors do you think contributed to the decline and fall of
the Roman Empire?
2. Read the article written by a historian about the fall of the Roman Empire, then answer
the questions:

The fall of the Roman Empire is a complex and multifaceted event that has been debated by
historians for centuries. While there is no single cause for the empire's decline, several factors
contributed to its eventual collapse. The empire's vast size and geographic scope made it difficult
to maintain control and manage resources effectively. The rise of Christianity and the subsequent
power struggles between the Church and the state also weakened the empire's political and social
fabric. Additionally, the invasion of Germanic tribes and the subsequent loss of territory and
resources further eroded the empire's strength. The decline of the Roman Empire marked the end
of an era and the beginning of the Middle Ages, a period characterized by the rise of new powers
and the transformation of European society.
● Why did the Roman Empire fall apart?
 ● How did the Christian religion and conflicts between the Church and government weaken
the Roman Empire?
● What were some of the effects of the Roman Empire ending, and how did it change
Europe?

Vocabulary
3. Match the verbs in the box to their corresponding definitions:

Box:
hoax
assume
debunk
disprove
evade
misidentify
plausible
dismiss
prove
reveal
conclude
Definitions:
a. To take for granted or without proof.
b. To arrive at a decision after considering all the evidence.
c. To expose the falseness or hollowness of a myth, idea, or belief.
d. To reject or disregard something as unworthy of consideration.
e. To demonstrate that something is false or incorrect.
f. To avoid or escape from something or someone.
g. A deliberate deception or falsehood.
h. To mistake the identity of someone or something.
i. Seemingly valid or acceptable; likely to be true.
j. To establish the truth or validity of something.
k. To make something previously unknown or secret known.
4. Identify the noun forms of the verbs.:
- assumption
- conclusion
- debunking
- dismissal
- disproof
- evasion
- hoax
- misidentification
- plausibility
- proof
- revelation

5. Listen to a conversation between Jackson and Steve. What are their takes on how the Roman
Empire fell?
Script:
Jackson: Hey Steve, I was reviewing some research on the decline and fall of the Roman Empire,
and I wanted to get your perspective. What do you think were the key factors that led to the
empire's downfall?
Steve: Well, I'd say it was primarily due to the barbarian invasions and the inability of the
Roman military to defend their borders. Groups like the Visigoths and Vandals eventually
overwhelmed the empire's defenses, sacked Rome, and brought about the end of the Western
Roman Empire.
Jackson: I see your point, but I actually think internal factors played a bigger role. The rampant
corruption and political instability within the ruling class severely weakened the foundations of
the empire from within. As the empire grew, it became increasingly difficult to govern
effectively.
Steve: I disagree. The external pressures from the barbarian invasions were relentless and
eventually exposed the empire's vulnerabilities. Even the strongest civilizations can't withstand
constant attacks from determined invaders.
Jackson: But you can't ignore the administrative challenges the empire faced. Diocletian's
decision to split the empire into eastern and western halves was an attempt to make it more
manageable, but in the long run, it only exacerbated the problems. The two halves grew
increasingly disconnected and competed for resources and power.
Steve: That's a fair point, but I still believe the barbarian invasions were the primary catalyst for
the empire's downfall. The attacks from Germanic tribes along the borders eventually
overwhelmed the Roman military's ability to defend the empire.
Jackson: I understand your perspective, but I think the internal decay of the empire was just as
significant, if not more so. The constant power struggles, violence, and incompetent leadership
all contributed to the empire's decline. The external threats simply exploited the weaknesses that
had already taken root.
Steve: Well, I guess we'll have to agree to disagree on this one. It's a complex issue with valid
arguments on both sides. But I still maintain that the barbarian invasions were the final nail in the
coffin for the Roman Empire.
Jackson: Fair enough. It's a fascinating topic, and I appreciate you taking the time to share your
views. Even if we don't see eye to eye, it's always good to consider different perspectives on such
an important historical event.
Steve: Absolutely. The fall of Rome is a prime example of how even the greatest civilizations
can succumb to a combination of factors. It's a humbling reminder that maintaining a strong,
resilient society requires constant vigilance and adaptation.

6. Find a partner. Roleplay the situation. Student A: You believe the Roman Empire fell due to a
single factor. Review the information and plan your discussion. Student B: You are skeptical
about a single-cause explanation. Prepare your counterarguments.

UNIT 9C
Reading and Vocabulary
1. a) Discuss with a partner what factors you think contribute to the rise and fall of
civilizations throughout history. How do modern civilizations compare to ancient ones in
terms of their development and decline?
2. b) Review the statements about civilizations. Indicate which ones you agree with by
marking the corresponding checkbox. Then, discuss your choices with your partner.
3. a) Read the three historical accounts about the rise and fall of civilizations. Answer the
questions that follow each one.
4. b) Match the phrases in bold from the accounts to the phrasal verbs provided in the box.
5. c) Listen to the accounts again and verify your answers from part (b).
6. a) Examine the list of collocations and cross out any that you consider unlikely or
impossible.
7. b) Work with a partner to create sentences using the collocations that are true for you.
Language Focus
4. Complete the language focus box by filling in the missing phrasal verbs from Exercise 2b.
5. a) Listen to a conversation about an ancient civilization and fill in the blanks with the
appropriate phrasal verbs.
6. b) Discuss the pronunciation of the phrasal verbs with a partner, focusing on how the end
of one word links to the beginning of the next when a consonant meets a vowel.
7. Read the texts about the rise and fall of civilizations. Identify and correct the eight
mistakes in the use of phrasal verbs.
 8. Work in pairs and discuss the following questions:Do you think the rise and fall of
civilizations is a natural cycle that all societies go through?
Speaking
8. a) Discuss with a partner whether you have ever visited an archaeological site or museum that
showcased the remains of an ancient civilization. If not, which civilization would you most like
to learn about through such an experience?
b) Imagine you had the opportunity to visit an archaeological dig of an ancient civilization. Make
notes about your experience using the following questions as a guide.
9. a) Work in pairs and take turns sharing the experiences you described in Exercise 8b.
Decide whether your partner's experience is real or invented based on the details
provided.
10. b) Switch partners and repeat the activity.

UNIT 9D

Listening 1

1. How frequently do you dine out? What kinds of restaurants do you usually go to?
2. a. Listen to the beginnings of six dialogues between restaurant customers and staff.
Identify instances where the customer successfully placed an order.

b. Listen again and fill in the blanks with three words:

○ "Hello, ______ your order?"

○ "_______ have the chicken salad, please."
○ "Okay,_______, what would you like?"
○ "I'm afraid we've______ the steak tonight."
○ "______, I'll get that for you."
○ "______ anything else with that?"

Useful Phrases Ordering a Meal:

● Can I take your order?

● What would you like to order?
● I'd like to order the [dish], please.
● I'll have the [dish], please.
● We're out of/don't have the [dish] tonight.
● Would you like anything else with that?
3. Work in pairs. Roleplay the following scenarios using the phrases from the Useful
Phrases box:
○ A customer orders a meal at a restaurant. B is the server.
○ A customer wants to order a dish that is unavailable. A is the server.

Vocabulary a. Match the bolded phrases with meanings a-j:

 ● The restaurant was fully booked so we couldn't get a table.
● My food order was incorrect, so I had to send it back.
● The delivery driver never showed up, so I had to cancel my order.
● The credit card machine was down, so I had to pay cash.
● The restaurant ran out of my favorite dish, so I had to order something else.

a. not available at that time

b. not functioning properly

c. not delivered as expected

d. not the same as what was ordered

e. had to choose a different option

5. Work in pairs. Discuss which situations from Exercise 5a have happened to you when
dining out. What actions did you take?
6. Listen to the remaining part of a phone conversation. Answer questions about each:
● What is the customer calling about?
● What reason does the hotel staff give for the problem?
● What action does the customer want?
● Does the hotel staff agree to the customer's request?

Script:

Hotel Staff (Sarah): Good afternoon, thank you for calling Beachside Hotel. This is Sarah, how
can I assist you today?

Customer (John): Hi Sarah, yes, I'm calling because there's an issue with my room.

Sarah: I'm sorry to hear that, John. Could you please let me know what specifically is the
problem?

John: The air conditioning in my room doesn't seem to be working properly. It's quite warm in
here and I've tried adjusting the thermostat, but it doesn't make any difference.

Sarah: I apologize for the inconvenience, John. It sounds like there may be a problem with the air
conditioning unit. I'll have maintenance check it immediately.

John: Thank you. Could you also arrange for another room for me in the meantime? Preferably
one with a working air conditioner.

Sarah: Certainly, I'll make sure you're relocated to a room where everything is in perfect order.
Please give me a moment to arrange that for you.

John: That would be great, thank you.

Sarah: You're welcome. I'll ensure that everything is taken care of promptly. Is there anything
else I can assist you with?

John: No, that should be all for now, thank you.

Sarah: You're most welcome, John. We appreciate your understanding, and we'll make sure your
new room is comfortable. Have a pleasant day.

John: Thank you, Sarah. You too. Goodbye.

Sarah: Goodbye, John.

7. Put the sentences in the correct order to create three conversations:

Conversation 1: a. I'm calling about my hotel reservation. b. Let me check to see what has
happened. c. Thank you. d. It seems there's an issue with my booking. e. How can I help you?

Conversation 2: a. I'm sorry to hear that. b. That's right, what can I do for you? c. Could you
adjust the rate for that night? d. I'll make sure you receive a call back within 24 hours. e. The
room was booked when I tried to reserve it. f. I'd like you to call me back.

Conversation 3: a. I'm sorry to hear that. b. Yes, I'll get that sorted out for you. c. The reservation
wasn't showing up in our system. d. I'm calling about my recent hotel booking. e. Could you
please cancel my reservation and refund the charge? f. Let me check to see what happened. g.
Ah, it looks like there was a system error.

UNIT 10A

Reading and Vocabulary

1. What do you believe are the most crucial factors in maintaining good physical and mental
health? a. Read the article. Work in pairs. Whose approach to health and wellbeing
resonates with you the most? Why?

Finding Balance: Pathways to Personal Wellbeing

In today's fast-paced world, prioritizing our health and happiness can be challenging. We asked
our readers to share their journeys towards achieving a fulfilling and well-balanced lifestyle.
"For me, physical fitness forms the foundation of my overall wellbeing. I make sure to exercise
regularly, whether it's hitting the gym, going for a run, or trying a new sport. Pushing myself
physically gives me a sense of achievement and lifts my spirits. It's also important to listen to my
body and allow for adequate rest and recovery." - Samantha, 32

"Maintaining a healthy diet has been crucial for me. I aim to prepare nutritious meals at home
using fresh, whole ingredients. Avoiding processed foods and sugary snacks helps me feel more
energetic and focused. However, I also believe in treating myself occasionally – balance is key.
Spending time in nature is another essential part of my routine. Whether it's taking a hike or
simply sitting outside, it grounds me and fosters a sense of connection." - Liam, 45

"Mental health is equally important to me as physical health. I prioritize activities that nourish
my mind, such as reading, journaling, and meditation. These practices help me manage stress and
cultivate inner peace. Having a strong support system of family and friends is also crucial. I rely
on them for encouragement and a listening ear when needed." - Amelia, 28

b. Replace the underlined words in the article with the words in the box.

accomplishment, balanced, support network,

2. Read the text and listen to five responses. Based on the responses, determine if each person is
a young adult, middle-aged, or retired. Why?

Imagine a puff of smoke appears, and a person who looks like you but older appears in front of
you. They say they're you from ten years in the future. They can answer three questions before
returning. What questions would you ask?

Olivia: Will I still be as active as I am now?

Luca: Will he have finally found a job he loves?

Isabelle: Who will I be in a relationship with?

Ethan: Will I have any major health issues?

Sophia: Will I still be living in the same city?

3. View the grammar box

Future Perfect and Future Continuous

The future perfect refers to events that happened before/after a point in the future, for example in
ten years' time. Will I have written that book I'm always intending to write? I think she'll have
found a fulfilling career by then. The future perfect is formed with will + have + past participle.
You often use it with by or before.

Ex: I hope I'll have met my life partner by the time I'm 35.

The future continuous describes something in progress/completed at a point in the future.

Ex: Will I still be working at the same company?

I hope I won't be as stressed in ten years' time.

The future continuous is formed with will + be + present participle/past participle. You often use
the future continuous with still. Do you think you will still be living in the same city ten years
from now? You also use the future continuous to politely ask about other people's plans. Will
you be joining us for the wellness retreat this weekend? To show how certain you are about the
future, use probably, more than likely, almost certainly, and definitely.

4. a. Imagine meeting your future self and being able to ask questions about future events.
Choose what you would like to ask about or use your own ideas.

b. Write your questions. Use the future perfect and future continuous.

5. Find a partner. Let your partner imagine they are you ten years into the future. Take turns
asking and answering the questions. Aim to provide interesting and positive responses.

UNIT 10B

Reading and Vocabulary

Look at the photos. Do you know any surprising facts about these artists?

1. a. Read the article. What was Claude Monet famous for?

Claude Monet, a French painter, is widely regarded as one of the most influential artists of the
Impressionist movement. His works, characterized by their light, color, and atmospheric effects,
have had a profound impact on the development of modern art. Monet's paintings often depicted
landscapes, gardens, and water lilies, capturing the fleeting effects of light and color. His
technique of applying thin, transparent layers of paint to create a sense of depth and luminosity is
still studied and admired today.

Monet's early career was marked by financial struggles and criticism from the art establishment.
However, his persistence and dedication to his craft eventually led to widespread recognition and
success. He was known for his meticulous attention to detail and his ability to capture the
subtleties of light and color. His works are now considered some of the most valuable and iconic
in the world.
b. Read the article again. Are the statements true (T) or false (F)? Correct the false statements.

1. Monet's paintings are characterized by bold colors.

2. Monet's early career was marked by financial success.
3. Monet's technique involved applying thick layers of paint.
4. Monet's works are now considered some of the most valuable in the world.
5. Monet's paintings often depicted portraits of famous people.

2 a. Work in pairs. Take turns asking and answering as many of the questions as possible in three
minutes.

Can you think of someone (or a group of people) who:

1. started out in a small art gallery?

2. has/have taken the art world by storm recently?
3. shot to fame for all the wrong reasons?
4. is/are high-profile on social media?
5. was/were unknown until this year?
6. got his/her/their big break on a TV show?
7. is/are never out of the public eye?
8. was/were an instant hit with their first exhibition?
9. has/have left the biggest artistic legacy?
10. starred in a film that went unnoticed?

b. Share your answers with the class. Who managed to answer the most questions?

Grammar

3 a. Read some of Monet's incredible facts and try to guess the correct alternatives.

1. In 1872, Monet moved to Giverny, where he lived/lives for the rest of his life.
2. Monet's first major exhibition was held/helded in 1874 at the Salon des Refusés.
3. Monet's paintings often depicted/depicting scenes from his own life.
4. Monet was a member of/on the Impressionist movement.
5. Monet's technique involving/involved applying thick layers of paint.

Grammar Box

● The first time you mention a thing, use a or an/the.

● When you mention it again, use a or an/the.
● Use a or an/the when the listener knows what you are referring to or there is only one in
the context.
● Use a or an/the when making generalizations.
● Use a or an/the with superlatives and noun phrases with first, last, next, only, same, right
and wrong.
● Use/Don't use an article with languages, sports, countries, academic subjects, planets,
seasons, lakes, and mountains.
 ● Use the/no article with rivers, seas, oceans, deserts, time phrases (the future, the past,
etc).
● Use the/no article with names of countries with States.

4. Listen and read. The word the is pronounced in two different ways. How? When do we use
each pronunciation?

1. Did you see the big elephant?

2. He is the ace of the team.

a. Complete the texts with a, an, the, or no article.

● I read an interesting fact about the Impressionist movement ___ other day. The guy called
Claude Monet started painting back in 1862. Sixty years later, his paintings were still
being admired. I read it in __ magazine.
● Do you know where the driest place on Earth is? It's ___ Atacama Desert in Chile. It's not
totally dry though. In 2015, __ storm caused flooding in the southern part of ___ desert.
● Did you know ___ there are 25 billion chickens in the world? There are more of them
than any other bird species. Chickens are complicated animals and they have a good
memory for faces.

b. One of the texts is not true. Guess which one.

UNIT 10C

Reading

1. Look at the photos and discuss the questions.

1. How frequently do you observe people using their smartphones in public?

2. Are there any regulations or societal norms in your country against excessive smartphone
use?
3. Have you ever found yourself distracted by your own smartphone usage? If so, when and
why?
4. Can you identify any other activities that are becoming problematic due to technology?

2. Read the article. What is the issue and what are the proposed solutions?
In today's highly interconnected world, it's common to see individuals engrossed in their
smartphones, often oblivious to their surroundings. This behavior, often dubbed as "smartphone
zombies," has raised concerns in many cities. Pedestrians who constantly stare at their devices
while walking pose significant risks to themselves and others because they are less aware of their
environment and more prone to collisions or traffic incidents.

Recent statistics indicate a rise in pedestrian-related accidents globally, with distracted walking
being a significant contributing factor. This poses a particular challenge in densely populated
urban areas where the likelihood of accidents is higher.

To address this issue, some cities have taken proactive steps. For instance, Honolulu, Hawaii, has
enacted a law allowing police to fine pedestrians $35 for using electronic devices while crossing
streets. While aimed at discouraging such behavior, critics argue it unfairly penalizes those
unable to afford the fines.

Other cities have opted for technological solutions, such as installing "smart crosswalks." These
crosswalks feature LED lights embedded in the pavement ("lightlines") that signal distracted
pedestrians when it's safe to cross. This visual cue is designed to be visible even to those looking
down at their phones.

The effectiveness of these initiatives remains uncertain. Changing deeply ingrained human
behavior is complex, and it's unclear whether these measures will lead to lasting changes in how
people navigate public spaces while using digital devices.

3. Answer the following questions.

1. What are pedestrians often unaware of when they walk and use their smartphones?
2. According to recent data, what does distracted walking contribute to?
3. Who faces fines in Honolulu for using electronic devices while crossing streets?
4. What is uncertain about the effectiveness of the solutions mentioned in the article?

4. Find a partner and share your thoughts.

1. Do you believe cities should take action to address distracted walking?

2. Among the solutions mentioned in the text, which one do you think is most effective?

Language Focus

5. Read the language focus box and identify the compound adjectives in the article. Can you
explain their meanings?

Compound Adjectives

Compound adjectives are formed by combining two or more words, sometimes with hyphens, to
function as a single adjective.

Examples:
 ● high-tech smartphone
● well-known artist
● densely populated area
● long-term solution

Numbers can also be used in compound adjectives:

● ten-year-old boy
● six-page document

Common compound adjectives include:

● well-behaved child
● middle-aged man
● short-term solution

6 a. Rewrite the sentences using compound adjectives.

1. Have you completed many years of academic study?

2. Are you someone who often thinks about other things while doing something?
3. Do you have a technologically advanced smartphone? If not, would you like one?

b. Work in pairs and ask each other the questions.

Go to page 154 or your app for more practice.

7. Read about another problem involving smartphones. Have you ever observed people doing
this?

The trend of tourists taking selfies in popular locations has led to a surprising number of injuries
and fatalities. Over the past six years, at least 259 individuals have died while taking selfies,
primarily due to accidents involving transportation. In response, Mumbai, India, has introduced
"no-selfie zones" to prevent incidents, while other cities fine individuals for taking selfies in
hazardous areas near heavy traffic. Do you think this is an effective approach to prevent
accidents? What is your viewpoint?

a. Listen to four people discussing the problem. What solution does each person suggest?

Script:

Viewpoint 1 (Olivia):

"I think the 'no-selfie zones' and fines are a great idea. People need to be more responsible and
aware of their surroundings when taking selfies. It's just common sense that you shouldn't be
standing in the middle of a busy street or on the edge of a cliff trying to get the perfect photo.
The number of deaths and injuries is really shocking, and it's only going to keep going up if we
don't take action to curb this dangerous behavior. If a fine or restricted area helps people think
twice before putting themselves in harm's way, then I'm all for it."
Viewpoint 2 (Ethan):

"I understand the concern, but I don't think these bans and fines are the right approach. People
should be free to take photos and selfies wherever they want, as long as they're being reasonably
careful. Sure, some people do stupid things, but you can't just punish everyone for the actions of
a few reckless individuals. Instead of restricting where people can take photos, we should focus
on better education and awareness campaigns to teach tourists how to take selfies safely. Give
them tips on staying away from cliff edges, busy roads, and other hazards. That would be a much
more effective way to prevent accidents in my opinion."

Viewpoint 3 (Isabella):

"This whole 'selfie safety' issue is just another example of the nanny state trying to control our
lives. We're all adults here - if someone wants to risk their life for the perfect Instagram shot,
that's their choice. The government shouldn't be stepping in to tell us where we can and can't take
photos. It's a slippery slope, and before you know it, they'll be banning all kinds of activities in
the name of 'public safety.' I think people need to take some personal responsibility for their
actions instead of relying on the government to protect them from every possible risk."

Viewpoint 4 (William):

"I have mixed feelings about this. On one hand, I can see why cities would want to implement
these 'no-selfie zones' - the statistics on selfie-related deaths and injuries are really alarming. No
one wants to see tourists getting hurt or killed, especially in preventable accidents. But on the
other hand, I worry that these bans could have unintended consequences. Will they actually
change behavior, or will people just find ways to take risky selfies elsewhere? And what about
the cultural significance of selfies - for many people, especially younger generations, taking
photos of themselves in iconic locations is an important part of the travel experience. So I think a
balanced approach is needed, with a focus on education, signage, and perhaps targeted
restrictions in the most dangerous areas, rather than broad bans."

CHECK AND REFLECT

Fill in the blanks with the appropriate words from the list.
alibi circumstantial evidence eyewitness forensic evidence motive suspect testimony witness
1. The police have a strong _________ against the accused.
2. The _________ placed the defendant at the scene of the crime.
3. The _________ provided a detailed account of the incident.
4. The lack of a clear _________ makes the case more challenging.
5. The _________ found at the crime scene is being analyzed.
6. The defendant's _________ was that he was out of town at the time.
7. The _________ claimed to have seen the perpetrator fleeing the scene.
8. The prosecution will rely heavily on the _________ of the victim.
Rewrite the sentences using past modals to express speculation about past events.
1. It's possible that Samantha took the day off to attend the concert.
Samantha _________ the day off to attend the concert.
2. It's certain that the traffic caused the delay.
The traffic _________ the delay.
3. Perhaps the teacher didn't assign the homework.
The teacher _________ the homework.
4. I'm sure you didn't see Liam at the party. He was out of town.
Liam was out of town. You _________ him at the party.
5. It's unlikely they were speaking French. They're from Germany.
They _________ French.

Match the sentence halves.

1. The students have been researching
2. Detective Wilson suspected that
3. Emma faked
4. Olivia misunderstood
5. Ethan bought chocolates to prove
6. I enjoy observing
7. Some theorists believe
a. the instructions and got lost.
b. the suspect was lying.
c. that the Moon landing was staged.
d. the apology was sincere.
e. the symptoms to get out of school.
f. the complex behavior of dolphins.
g. his affection for his girlfriend.

a. Complete the sentences with the correct gerund form of the verbs in parentheses.
1. I don't mind people _________ me while I'm working. (interrupt)
2. My jokes often make people _________ . (laugh)
3. I dislike it when people advise me _________ my diet. (change)
4. It's important to let people _________ how you feel. (know)
5. I can't stand people _________ my fashion choices. (criticize)
b. Indicate which sentences in Exercise 4a are true for you. Discuss with a partner.

Complete the sentences with the correct future tense of the verb in parentheses.
1. Don't worry, I _________ by the time you're ready to help. (finish)
2. Hey, Sam, _________ you _________ the 6 pm train as usual? I'll see you at the station.
(catch)
3. I'm going to bed early because I _________ a long hike tomorrow. (go on)
4. _________ your parents _________ the surgery by then? (recover from)
5. I _________ most likely _________ for a non-profit when I'm 35. (work)
6. That prodigy! He _________ his first novel by the time he's 20. (publish)
7. Correct the underlined phrases.
8. Frank Lloyd Wright was a high-profile architect from the US.
9. Citizen Kane and The Godfather are two of Coppola's masterpieces.
10. Adele started out as a backup singer in the late 2000s.
11. In the 90s, Brad Pitt was an unknown struggling actor.
12. Van Gogh's paintings went largely unnoticed during his lifetime.
13. Meryl Streep's big break was landing the lead role in Kramer vs. Kramer.
14. Denzel Washington has won multiple Oscars but avoids the public eye.
15. Beyoncé's album Lemonade was an instant hit.