- Información
- Chat IA
Gold Experience 2nd Edition C1 Teacher Book [book 4joy]
Ingles
Universidad Siglo 21
Recomendado para ti
Comentarios
- Muy util.Excelente
- Very helpful
Vista previa del texto
TEACHER’S BOOK
C
Advanced
2ND EDITION
nd
Course components 5–
- Introduction to Gold Experience
- Edition 4–
- Course components 5–
- Teaching pathways
- Unit walkthrough 8 –
- Student’s Book unit 8 –
- Workbook unit
- Classroom teaching ideas 13 -
- How to teach for exams 13–
- How to fl ip the classroom 16 –
- How to encourage independent learning 18–
- How to teach with projects
- How to teach with Readers
- Unit 1 Look ahead, look back 22–
- Unit 2 Winners and losers 39–
- Unit 3 Choices and changes 55–
- Unit 4 Same or diff erent? 70–
- Unit 5 All or nothing 86 –
- Unit 6 Image and reality 10 2 –
- Unit 7 Be seen, be heard 118 –13
- Unit 8 Healthy body, healthy mind 135 –
- Unit 9 Leaders and followers 152–
- Unit 10 Moving on 169 –
- Switch on videoscripts 179 –
- Workbook answer key 183–
- Speaking: success criteria 204–
- Writing: success criteria 208–21
COURSE
COMPONENTS
- Nine topic-based units divided
into 8 main teaching lessons, plus
video, project, independent learning,
wordlist and unit check.
- Final tenth unit review provides
revision of language and skills from
the course in exam task format.
- Training and practice for the
Cambridge C1 Advanced exam is
seamlessly integrated into every
lesson.
- Students and teachers can easily
identify exam-like tasks with the icon.
- Additional examples of vocabulary sets in Extend vocabulary
in the back of the book.
- Students are encouraged to explore their ideas, opinions
and knowledge of the world through frequent discussion
opportunities , for example through Speak up activities.
- Video clips expose students to a variety of authentic
broadcasting formats, accents and ideas, and encourage
students to think critically about what they watch.
- Where appropriate, grammar vox pop interviews give
authentic examples of target grammar in use.
- End of unit projects can be adapted depending on the
time available, and encourage students to explore a topic,
collaborate and work creatively with classmates, and present
back to the class.
- Independent learning sections guide students through
diff erent aspects of self-refl ection and help them become more
successful learners.
- The back of book Grammar fi le gives a full page of detailed
grammar and language explanation, plus a full page of practice
activities for every unit.
- Writing fi le and Speaking fi le give task-by-task exam-related
help and useful language for productive tasks.
- Student’s App gives access to videos and the extensive class
and workbook audio, as well as additional fun practice of
course vocabulary. Accessed via a code in every Student’s Book
- Full Student’s Book in digital format with embedded audio,
video and interactive activities.
Suitable for computer or tablet
Mirrors the Student’s Book lesson by lesson and consolidates
learning with targeted practice.
- Additional topic-related practice of reading, writing, speaking,
listening and use of English skills.
- Extensive practice of course grammar and vocabulary,
including practice of Extend vocabulary from the back of the
Student’s Book for stronger students.
Complete practice exam in Unit 10.
Designed for either independent study at home or in-class
extra practice.
Audio for listening lessons available on the • Audio for listening lessons available on the Student’s AppStudent’s App.
Fully interactive digital version of the Workbook, which
complements and consolidates the Student’s Book material.
Remediation videos and activities powered by MyGrammarLab.
Instantly graded activities with supportive feedback.
Personal gradebook for students to review their performance.
Access to Student’s Book video and audio for students.
Additional intensive practice for the Cambridge C1 Advanced
exam.
- Two complete practice tests, one with tips and guidance for
every task.
Extensive support for productive tasks at the back of the book.
Online answer keys, audio and speaking test videos with
teacher’s resources.
Resources
- Teaching notes (digital teacher’s book).
- Detailed grammar PowerPoint presentations for each unit’s
grammar points.
- Three photocopiable worksheets (Grammar, Vocabulary +
skill or exam focus) per Student’s Book unit, with full teaching
notes and answer key.
- Class audio and video.
- Assessment package (see below).
Assessment package
- Extensive range of tests for use
throughout the course.
- A/B versions of core tests to
prevent cheating.
- Versions for students with special
educational needs.
- Available as ready-to-print pdfs or
editable word documents.
- Answer keys and audio fi les.
- Test pack includes:
- Diagnostic test to help place
students and identify strengths
or weaknesses.
- Unit tests with two papers: Grammar, vocabulary and Use of
English; Listening and reading.
- Review tests every three units with three papers: Grammar,
vocabulary and use of English; Writing; Speaking.
- End of Year test with three papers: Listening, Reading and
Use of English; Writing; Speaking.
Online Practice for teachers
- Teacher view of Online Practice provides a full learning
management system.
- Assign tasks to the whole class, groups or individual students
depending on their needs.
- Automatic marking to save time.
- Performance area lets you see how individual students and the
whole class are progressing overall and by skill.
- Teaching notes with a wealth of additional and alternative
classroom ideas, including for mixed ability classes, fast fi nishers,
and additional questions to encourage critical thinking.
- Exam information, including how Student’s Book activities may
diff er from exam tasks (for example, shorter text length, fewer
items, a focus on unit language meaning less variety of tested
language than in the exam, etc.).
- ‘How to’ sections in the introduction, giving advice on teaching
for exams, fl ipping the classroom, developing your students as
independent learners, teaching with projects and teaching with
readers.
- Speaking and Writing Success Criteria at the back of the book
to help you and your students understand what a solid answer,
a good answer and an ‘acing it’ answer looks like.
- Photocopiable audio scripts and videoscripts at the back of
the book.
Workbook answer key.
Access code for all Gold Experience digital teacher tools.
X 5
READING
topic: future of advertising skill: identifying expansion or exemplification of points task: gapped text GRAMMAR ways of talking about the future verb phrases + prepositions VOCABULARY buying and selling separable and inseparable phrasal verbs nouns from phrasal verbs LISTENING topic: business start-ups skill: understanding points of view task: multiple matching
USE OF ENGLISH
open cloze word formation SPEAKING topic: gender pay gap skill: speculating task: long turn WRITING topic: a charity event skill: writing topic sentences task: report SWITCH ON video: the scenic route project: trip around the world
SB p Write the unit title All or nothing on the board and ask what the expression means (it is used to say that unless something is done completely, it is not acceptable, i. half-heartedness won’t do – it’s got to be all or nothing). Ask students to look at the picture on page 63. Read the quote aloud and elicit ideas of what it means (people today are so busy thinking about money that they lose sight of what is really important in life or forget to be grateful). Students discuss the questions in pairs. Elicit some ideas. Possible answers 1 The child is enjoying the simple pleasure of feeling rain on his/her face. The photo contrasts with the quote because it shows someone who appears grateful for a small pleasure that doesn’t cost anything. 2 Spending time with friends and family, having some time alone, a break, working towards goals, etc. 3 • I value my phone the most because it contains my most important information and is the possession I use most often.
- I was given a special locket by my late grandmother and I always wear it to remind myself of her.
- I have a signed poster from one of my favourite stars who I was lucky enough to meet. It’s more than a signature to me – it’s the memory of meeting my idol.
Ask: To what extent do you think the quote reflects society in your country? Does it depend? If so, on what? Ask students to work in pairs to think of some simple pleasures that they are grateful for. Elicit some ideas.
All or nothing
86
5 All or nothing
3 Remind students that quickly reading for gist is an important strategy for understanding the main ideas in all the Reading and Use of English tasks, and will prepare them to answer the individual questions more accurately and efficiently. Give students three minutes to read the article and paragraphs to see if any of their ideas from Ex 2 were mentioned.
task: gapped text Read through the exam tip with students, giving them time to follow the instructions in the second part. Elicit the answers. C The highlighted phrases in paragraph iii all relate to the idea of personalisation, first generally ( that means personalisation ; all about us ) and then with the specific example of personalised customer service operatives, based on what each individual finds attractive or not. Paragraph C gives other examples of personalised products: As well as this, ... you’ll be able to buy a robot friend ... use a small chip to measure how many times a day you blink, to assess your eye health and find the perfect mascara. Driverless public transport will interact with us all individually .) The linking phrase As well as this , at the beginning of paragraph C, provides a clue that this paragraph is likely to fit after a paragraph where another example of a personalised product has been given. 4 style exercise. Ask students to do the remainder of this exam-
1 B (At the end of paragraph i, it says ... the defining point of the whole film was when the proud creator of Hawking’s world-famous voice synthesiser turned it on and announced, ‘Welcome to the future.’ This moment is referred to in B as ... a single moment summed up so wonderfully the extent to which technology can change lives for the better ...) 2 G (Paragraph ii ends with a question: how is this going to happen? i. how is every single advertising message going to be relevant to the receiver? Paragraph G responds directly to this: To put it briefly, over the next ten years, advertising will move from communicating to predicting, and emoting ...) 3 C (See exam tip answer key above) 4 E (Paragraph iv ends with the question how will brands actually use it [VR]? This question is referred to at the beginning of paragraph E: That is where the imagination must take a leap because in reality, even the experts don’t know. Paragraph E goes on to speculate on how the question from paragraph iv might be answered: A logical progression would be ... and to give a current example of VR use In fact, there is actually a VR advert now ...) 5 A (The first sentence in paragraph vi says Wearable and connected devices will be providing the data to enable this targeting to become more detailed, referring to Screens and posters will display different images based on the information on your mobile in paragraph A.) 6 D (Paragraph vi ends with We’ll enter a store to hear our own playlist playing and be immediately directed to ... This links to the similar example in paragraph D, Tom Cruise walks past a number of digital ads that address him by name as he passes .)
READING SB pp64–
If you have the technology available, play an interesting advertisement in English. Discuss the techniques the advertisement uses to influence the buyer. Ask students to work in pairs to see how many forms of the word advertisement they can come up with: advertise (verb), advert , advertisement (noun), ad (informal nouns), etc. 1 Share an example of something you’ve been persuaded to buy recently by an advertisement. For example, say: Recently, I saw an online advert for a new kind of chocolate biscuit and I just had to buy a packet. Check pronunciation of persuade /pəˈsweɪd/. Ask students to discuss the questions in pairs then elicit some responses to each one. Possible answers 1 • I’m a sucker when it comes to advertising, and I know it. I’m quite easily persuaded, especially when it comes to online advertising. The advertisers seem to know exactly what I’m looking for and put it right in front of me. Who am I to resist? For example, recently ... - I’m quite critical of advertisements and that helps me not to be taken in. For example, am I really going to be popular, rich and good-looking just because I wear a new fragrance? However, recently, I did buy ... 2 My favourite advert at the moment would probably be the one for .... I say this because ... One ad I really like is ... because ... It’s hard to top the advert for ... as ...
Students could show each other a favourite advertisement and discuss how persuasive it is, and why it is memorable for them.
Focus students on the picture on page 65 and elicit/ point out that it represents virtual reality (VR), which allows a person wearing a headset to watch or experience an environment produced by a computer that looks and seems real. Ask: Have you ever tried VR? What is it like? How do you think the rise of virtual reality may change advertising?
2 Students discuss the question in pairs. Elicit some responses. Possible answer By 2030, I think most advertising will be done online and print advertising will be a thing of the past. I’d say adverts are going to get more and more responsive to the individual. We might walk by the same billboard and it will show one advert to me, and a different one to you. By then, heaps of people will have access to virtual reality headsets so we will be able to view online purchases much more closely before buying. Imagine walking around a hotel before you booked, or getting to walk around a university campus abroad before you enrolled – that’s the future!
87
All the support a busy teacher needs in one place, accessed via
the access code in the back of the Teacher’s Book or via your
Pearson consultant.
Presentation tool
- Front-of-class teacher’s tool with fully interactive version of
every Student’s Book and Workbook activity with integrated
audio and video.
Planning mode, including teacher’s notes, and teaching mode.
Easy navigation via either book page or lesson fl ow.
Additional whole-class game activities – plus score and timer
tools for teacher-led games.
STUDENT’S BOOK UNIT
Look at the picture and discuss the questions.
1 How does the quote relate to the photo?
2 What things do you value most in your day?
3 What possessions do you value the most? Why?
All or nothing
5
Nowadays
people know
the price of
everything
and the value
of nothing.
READING
topic: future of advertising skill: identifying expansion or exemplification of points
task: gapped text
GRAMMAR
ways of talking about the future verb phrases + prepositions
VOCABULARY
buying and selling separable and inseparable phrasal verbs
nouns from phrasal verbs
LISTENING
topic: business start-ups skill: understanding points of view
task: multiple matching
USE OF ENGLISH
open cloze word formation
SPEAKING
topic: gender pay gap skill: speculating
task: long turn
WRITING
topic: a charity event skill: writing topic sentences
task: report
SWITCH ON video: the scenic route
project: trip around the world
63
Each unit has a lead-in photo,
quote and discussion questions
to get students thinking about
the unit theme, and using their
existing topic vocabulary.
The Unit overview
gives a brief outline of
topics, key language, skills
focus and exam tasks.
The main reading text previews grammar
that students will meet in the next lesson.
1 Work in pairs and discuss the questions.
1 Do you fi nd adverts persuasive? What has an advert persuaded you to buy recently? Why did it persuade you?
2 What’s a favourite advert of yours? Why?
2 Work in pairs. Imagine it’s the year 2030. How has advertising changed?
3 Read the article. Ignore the gaps. Does it mention your ideas from Ex 2?
4 Read the article again and choose from the paragraphs (A–G) the one which fi ts each gap (1–6). There is one extra paragraph which you do not need to use.
gapped text
The paragraph you are looking for may contain an example of, or expand on, something mentioned in the previous paragraph.
Read paragraph iii. Look at the highlighted phrases. Read paragraphs A–G and choose the one where these phrases are exemplifi ed or expanded on. Which phrases give links?
5 Match the words and phrases in bold in the article with their meanings (1–8).
1 signifi cant 5 husbands/wives 2 fi rst 6 produced
3 believing in, accepting 7 major part 4 portraying emotion 8 likely to be/do something
6 Work in pairs. Take turns to summarise what the article says about the following.
1 Stephen Hawking
2 relevance to individuals 3 virtual reality
7 Work in pairs. Some people say that advertising is a ‘necessary evil’. What do you think they mean? Do you agree?
A Advertisers will also know how much we like their ads because our pulses, via our smart watches, will tell them. Every ad you see will be based on who you are. Screens and posters will display different images based on the information on your mobile – your purchase history, the brands you like on social platforms, who your friends are, your gender and your age. Already, seventy-fi ve percent of consumers expect and want retail experiences to be personalised, and over the next ten years most marketing will become like the ‘Amazon Recommends’ feature, only bigger!
B Rarely has a single moment summed up so wonderfully the extent to which technology can change lives for the better, allowing us to interact in ways beyond any initial realms of possibility. And it’s these almost unimaginable developments in technology, according to futurists, that will play a major part in persuading us what products to spend our money on.
C As well as this, in 2025 you’ll be able to buy a robot friend and even use a small chip to measure how many times a day you blink, to assess your eye health and fi nd the perfect mascara. Driverless public transport will interact with us all individually.
D In the sci-fi fi lm Minority Report Tom Cruise walks past a number of digital ads that address him by name as he passes. Science fi ction perhaps then, but as we have seen, not so far away from the realities that we may be confronted with relatively soon, albeit perhaps more subtle and sophisticated. But who really knows?
E That is where the imagination must take a leap because in reality, even the experts don’t know. A logical progression would be that people will be able to ‘step into’ brand experiences and ads will be fi lmed with 360-degree cameras. In fact, there is actually a VR advert now that allows the prospective customer to experience what a hiking boot feels like when walking.
F Other than the obvious novelty and excitement around these ideal marketing tools, the latter is also quickly becoming the only truly immersive experience to capture people on an emotional level. All exterior stimuli are blocked out and we are cocooned in our own individually created world.
G To put it briefl y, over the next ten years, advertising will move from communicating to predicting, and emoting , based on human needs. According to a recent study by neuroeconomist Paul Zak, three out of eight people now love brands more than their spouses ; thinking of brands releases more oxytocin in the brain – the same reaction generated when being hugged.
64 The fi rst TV commercial was in the USA, on 1 July 1941. It was ten seconds long and promoted a watch.
RALPH Worrying stuff, but this is going to happen, guys – whether we like it or not.
JONBOY Great timing! I’m to see my course tutor later about a project I’m starting next week on the very same topic. Useful stuff!
JENNIWREN 11 Just want to give a heads up: brilliant VR exhibition starts on Saturday at the Brack Centre. Some experts will be demonstrating how the latest stuff works. Can’t wait!
i The award-winning fi lm about Stephen Hawking The Theory of Everything has plenty of touching scenes. From the initial diagnosis of Motor Neurone Disease to the academic brilliance and fi nal passionate exchanges, this is a fi lm that ticks every emotional box. But for me, the defi ning point of the whole fi lm was when the proud creator of Hawking’s world-famous voice synthesiser turned it on and announced, ‘Welcome to the future.’
1
ii The consumer is hard to impress and the next ten years of advertising will
be relying completely on them buying into the largely tech-driven, utopian vision of making every single advertising message relevant to the receiver. So how is this going to happen?
2
iii How advertising makes us feel will become more important than how it
looks, and that means personalisation. By 2025 we’ll have developed the technology to make the bulk of our interaction with products all about us. One example is that customer service operatives will be holograms, based on what each individual fi nds attractive or needs – imagine holograms in airports and train stations providing customer information.
3
iv The term we use to describe this method of reaching each individual is
‘immersive creativity’ and the way into this is already well established through advances in virtual reality (VR). VR is big business – it’s estimated the VR market will soon be worth 5 billion dollars. The experience is unparalleled, taking the user into another mind-blowing world that feels real. But how will brands actually use it?
4
v This is just one technological step in the new emotional journey that
brands and consumers are about to embark upon. The most used word in social media last year was the heart emoticon, but in ten years’ time, most of our words will be emoticons and customers will give feedback in Snaps.
5
vi Wearable and connected devices will be providing the data to enable this targeting to become ever more detailed and clever. By the end of the ten years advertisers will have been mining our personal data for a long time. We’ll enter a store to hear our own playlist playing and be immediately directed to clothes we’ve looked at in other stores.
Over to you! Comments, please.
what will it look like in ten years’ time?
advertising:
The
of
6
vii There is not, nor ever can there be, a fi xed answer. Hawking described the future as ‘indefi nite, existing only as a spectrum of possibilities’. Unexpected things will occur; we don’t know the names of the next big entrepreneurs, nor what the biggest platform will be in ten years. But whatever happens, advertising in the future will be exciting, powerful and impossible to ignore.
65
Sum up sections
require students
to think about the
text as a whole.
Power up sections
get students
thinking about the
lesson topic.
Speak up sections develop critical thinking, asking students
to think more deeply about the topic and consider diff erent
viewpoints, and provides extra speaking practice.
Exam tasks are easily
identifi ed by the
symbol.
Exam skills and
strategies are built up
through both
core activities and
exam tips
UNIT WALKTHROUGH
1 Work in pairs. In which situations would you use these diff erent buying methods?
auction bargain barter haggle trade
4 5 Listen again and complete the tasks.
multiple matching
Make sure you listen for all the options in every extract. When you listen for the first time, pencil in all the possible answers, then confirm your answers when you listen for the second time.
5 Match the expressions (1–6) with their meanings (A–F).
1 eat up something (e. resources) A be beating one’s competitors 2 be ahead of the game B sell something you have bought for a profi t
3 be hot property C understand and be able to do something 4 get the hang of something D be the object of a reaction, oft en negative
5 fl ip something E be something very valuable and marketable 6 come in for F use something and not replace it
2 5 You are going to hear fi ve people talking about a retail business they have started. Listen and decide what product each speaker sells.
3 Read the two tasks. Identify the key words in the lists (A–H). Then think of diff erent ways these words can be expressed.
Task 1
Choose from the list (A–H) the reason each speaker gives for setting up their business.
A a recommendation by a friend B the fi nancial security C the rise in popularity of a certain product D the cheap set-up costs E the international opportunities F the best way to use a talent G to fund a lifestyle H a commitment to help others
Speaker 1 1 Speaker 2 2 Speaker 3 3
Speaker 4 4 Speaker 5 5
Task 2
Choose from the list (A–H) how each speaker feels about their future business.
A reassured that big companies want to partner with them B optimistic about expansion into different products C inspired by the opportunity to be more international D encouraged that they can run an ethical business E hopeful that they can make a difference F excited by the chance to develop a new type of business G surprised that the company will be able to grow so quickly H convinced that they will do better than their competitors
Speaker 1 6 Speaker 2 7 Speaker 3 8
Speaker 4 9 Speaker 5 10
6 Work in pairs and discuss the questions.
1 Which speaker do you think had the most interesting way of selling? Why? 2 Do you think haul videos are showing off or genuinely interesting?
68 Did you know more people watch haul videos than the most popular music videos?
1 Work in pairs. What strategies can you think of to remember fi xed phrases? Which do you use?
2 Read the language box and underline the verb phrases with prepositions.
explore language p15 0
verb phrases + prepositions
A A fi xed phrase is oft en a verb + a noun/an adjective + a preposition that go together.
You need to play a part in the campaign. B The phrases can only be expanded before the noun, usually with an adjective or determiner. You need to play a bigger part in the campaign.
You need to play your part in the campaign. C The noun in the phrases can sometimes be substituted, as long as the noun has the same meaning. You need to play a bigger role in the campaign.
3 Complete the sentences with the correct preposition.
1 We will need to examine the evidence shoplift ing.
2 She has a strong relationship her customers.
3 It’s important to identify the causes any poor sales results.
4 The company based their theory very unreliable data. 5 I can provide the information our not-for-profi t organisation. 6 They are investigating attitudes recycling of used goods.
4 Complete the questions with the correct form of these verbs. Then ask and answer them.
create have impose make take
1 Do you think younger people an aptitude for creative tasks? 2 Should you always a comment on a sales site you use?
3 Is it worth a chance on crowd-funding new businesses?
4 Will online marketing more opportunities for individuals to sell things?
5 Do you think we need to a limit on the number of haul videos?
5 Look at the picture of a pop-up shop. What do you think a pop-up shop is?
6 Read the article about a pop-up shop. How successful have the Bray sisters been?
open cloze
Try to identify if a gap is part of a fi xed phrase. Look at the language around the gap.
Read the sentences. Which gap needs you to focus on the word before and which one on the words a ft e r? 1 They off er an opportunity win more customers.
2 It was his opportunity and his last.
7 Read the article again and complete the gaps with one word only.
8 Work in groups and discuss the questions.
1 If you had a shop, what would you like to sell? Why? 2 Why do you think we like products that are less ‘available’?
Pop-up stores are everywhere at the moment and 0 they off er budding entrepreneurs a great opportunity 1 publicise their brand for a few weeks during the year. These stores allow people who ordinarily sell goods online to gain 2 to customers in the street.
Twin sisters Tanya and Linda Bray 3 currently fi nding pop-up stores to be a great solution to marketing their fashion and accessories label. The twenty-fi ve-year-olds normally sell through their website but they use pop-up stores 4 so often and, when they do, have succeeded in making money 5 them. Their fi rst one brought in around £2,000 in the fi rst month, which was surprising as they 6 only just launched the brand and were relatively unknown. Apart from the money, the sisters said they also enjoy the feedback they get from speaking face-to-face with their customers, which has had 7 positive infl uence on their product design. By next
month they 8 have established their brand to the extent that they may be able to open a permanent shop.
OUR POP-UP SUCCESS
The Cuddle Café, a pop-up in London, allows customers to pay for tea and cake with hugs. 69
Editable PowerPoint presentations for each
core grammar area save valuable preparation
time and bring the grammar to life.
All audioscripts are printed
in the back of the book.
3 5 Watch or listen to two people answering these questions. Make notes about their answers.
1 What do you think will be your next big purchase? Why?
2 Which of the possessions that you have now do you think you will still have in ten years’ time?
3 What will you have done with the rest of your possessions? 4 What will you have spent money on in fi ve years’ time?
4 Work in pairs. Find all the examples of future forms in the audioscript.
5 Complete the article with the correct future form of the verbs in brackets. Do not use the future simple if another form is possible.
Too much clutter? Try the 100-thing challenge
Dave Bruno set himself a challenge: to live for a period of time with only 100 possessions. Could you do it? One of our readers gives it a go.
As I 1 (move) into a shared fl at next weekend – I 2 (sleep) in this room for seventeen years by then – the idea behind the challenge really hits home. There’s no way all my stuff 3 (fi t) into the bedroom I’ve got, so I 4 (have to) get rid of a load. My mum won’t stand for me leaving it here as she 5 (use) my old room for guests, so let’s see if I can cut it down to 100 things! It 6 (be) hard, but all the soft toys must go. And come next weekend the bags of concert ticket stubs and programmes 7 (be) long gone. I 8 (give) a lot of old books to charity and, really, who needs twenty pairs of shoes? Just think that this time next week I 9 (throw out) all the junk of my old life, ready for the new one! Obviously, I can’t throw out my old CDs or DVDs, but maybe as a group they just count as one? And I’ve clearly got to keep the T-shirt with a wolf on – my best friend gave me that. Mmm, maybe I 10 (just / have) another look through the books ...
6 Work in pairs and discuss the questions.
1 Could you do the 100-thing challenge? What would you keep?
2 Answer the questions in Ex 3 and compare answers.
1 Complete the example sentences in the grammar box with the correct form of the verbs in brackets.
explore grammar p15 0
ways of talking about the future A Over the next ten years advertising (move) from communicating to predicting, and emoting. B This (happen), guys – whether we like it or not. C There is a brilliant VR exhibition which starts on Saturday at the Brack Centre. D By 2025 we (develop) the technology to make people genuinely happy. E By the end of the ten years advertisers (mine) our personal data for a long time. F I’m to see my course tutor later about a project.
G Some experts (demonstrate) how the latest stuff works.
future in the past
We use was / were going to , was / were ( about ) to and would t o express a future idea in the past.
I was going to throw out my old school books, but my mum stopped me.
I knew I would never get the job. I was about to text Megan when she called me.
2 Match the sentences in the grammar box (A–G) with the descriptions (1–7).
1 something that is inevitable or unstoppable 2 something that will be completed before a certain time limit 3 something that will have been in progress up to a time limit 4 something that is considered or believed to be a future fact 5 something that is arranged offi cially and formally
6 something that is organised or timetabled 7 an action in progress, repeated in the future, or part of the anticipated programme
66
5 Rephrase the expressions in bold in your own words.
1 Advertisers know how to push all the right buttons.
2 It is easy to persuade people to part with their money if you know their unique preferences.
3 I’m going away with the school in July, so until then I’ll have to watch my money.
6 Choose the correct words to complete the blog.
7 Work in pairs. What would someone learn about you by looking at the possessions you have in your room?
We’ve all seen them: the programmes about people who have 1 possessed / accumulated way too much stuff and have 2 cluttered / untidied up their space with piles of old newspapers or clothes. And we all think these guys are older, with a lifetime of stuff that they have 3 collected / hoarded away in case it’s ever needed. I’m living proof that that isn’t the case. I’m nineteen and my hoarding tendencies started back when I was about eleven. I know where it began: with my dad losing his job, which meant moving to a much smaller house and having to 4 chuck / bin out huge amounts of things that had been part of my life – stuff with 5 monetary / sentimental value like toys and presents. I was terrifi ed of losing my stuff again and developed this 6 undeniable / insatiable desire to 7 keep / collect things. I wasn’t 8 giving / splashing out loads of money on buying 9 off / up the local clothes shops; I just couldn’t 10 pass / miss up an opportunity to pocket free things and store them away. I’ve since learnt that this can develop into a full-blown disorder. We hoarders give an abnormal meaning to things which we simply can’t part 11 from / with. We believe they’re part of our identity and 12 throwing / dumping things will mean we’ll be losing a bit of ourselves. I was lucky and I got help, but it could have gone so badly wrong.
Not just a problem for the oldies
buying and selling
1 Complete the sentences with the correct form of these verbs. Then make your own sentences with the verbs. Try to show the differences in meaning.
accumulate acquire collect consume hoard
1 The museum has an old map dating back 700 years.
2 Households today far less fresh food than they did a few years ago.
3 I have a lot of rubbish over the years and I need to have a good clear-out.
4 Most children like to things like stamps or coins and swap them with friends.
5 My grandfather used to lots of things, like old newspapers. He thought he might need them one day!
2 5 Listen to two people answering a question about spending habits. Do you know anyone who is like either of the people described?
3 5 Work in pairs. Listen again and complete the collocations. Then talk to your partner about these things.
Tell your partner about:
1 someone you know who is a(n) touch. 2 someone you know who is prey for advertisers.
3 something you’ve bought recently at a(n) price. 4 a time you experienced a(n) sell.
5 a time when you had a(n) desire for something. 6 something you own that has value.
4 Complete the sentences with prepositions. Check your answers in the audioscript.
1 Never pass an opportunity to get a good deal. 2 No one can convince me to part my favourite trainers even though they’re falling apart!
3 My mum hangs tons of old recipes that there’s no way she’s ever going to use.
4 All these souvenirs just clutter the room. 5 I’ll have to go chocolate this week as I’m on a diet.
explore language
separable and inseparable phrasal verbs
Remember and record which phrasal verbs are separable and which are not.
he splashed a load of money out on ... my mum hangs tons of recipes onto Also remember that we cannot separate phrasal verbs when the object is a pronoun object.
He splashed it out on ...
According to British research, the average ten-year-old owns 238 toys but only plays with twelve every day. 67
Language is contextualised in authentic Grammar vox
pop interviews, scripted conversations or short texts.
Grammar vox pops are provided as both audio and video.
Active explore
grammar boxes
require students
to engage with
the taught
grammar.
Frequent opportunities
for personalisation and
discussion using new language.
The explore language boxes
provide explanation and
examples of key language areas.
Use of English lessons focus on language frequently tested in the exam.
Lesson 1 focuses on more lexical topics,
Lesson 2 on more grammatical topics.
Task layout refl ects
the exam.
Fun footers , loosely connected to the topic, can
be explicitly exploited or left for students to notice.
Vocabulary-from-
the-text activities
encourage students
to notice and absorb
vocabulary they fi nd.
1 5 Listen to two friends discussing adverts on phones and answer the questions.
1 What is the boy’s prediction about the situation with phone ads? 2 How do we know the girl is irritated with the ad companies? 3 What does the boy predict about sales?
4 What does the girl predict about how her time will be used?
5 What is the girl’s plan for managing ads? 6 What effect does the boy say the girl’s plan will have?
2 Choose the correct words to complete the sentences.
1 I think as entrepreneurs they will get / get the prize because the judges will expect / are expecting to reward innovation above everything else. 2 My parents are helping / will be helping us at the charity event once we’ve opened up / we’re going to open up. They’re going to / ’re to organise the refreshment stand.
3 I think more entrepreneurs will use / will have used pop-ups by the end of the decade and we will expect / will be expecting to see new products every week on our streets. 4 Once I’ve sold / I sell this batch of second-hand goods, I go / I’ll go online and try to buy more to upsell. 5 David is being / going to be angry that we’ve sold so few things. He’ll be / have been working for over three months on his new site. 6 When will the ad be / is the ad ready? I’ll have to / I’m having to get it up on the site before the weekend.
3 Complete the conversations with the correct future form of the verbs in brackets.
1 A: The products we ordered haven’t arrived! B: OK, so what (we / do)? 2 A: My train might be delayed on Saturday.
B: I don’t mind. I (wait) for you in the car park. 3 A: We haven’t got the ad ready yet. B: Don’t worry. I (just / do) it. I (start) now.
4 A: Are the adverts going on the web this month? B: No, but they (be) before the end of the year. 5 A: Hav e you spoken to the charity we are helping yet?
B: No, but I (do) by the end of the day. 6 A: She’s very good at her job, isn’t she?
B: Yes. In fact, she (take up) a role as manager in the next month.
4 Complete the sentences with fixed phrases formed from the words in the table. Use one word from each column for each phrase. You may need to use some words more than once.
Verb Noun Preposition identify
demonstrate play
provide investigate
create
a part
more opportunities an aptitude
the information attitudes
the reasons
for
towards in
1 He tried to the slowdown in customers. 2 They want to the management of the company. 3 We need to ethical businesses and see if they are more popular. 4 I think you need to the customers as soon as you can. 5 In our business project they innovation. 6 We school-leavers entering the business world.
5 Read the blog and complete the gaps with one word only.
Sales assistants:
what we really think
You think we 0 are just there to serve you, and we are. But in this blog I’m 1 to tell you what effect you have 2 us. We want to help you, but sometimes you don’t behave very well 3
understand our role. For instance, we don’t like it when you come into the shop five minutes before when we are 4 to close. It shows a complete disregard for
us. Another thing is we can’t change the prices no matter how much you ask. The prices are fixed by the store, 5 us. And please understand we cannot
always 6 you a refund. Just because you want one does not mean you are entitled to one. Also, we do not know every single item in the store by heart. We 7 try to help you, but don’t blame us if we
don’t know everything. What you can do is ask for our assistance rather than rummaging through everything and making a mess. What we 8 asking is please be considerate of us when you come shopping.
7676
How
we’ve. ’re to
I thinkI thinkI think more entrepreneurs more entrepreneurs will use / will have used pop-ups by the end of the decade and we will expect / will be expecting to see new products every week on our streets.
My
No,
Hav
No,
B:Ye
create
We
We
what we really think
You think we are just there to serve you, and we are. But in this blog I’m effect you have us. We want to help you, but sometimes you don’t behave very well
understand our role. For instance, we don’t like it when you come into the shop five minutes before when we are to close. It shows a complete disregard for us. Another thing is we can’t change the prices no matter how much you ask. The prices are fixed by the store,
us. And please understand we cannot always you a refund. Just because you want one does not mean you are entitled to one. Also, we do not know every single item in the store by heart. We try to help you, but don’t blame us if we
don’t know everything. What you can do is ask for our assistance rather than rummaging through everything and making a mess. What we asking is please be considerate of us when you come shopping.
7676
SWITCH ON
1 Work in groups and discuss the questions.
1 What is more valuable to you, time or money? 2 What sort of trade-off s would you be prepared to make?
2 Watch the clip. Jordon was going to take the train home. Why did he change his mind?
3 Watch again. Work in pairs and answer the questions.
1 List the stages in Jordon’s journey home via Berlin. How many were there in total?
2 Did Jordon pay the money to off set his carbon footprint? How do you know?
4 Discuss in pairs. Report your answers to the class.
1 Jordon may be able to save money, but the time he spends on doing so simply isn’t worth it.
2 Jordon’s story will inspire other people to save money.
1 Work in groups. What do you think the connection is between listening and speaking? Is this important? Why?
2 Think about the listening skills you have practised in this unit and answer the questions.
1 Were they global or specifi c skills? Why do you think both are important?
2 When you listen, which skills do you feel more confi dent in: listening for global meaning or listening for detail? 3 How do you think you can improve the skill you are less confi dent in? Think of two ways. Then work in small groups and share your ideas.
3 Look at the speaking skills you have practised so far. How confi dent are you that you can use these skills? Number the skills 1–4 (1 = the skill you feel most confi dent in; 4 = the skill you need to improve most).
collaborating in discussion making comparisons
justifying choices/decisions speculating
4 Work in pairs and discuss the questions.
1 How can you get feedback on your speaking?
2 What do you think are some ways you can improve your pronunciation?
3 Can any of the exam tips you have seen help you?
4 What do you want to focus on next time you practise speaking? Is there a specifi c skill you want to practise?
5 How can you practise more? What kind of things can you listen to in order to hear diff erent skills being used? Write down two things you will do to improve your speaking skills.
1
2
5 Work in groups of three to plan three diff erent journeys to one destination. 1 Brainstorm where it is you want to go. It can be anywhere on Earth.
2 Agree on a specifi c meeting point at your destination, because you’re each going to travel there in diff erent ways. 3 Pick a diff erent main mode of transport for each person. 4 Research and create a real timetable and annotated map for each person, which should include:
- Prices of every journey (and total).
- Timing and durations of every journey (and total).
- Any linking moments (do you have to take a bus to the airport, do you have to wait for a train?).
5 Compare the three routes and choose the one you would like to take as a group and present it to the class, explaining why you opted for this route above the others. 74
1 Choose five nouns formed from phrasal verbs from the wordlist and write five gap-fill sentences. Then work in pairs and complete each other’s sentences.
2 Work in pairs. Find the following in the wordlist. Then test your partner: give them a definition or part of the item. Your partner has to say the item.
1 four adjective + noun collocations 2 four idioms
3 four phrasal verbs
3 Work in pairs. Find five words in the wordlist which have the same form for both noun and verb. Student A, write example sentences for the verbs. Student B, do the same for nouns. Copy each other’s sentences to keep as a record.
Owning accumulate ( v )
acquire ( v ) collect ( v ) consume ( v )
hoard ( v )
Buying and selling a soft touch ( phr ) clutter up ( phr v )
easy prey (for) ( phr ) go without ( phr v ) hang onto ( phr v )
hard sell ( phr ) insatiable desire (for) ( phr ) knock-down price ( phr ) part with our money ( phr )
pass up an opportunity ( phr ) push the right buttons ( phr ) sentimental value ( phr )
spare cash ( phr ) splash out (on) ( phr v ) watch your money ( phr )
Nouns from phrasal verbs breakthrough
buyout cover up crackdown
cutbacks downturn drawback fallout
feedback hold up intake
offspring outcome outlay
outset setback takeover turnover
upbringing workout
Other words and phrases a faint chance (that) ( phr )
ahead of the game (idiom) aptitude (for) ( n ) bring in ( phr v )
budding ( adj ) bulk ( n ) buy into ( phr v ) check sth out ( phr v )
chuck out ( phr v ) cocooned ( adj ) come in for ( phr v )
defining ( adj ) diagnosis ( n ) dodgy ( adj )
dole out ( phr v ) downward spiral ( phr ) eat up ( phr v ) embark upon ( phr v )
emote ( v ) flip ( v ) flooded (with) ( adj )
full-blown ( adj )
generate ( v ) get the hang of (idiom)
give a heads up (idiom) glass ceiling ( n ) hot property ( phr )
immersive ( adj ) initial ( adj ) living proof ( n ) mind-blowing ( adj )
mine ( v ) pocket ( v ) pulse ( n )
set the bar ( phr ) spouse ( n ) stumble ( n , v )
the rumour’s going round that (idiom) the time is ripe (idiom)
tick a box ( phr ) unparalleled ( adj ) utopian ( adj )
7575
present tenses
We use the present simple for timetabled, organised events. The exam starts at 9. We use the present continuous for arrangements.
They ’re putting the plan to the shareholders at tomorrow’s meeting. We use be to for offi cial plans or obligation. No one is to touch the light switch until it’s been checked.
We use present tenses (including the present perfect) a er time clauses (e. clauses with when , before , as soon as , once , a e r ). When / As soon as they give us the right information, I’ll complete the forms. A e r / O nce we ’ve spoken to the teacher, we’ll be able to make a start on the research. We use an infi nitive a er be due to , be about to , be bound to , be expected to and be hoped to. He ’s due to arrive at 6. We ’re about to break for lunch. They ’re bound to be late. The government is expected to make an announcement soon. He ’s hoped to make a full recovery.
A fi xed phrase is o en a verb + a noun/an adjective + a preposition that go together.
We want to impose a ban on people copying our products. We can only expand the phrases before the noun. We typically use an adjective or a determiner before the noun.
You need to consider the long-term consequences of your actions.
He addressed most of his comments to Paula, who seemed to agree with him.
We can sometimes substitute the noun in the phrases as long as the meaning does not change.
We wanted to explain his eff ect on employee morale. Many nouns are followed by the same prepositions as their adjective or verb. We get complaints about our prices. People complain about our prices. The book had an infl uence on his thinking. The book was infl uential on his thinking. Note: There is no rule to explain which prepositions go with which verbs or nouns. It is important to learn and record these as complete phrases.
future simple We use the future simple for:
- predictions and beliefs (o en following I think , I know , I’m sure , etc.).
Pam and Mike won’t arrive before 8 – they never do. I’m positive you ’ll get through the exams easily.
facts. Most stores will be closed over the holiday period.
decisions made when speaking. Don’t worry, I ’ll ask my dad to pick us up a er the fi lm.
an assumption about the present. He ’ll be home right now, sitting in front of the TV with a bag of crisps!
future continuous
We use the future continuous for:
- an activity that will be in progress at or around a point of time in the future. Come round this evening. I ’ll be doing my homework, but you can help me! This time next month we ’ll be working on a completely new project.
- an activity that is part of a normal or organised sequence of events. I ’ll be seeing Tom sometime tomorrow, so I’ll tell him to phone you.
future perfect simple and continuous
We use the future perfect simple for:
- an assumption about the present:
The conference will have fi nished by now.
- an activity that will be completed before a point in the future. The storm will have passed by this time tomorrow.
We use the future perfect continuous for an activity that will have been in progress up to a certain point in the future. We need to hurry. Charlie will have been waiting for ages by the time we get there.
going to We use going to for:
actions that are inevitable or unstoppable. It ’s going to get dark soon. She ’s going to faint.
intentions or plans made before the time of speaking. They ’re going to make everyone pay more tax.
I ’m not going to invite Harry because he doesn’t get on well with Jenny.
150
3 Consultation with local people over the next few months is part of the process of the council’s plans for the redevelopment.
BE The council about the redevelopment plans over the next few months. 4 Without boosting the river defences, there is no doubt that it will fl ood again.
BOUND The river they boost the defences. 5 They’re holding the French oral exams in Room 7 from 10. TO
The French oral exams in Room 7 from 10.
6 When you land, please call me so that I know all is well. ONCE
Please call me let me know that all is well.
4 Read the article and complete the gaps with one word only.
1 Choose the correct verb forms to complete the sentences.
1 In 100 years’ time sea levels will rise / have risen dramatically and we’re all living / we’ll all be living in houses on stilts.
2 What time does the exam fi nish / is the exam fi nished? I’ll try / have tried to catch Jenna when she comes out.
3 I think the president will win / wins another term in offi ce because people will want / are wanting to see him carry through some of the policies he’s promised during this term. 4 Jack and Gary are / will be waiting for us at the Arrivals gate when we’ll land / we land. T h e y are going to / t o give us a li home.
5 When I’m fi nishing / I’ve fi nished doing these last exercises, I shut / I’ll shut down the computer and relax for a while. 6 Sue is being / going to be shattered when she gets here. She’ll travel / have been travelling for ten hours non-stop.
2 Complete the blog with the correct form of these verbs. Sometimes more than one answer is possible.
apply be (x2) get (x2) have head meet say start (x2) try
I just can’t believe that this time next week we 1 all goodbye to each other. We 2 our last lesson together and we 3 ready for the big fi nal party! It 4 at 7 and I don’t think I 5 home much before midnight. Of course, I 6 to stay in touch with everyone and I’m sure a lot of us 7 up from time to time but some people 8 bound to lose touch. We 9 off in different directions – some, like me, 10 college in September, others, like my friend Val, 11 for jobs. It’s a bit odd not knowing
quite where we 12 in six months.
3 Complete the second sentence so that it has a similar meaning to the fi rst sentence, using the word given. Do not change the word given. Use between three and six words.
1 At this time of day there won’t be a table available for a long time, I’m afraid. GOING
I’m afraid it wait for a table at this time of day.
2 The company’s plans are to open four new stores in this area by next September.
OPENED By next September four new stores in this area.
LEGO DESIGN
When thirteen-year-old Shubham Banerjee 0 from Santa Clara, California, discovered
the high price 1 Braille printers, he was determined to fi nd 2 cheaper alternative for the visually impaired. And he did, out of an unlikely medium: LEGO. He had read that most Braille printers
cost 3 than $2,000 and was determined to reduce that price. Using a LEGO MINDSTORMS EV set and parts from a local hardware store, Banerjee built his fi rst prototype of a Braille printer, with a retail cost of about $350. The product, which 4 the
capacity to make computing more aff ordable for millions of visually impaired people, also caught the attention of companies that wanted to invest 5 his idea. Now a new company has formed and they 6 expecting to launch the new printer for commercial sale
later this year. It also means that Banerjee has gained a reputation as an innovator, which means his investors hope he 7 be able to come up with many more ideas. Meanwhile, he’s 8 to be working
on his next project as soon as school ends.
151
Activities
move from
gist to close
watching
to general
discussion
questions.
Unit checks
provide two pages
of practice to review
the unit language.
The Switch on video lessons provide
authentic clips on a variety of engaging
and thought-provoking topics.
Projects involve research ,
collaboration , critical
thinking and creativity ,
and are fl exible, allowing
teachers to take a quicker
or more in-depth approach.
Independent
learning sections
build through the
units and help
students refl ect on
their own learning.
Wordlists include
all the explicitly
taught vocabulary
from the unit.
Grammar fi le at the back of the Student’s Book
gives detailed explanations for all grammar topics
Each unit has one
page of reference and
one page of practice,
which can be used
for remediation ,
extra practice or in
a fl ipped classroom
scenario.
Workbook unit
Workbook units
mirror the Student’s
Book with additional
practice of all language,
skills and exams tasks.
Audioscript for all Workbook
audio in the back of the book.
practice of all language,
skills and exams tasks.
1 Are the statements about writing a report True (T) or False (F)? 1 It should be informal. 2 It should be objective. 3 It is usually for someone offi cial or in authority. 4 It oft en contains passive forms. 5 It is usually one long piece of text with the heading ‘Report’. 6 It should start by outlining its purpose. 7 It sometimes includes a complaint. 8 It should include some form of recommendation.
2 Read the extracts (1–5). Which are inappropriate for a report?
4 Read the report and check your answer to Ex 3.
3 Read the task. How many sections do you think the report should contain: 1, 2, 3, 4, 5 or 6?
An art club you belong to recently organised an activity to raise money for the club. You have been asked to write a report for the club organiser outlining the event, evaluating the outcomes and making recommendations for the next time the activity takes place. Write your report in 220–260 words.
5 Replace the highlighted words in the sentences with these synonyms.
by doing this consider indicate might outlines purpose recommend to sum up
1 The aim of this report is to ... 2 The report describes ... 3 The results show that ... 4 We should bear in mind ...
5 It may be a good idea to ... 6 In conclusion I should say that ... 7 I would suggest that ... 8 In this way we would ...
6 Read the task in Ex 3 again and write your own report for another club. Make notes about what you will include. Think about: 1 including all the points in the task 2 which style you will use, who will read the report 3 being objective, using passive forms 4 dividing your report into sections with clear headings 5 using phrases from Ex 5
1 We really enjoyed the fashion show and would like to congratulate the organisers on their effi cient planning.
2 I feel a future event such as this would benefi t from more effective advertising, such as better placement of posters and even short radio advertisements.
3 It is hoped that the next show will be equally as successful as this one.
4 The auction got off the ground at about 4 which was way too late as loads of visitors had got fed up and left by then.
5 This report aims to describe and evaluate the success of the recent charity event held at Barton School.
Report on Art Club Sale
The aim of this report is to describe an event the art club organised to raise money for the club and to off er recommendations should the event be repeated in the future. The sale Members of the club were asked to donate paintings or drawings on the topic of ‘animals’ to be displayed in the town library for a fortnight in June. The artworks were priced by the committee and the prices indicated beneath each piece. People visiting the library could contact the Art Club to buy a piece. Posters advertising the sale were displayed by local shops. The results The sale proved very successful and seventy percent of the artwork on display was sold, raising over £2,000 for the Art Club. The money will be invested in paint supplies for members and visits to art exhibitions in London. Buyers were very impressed by the standard of the artwork, and many commented that the art sale had attracted them to the library where they had then discovered other library services. So, it appears that the sale benefi tted both the library and the Art Club. Recommendations The success of this sale would indicate that we should defi nitely repeat it next year and we could consider extending the two-week display to a full month. I would also suggest that we have additional paintings and drawings to replace those that are sold. It may also be a good idea to off er to draw or paint library visitors’ pets. In this way, we would maximise the amount of money raised for the club.
54
1 Complete the sentences with the correct form of the verbs in brackets. 1 A month from now I (stay) at a campsite with my friends in Italy. 2 By the end of this month I (know) my neighbour for exactly a year. 3 I have been told all students are (attend) the interview. 4 I love dancing. By the end of this term I (go) to classes for three years. 5 The doctor (see) you in ten minutes. Apologies for the delay. 6 The shop (close) at 19, so I don’t think I’m going to make it in time. 7 This time next week I (fly) over the Alps. 8 In April I (live) here for three years exactly. Doesn’t time fly! 9 Don’t be late. The concert (start) at 21. 1 0 Don’t worry about forgetting your lines tonight. Nobody (notice).
2 Choose the correct words to complete the text.
3 Complete the text with the correct prepositions.
4 Choose the correct words to complete the text.
5 Complete the sentences with the correct prepositions. 1 It’s not a good idea hanging clothes, because they always go out of fashion. 2 Try not to clutter your room with too many things. 3 Don’t pass the opportunity to try rafting. It’s a great experience. 4 I splashed on the gorgeous sandals for the summer. I just couldn’t resist. 5 In fact I could have bought the whole shop. I loved it all. 6 I’v e decided to go a summer holiday because I want to get away in November.
Trends in shopping
Most people’s attitude 1 online shopping is that in time it will replace the high street. However at certain times of the year the high street shops are still flooded 2 customers, so I’m not sure whether there is enough evidence 3 a decline in high street spending. I don’t think we have enough information 4 spending patterns to be able to make this assumption, and theories should be based 5 more reliable data than we currently have. It is true that some of the larger department stores are in financial difficulty, but the causes 6 this could be many. It could be due to people’s dissatisfaction 7 the current offer on the high street or it could be that their relationship 8 the customer needs to change.
I’m desperate to get my own place. I knew that I 1 will / would never be able to get a mortgage, so I’ve been looking for a rented flat. I 2 am / was going to ask my friend Sally if I could stay with her, then I heard about ‘tiny dwellings’. Just in time, because I 3 was about to / would never give up the search and stay with my parents. ‘Tiny dwellings’ are these cheap micro apartments designed for single people like me. I am so pleased because by the end of this month I 4 will have been looking / will have looked for a flat for nearly six months! And by then I 5 will have seen / will have be
Gold Experience 2nd Edition C1 Teacher Book [book 4joy]
Asignatura: Ingles
Universidad: Universidad Siglo 21
Esta es una vista previa
Accede a todos los documentos
Consigue descargas ilimitadas
Mejora tus calificaciones
