Perspectives: An Open Mind A Critical Eye A Clear Voice

Inspiring Communication
PERSPECTIVES INTERMEDIATE
An Open Mind l
A Critical Eye l
A Clear Voice
COURSE INFORMATION
AND SAMPLE UNIT
NGL.Cengage.com/perspectives 1
PER_SMP_Overview_BritishEnglish.indd 1 12/09/2017 16:21:14

PERSPECTIVES
l Introducing Perspectives .....................................2
l An Open Mind ...................................................................4
l A Critical Eye........................................................................5
l A Clear Voice in English...............................................6
l Exam Preparation.............................................................7
l Perspectives Intermediate, Scope and Sequence......... 8
l Perspectives Intermediate, Unit 2.......................12
5D What does it mean to be a

citizen of the world?
“They are ultimately global issues, and

they can ultimately only be solved
by global citizens demanding global
solutions from their leaders.
HUGH EVANS ”
Read about Hugh Evans and get ready to watch his TED Talk. 5.0
AUTHENTIC LISTENING SKILLS WATCH 6 Watch Part 3 of the talk. Complete the sentences. 5.3 8 VOCABULARY IN CONTEXT
Rhetorical questions 3 Work in pairs. What kind of citizen do you identify as? 1 According to research, of people who are a Watch the clips from the TED Talk. Choose the correct
Speakers sometimes announce what is coming next by Rank the descriptions in the correct order for you concerned about the world’s problems have taken action meaning of the words and phrases. 5.5
asking a rhetorical question (a question they don’t expect an (1 = most; 4 = least). Say why. to change them. b Complete the sentences in your own words.
answer to), then answering it themselves. This can introduce 2 Hugh wanted to encourage of people in Then compare your sentences in pairs.
as a member of your local community countries to become global citizens.
a new topic or section to the talk. as a citizen of your town, city, or region 1 I didn’t sleep a wink the day before / after
3 Hugh found that many different kinds of people were .
as a citizen of your country
concerned about the same . 2 I wonder why some people find it so hard to
1 Look at the Authentic Listening Skills box. Listen and as a global citizen
4 Hugh organized the Global Citizen music festival at the . After all, it’s not rocket science.
read the first rhetorical question from the TED Talk. What same time as the .
4 Watch Part 1 of the talk. Choose the correct option to 3 I’m not a person. Far from it. I’m actually
do you expect the speaker to talk about next? Listen and 5 People earned tickets for the festival by on
complete each sentence. 5.1 very .
check your idea. 34 a global issue.
1 Davinia is unusual because she works selflessly for other
Who are you?

But how did we actually go about recruiting and engaging 6 Last year, people in New York were able to CHALLENGE
people / became a politician at a very young age.
1A He’s really into music.
1
those global citizens? get tickets to the festival.
2 She donated / raised money for girls’ education. 7 Members of Global Citizen come from Work in pairs. Discuss the questions.
2 Complete the extracts from the talk with the questions. 3 Global citizens are defined by their actions / their beliefs countries, and last year people joined
and their actions. 1 Which of these words would you use to describe VOCABULARY Personality
Then listen and check. 35 every week.
4 Working with others worldwide is the best way / the only Hugh’s ambitions for Global Citizen? Why?
8 Davinia and other people raised enough
a So where are we? way of solving the world’s problems. a idealistic b realistic c ambitious d achievable 1 MY PERSPECTIVE
money to encourage donations from the US government.
b But have we achieved our mission? Work in pairs. Discuss the questions.
5 Watch Part 2 of the talk. Are the sentences true or false? 2 ”Think globally, act locally.“ What can you do at a local
c How will that achieve anything? 7 Watch Part 4 of the talk. 5.4
5.3 level to change the world? 1 Look at the photo. What words would you use to describe this person?
Now, maybe that doesn't sound like a lot to you. 1 What does Hugh mean by these statements? 2 Circle two or three of the words below to describe yourself.
1 As a boy, Hugh was not interested in social issues. a Those of us who look beyond our borders are on the right
(1) Well, it achieved a lot because she 9 MY PERSPECTIVE cool friendly funny happy honest intelligent
2 Sonny Boy's family was rich. side of history.
wasn't alone. Work in pairs. Do you think younger people have a more kind loud mean nice popular shy
3 The family slept together in a tiny room. b We have such a long way to go.
(2) We run this amazing festival, we've scored 4 Meeting Sonny Boy made Hugh aware of inequalities. global outlook than older people? Why? What are the
some big policy wins, and citizens are signing up all over 2 Label the future hopes in the order that Hugh mentions advantages of thinking globally? 3 Think of two or three words that other people might use to describe you.
5 Hugh says that governments did not cause Sonny
the world. (3) No. We have such a long way them. Global Citizen will: 4 Were your answers to questions 2 and 3 the same or different? Why?
Boy’s problems.
to go. be recruited from every country in the world.
6 He believes money can solve the problems. 2 Match the pairs of words that have a similar meaning. Use your dictionary if
become more determined.
7 He says that communities cannot find their own solutions necessary. Then think of someone you know who you can describe with each
check that world leaders achieve new goals.
to their problems. pair of words.
increase in numbers.
8 Hugh decided to start the Global Citizen movement
work to eradicate illnesses. 1 smart a relaxed
when he got back to Australia.
2 calm b friendly
64 Unit 5 Global Citizens Unit 5 Global Citizens 65 3 helpful c intelligent
4 cheerful d kind
3 Choose the correct option to complete each sentence.
1 I’m active / lazy on the weekends. I usually play sports and go out with my friends.
Every unit explores one 2 He’s confident / nervous about giving presentations because he doesn’t like
making mistakes.
3 She’s very sociable / shy and has a lot of friends.
4 Our coach is serious / easygoing and lets us listen to music before basketball
big idea from different

practice.
5 Kenji is very hard-working / talented. He isn’t the best, but he really wants
to succeed.
6 Luis is really loud / quiet. You always know when he’s in a room!
perspectives, giving students

4 Work in pairs. Take turns describing people in your class, but don’t say their
names. Can your partner guess who you’re talking about?
Many people use their
physical appearance to
say something about She’s calm, helpful, and cheerful.
opportunities for practising

themselves. Is it Li?
IN THIS UNIT, YOU...

• learn about occupations, interests, No. She’s also very active−but a little bit shy.
Oh, is it Ana?
language as they look at the

and descriptions.
• talk about yourself and others. 5 Work in pairs. Think of a famous person together. Then, working separately,
• read about how people show each make a list of words to describe this person. Use your dictionary if
emotions. necessary. Then compare your lists. Did you use any of the same words?
world in new ways. • watch a TED Talk about people’s Do you agree with your partner’s description? Why?
secrets.
6 Work with the same partner. Make one list for your person from Activity 5
• speak and write about what you like using all the words you agree on. Read your list to the class. Can the class
to do. guess your person?
8 Unit 1 Who are you? 9

In Perspectives, learners develop an open mind, a critical eye,
and a clear voice in English.
5E Invitations b
Anders,
SPEAKING Taking about availability Thank you for the invitation to your New Year’s party. I’m sorry, but I can’t make Writing strategy
it. I’ve already made other plans that night. I’m going to be with my family.
Useful language 1 MY PERSPECTIVE Politely making and replying to
Lucas
Students develop the English

invitations
Asking if someone is available How do you think the students in the photo feel? Why? P.S. I hope you have a great time! Let’s catch up soon!
• When you write an invitation,
Are you busy next Saturday? 2 Listen to the conversation. What important life event is mentioned? 35 give the time, date, location, and
c
Are you around / free on Sunday? type of event. Remember to ask
3 Listen again. Write down the days and times mentioned. 35 Hey Sylvia, the person to let you know if they
language skills they need to

Are you doing anything on Tuesday
night? I’m having a birthday party on Saturday the 25th from 5:00 to 10:00 at my house. can come.
4 You’re having a party to welcome a new student, Delia, to your school. Decide We’re going to have pizza and cake and then watch a movie and play some • When you accept an invitation,
Saying if you are available or not on a day, time, location, and type of food for it. games. Can you make it? R.S.V.P. begin by saying thank you. If you
I (don’t) think so. have any questions about the
Joanna
It depends. 5 Work in pairs. Take turns inviting each other and saying whether you can or
respond to the unit theme

event, ask them. It can be polite
I’m not sure. can’t go. Use phrases from the Useful language box. to offer to bring something (food
I’ll have to ask my parents. 7 In each note, underline the expressions used for making, accepting, or saying or drinks, for example).
no to an invitation. • When you say no to an invitation,
I need to check my schedule. WRITING Informal invitations and replies
begin by saying thank you.
and express their own ideas

Accepting an invitation 8 In informal notes, we sometimes use abbreviations. Find an abbreviation in
6 Read the three notes. Match each one to the correct purpose. each note. Which one means: Apologize that you can’t make
Sure, I’d love to.
it and say why—without giving
That sounds great! 1 Making an invitation 1 Let me know if you can come? 3 I also want to say… too many details if you don’t
2 Accepting an invitation 2 As soon as possible?
Saying no to an invitation want to. It can be polite to end by
3 Saying no to an invitation
confidently in English.
Thanks for inviting me, but I’m afraid 9 WRITING SKILL Politely making and replying to invitations saying you hope they enjoy the
I’m busy. event and offering to make plans
a Work in pairs. Read the Writing strategy box. Think of a celebration another time.
Sorry, I can’t make it. But thank you you would like to have. Write an informal invitation to your partner.
for inviting me. Hi Davina,
Use two abbreviations.
Thanks for inviting me to your graduation party. It sounds like a lot of fun. I’d love
to come. What should I wear? Should I bring anything? Let me know A.S.A.P.! 10 Exchange invitations. Then write a reply to your partner’s invitation. Students in Punjab, India,
Lena celebrate their graduation.
11 Check each other’s work. Do the notes use abbreviations and the Writing
strategies correctly?
siness 66 Unit 5 Family and Friends
VOCABULARY BUILDING
Online Crime Unit 5 Family and Friends 67
Laura O
from what I th
someone was
account witho
8 The world becomes more connected every day. It’s now easier than
they needed t
with these pairs of words. Adjective and noun collocations ever to keep in touch with friends and family around the world.Laura Online banking
2B Risky Business
We usually place the adjective before the noun;READING
however, the VOCABULARY BUILDING
Online Crime
allows people to access their accounts from anywhere that has an internet
One day last year, I got a call
from what I thought was my bank. They said
someone was trying to take money from my
to stop it. I’ll b
understand w
deleted + permission connection. People don’t even have to leave the house to go shopping! However,
8 The world becomes more connected every day. It’s now easier than
account without my permission, and that
adjective can sometimes come after the noun. For example, to stop anythi
they needed to confirm my personal details
1 Complete the sentences with these pairs of words. Adjective and noun collocations ever to keep in touch with friends and family around the world. Online banking to stop it. I’ll be honest—I didn’t really
inbox + attached confirm + scam deleted + permission with

the noun.greater
For example, connectivity comes greater risk. Every year, hundreds of thousands
We usually place the adjective before the noun; however, the allows people to access their accounts from anywhere that has an internet
connection. People don’t even have to leave the house to go shopping! However,
understand what was going on and wanted
gave them my
the adjective comes after the noun when describing units
Students learn essential
adjective can sometimes come after to stop anything bad from happening, so I
emails + filter inbox + attached with greater connectivity comes greater risk. Every year, hundreds of thousands gave them my name and address and date
profile + edit infected + backups profile + edit

of measurement. of people become victims of online crime. We asked our readers to share some of
the adjective comes after the noun when describing units of people become victims of online crime. We asked our readers to share some of
their terrible tech tales, and we examine where the crimes originate.
of birth. I didn’t hear back, but a month later
of birth. I didn
of measurement.
social media + posting store + flash drive I got my credit card statement and found
store + flash drive

Her brother is five feet tall.
their terrible tech tales, and we examine where the crimes originate. someone had spent over 11,000 pounds on
I got my credi
critical thinking strategies to
flights and luxury hotels!
1 Some of my posts were without my
7 Match the adjectives with the nouns they are used
Her brother is five feet tall. . I have no idea why! Origin of crime: The United States
2 I can’t believe how many
get through my spam .
manage to
with in the stories on page 25.
someone had
1 the normal a hotels Romania
3 He’s very active on . He’s always 2 a secondhand b relative flights and lux
evaluate
without my
new the information
new updates and adding photos. 3 my personal c PlayStation The United States
7 Match adjectives with the nouns they are used

4 I keep my
back and
very private, and I often go
things I’ve written.
4
5
luxury d
e
documents
Origin of crim
e no idea why!
common fees
5 This strange email just arrived in my 6 a distant f price West Africa
with in the stories on page 25.

manageand develop their own
with a file to it, so I deleted it. 7 official g sense
y to 6 When they asked me to

details, I started to think it must be a
my bank
.
8 legal h details
7 I all my documents in the cloud now,

. 1 the normal a hotels rather than using a . CRITICAL THINKING Interpreting data
Romania
. He’s always opinions 2 and ideas.
8 My computer got a virus that a lot of
You will often see visuals and charts in newspapers, books,
a secondhand b relative
my files and I didn’t have any .
and articles online to add information and support the text.
2 Work in pairs. How do you think the things in Activity 1 You need to check that these statistics are from a reliable Janella Looking back, it was my
Bruno I was surfing the web one
updates and adding photos. 3 my personal c PlayStation can happen? Why would people do them? source and interpret the data for yourself before you read. The United States
day when I found a site selling Xboxes and
own fault, but when I got an email saying
a distant relative had died and left me
PlayStations. I couldn’t believe how cheap millions of dollars, common sense went
3 Look at the infographic and read the stories. Then
very private, and I often go
8 Work in groups. Look at the cybercrime graphs on
4 d
they were. They had stuff on there for half out of the window! It was from someone
luxury documents answer the questions.

1 What mistake did each person make?
page 25. Discuss the questions. the normal price! I clicked on one item and
bought what was advertised as a “PlayStation
claiming to be a lawyer in West Africa.
I know my dad’s side of the family had
things I’ve written.

1 Where does the data come from? Do you think this is a
5 e
4 original box and receipt.” I assumed it was connections there, so I thought it must be
common fees 4
2 What was the result of each mistake?
Work in pairs. Answer the questions.
reliable source?
2 What crimes do the graphs focus on? What do you know
secondhand and, since it was only 150 euros,
I bought it without checking the details. You
true. They attached documents that looked
official and kept writing, so eventually I sent
rived in my
can imagine how I felt a few days later when them 8,000 dollars to pay the legal fees. Of
6 a distant f price 1
2
Who didn’t realize they’d made a mistake for a long time?
Who received several emails from the same person?
about them?
3 What’s the most common crime? Why do you think
that is?
the postman brought me just the box and the
receipt!
course, it was a scam and I never heard from
them again… or got my money back! West Africa
to it, so I deleted it. 7 official g sense 3
4
Who thought they had found a bargain?
Who was scared into responding to an email too quickly?
4 Which age groups are the least affected? the most? Why
do you think that is?
Origin of crime: Romania Origin of crime: West Africa
my bank 8 legal h details

5
6
Who accepted the blame for what happened?
Who didn’t read a product description carefully enough?
5 Do you think the statistics would be different for your
country? Why? Do you know where to find this data?
Cybercrime by age (US)
70
Cybercrime by type (US)
70
it must be a . 5 Read the stories again to check your ideas in Activity 4. 9 Work in groups. Discuss the questions. 60 60
Number of victims (thousands)
Underline the parts that helped you decide. 50 50

1 Which of the three mistakes do you think is the most
y documents in the cloud now,

40 40
6 MY PERSPECTIVE serious? the least? Why?
CRITICAL THINKING Interpreting data

30 30
2 Why do you think each person acted as they did?
Make a list of the different ways you could protect 3 What do you think each person did after realizing 20 20
. yourself from the same kinds of online crimes that Laura,

Bruno, and Janella encountered.
their mistake?
4 Have you heard any stories about similar mistakes?
10
0
10
that a lot of
Under 20 20–29 30–39 40–49 50–59 Over 60 Auction Non-payment/ Credit card Malware/ Phishing Identity
If so, what happened? fraud Non-delivery fraud Scareware theft
You will often see visuals and charts in newspapers, books,

Source: U.S. Department of Justice / Federal Bureau of Investigation Statistics shown are for 2015.
e any . 24 Unit 2 The Business of Technology Unit 2 The Business of Technology 25
and articles online to add information and support the text.

think the things in Activity 1 You need to check that these statistics are from a reliable Janella Looking back, it was my
people do them? source and interpret the data for yourself before you read.
Bruno I was surfing the web one own fault, but when I got an email saying
day when I found a site selling Xboxes and a distant relative had died and left me
PlayStations. I couldn’t believe how cheap millions of dollars, common sense went
nd read the stories. Then 8 Work in groups. Look at the cybercrime graphs on they were. They had stuff on there for half out of the window! It was from someone
page 25. Discuss the questions. the normal price! I clicked on one item and claiming to be a lawyer in West Africa.
bought what was advertised as a “PlayStation I know my dad’s side of the family had
erson make?
1 Where does the data come from? Do you think this is a 4 original box and receipt.” I assumed it was connections there, so I thought it must be
ach mistake? secondhand and, since it was only 150 euros, true. They attached documents that looked
reliable source?
I bought it without checking the details. You official and kept writing, so eventually I sent
questions. 2 What crimes do the graphs focus on? What do you know
can imagine how I felt a few days later when them 8,000 dollars to pay the legal fees. Of
about them? the postman brought me just the box and the course, it was a scam and I never heard from
made a mistake for a long time?
mails from the same person? that is?
Exam-style activities and
3 What’s the most common crime? Why do you think receipt! them again… or got my money back!
ound a bargain?
ponding to an email too quickly?
test-taking strategies
4 Which age groups are the least affected? the most? Why
Origin of crime: Romania Origin of crime: West Africa
do you think that is?

e for what happened? prepare students for a
5 Do you think the statistics would be different for your Cybercrime by age (US) Cybercrime by type (US)
ct description carefully enough? country? Why? Do you know where to find this data?
range of international 70 70
check your ideas in Activity 4. 9 Work in groups. Discuss the questions. 60 60

elped you decide. exams.

1 Which of the three mistakes do you think is the most
50 50
40 40
serious? the least? Why?
30 30
2 Why do you think each person acted as they did?
t ways you could protect 3 What do you think each person did after realizing 20 20
nds of online crimes that Laura, their mistake? 10 10
ntered. 4 Have you heard any stories about similar mistakes? NGL.Cengage.com/perspectives
0
Under 20 20–29 30–39 40–49 50–59 Over 60
0
Auction
3
Non-payment/ Credit card
If so, what happened? fraud Non-delivery fraud
Source: U.S. Department of Justice / Federal Bureau of Investigation Statistics shown are for 2015.

nology Unit 2 T
AN OPEN MIND
In every unit, students look at one relevant idea in new ways that they
may have never considered before.
Real-world stories of
8 Effective A group of young men
chatting in the Sarwat
8A Getting Your Message Out
VOCABULARY Effective communication
innovative organisations and
Communication
Mountains, Saudi Arabia 1 Work in pairs. Look at the photo and read the caption. Discuss the questions.
1 Do men and women talk about different things? What are the differences?
2
2
3
4
Do you use your hands much when you speak? Are you a good listener?
What do you talk about with your friends? And with your parents?
Do you like talking in large groups or do you prefer talking one to one? Why?
Match words from A and B to make expressions about communication.
global citizens are explored
A
1 get
2 interpersonal
3 make
B
a connections
b photos
c skills
in readings, listenings and
activities.
4 pay d distracted
5 share e attention
6 connect f my message out
7 get g with
8 post h texts
9 respond i on social media
10 send j to texts
3 Complete the statements with expressions from Activity 2. Which are about
communicating using technology?
1 If I want to make a point, I prefer face-to-face conversations. I don’t find it
1B Dream Jobs Living the Dream

3 The survey revealedeasy tothat many people chose people if I’m not in the room with them.
engineering
because of its2 high
I know I can’t
status. if I’m looking at my cell phone. I get distracted.
4 The LinkedIn3 survey
I thinkrevealed
I have good that boys today are more . My friends say I’m a good listener.
VOCABULARY BUILDING ambitious than4 I probably
girls. about ten times a day and I respond to my friends’
ASPIRATIONS ACROSS THE WORLD CHILDHOOD DREAMS OF ADULT PROFESSIONALS
messagesare
5 Teaching and medicine rightnowaway.
moreIt’spopular
rude toin make them wait. 8%
Employment collocations developing 5countries
If I wantthan to share a message
in developed or a photo, I
countries. . doctor teacher Olympic athlete 7% 7.7%
7% 6.7%
6 Children dream 6 I participate
of doing jobs in arelated
lot of online
to theirforums.
abilities.It’s a great way to all and 19% 16% 10%
6% 6.2%
5.8%
Collocations (two or more words that often appear get my message out.
5%
4%
together) are very helpful to learn in English. One place 5 Find words or phrases in the article that match developed countries 8% 5% 19% 3.9% 3.7%
3% 3.2%
where they are commonly used is talking about work. 4 Work in pairs. Discuss the questions.
the definitions. developing countries 27% 24% 4% 2%
1%
1 Are the 1)
1 ambitions (paragraph statements in Activity 3 true for you? Change them to make them true. engineer airplane doctor, scientist teacher lawyer writer, astronaut
1 Complete the bold phrases about work with these 2 Are any
2 wanting to become of the comments
(paragraph 1) true for your parents? or nurse, journalist,
CAREER ASPIRATIONS BY GENDER helicopter or EMT
pilot
or novelist
words. Which sentences describe problems? Which I find phone

3 imagine (paragraph 4) conversations just as easy as speaking face to face, except with
boys girls
describe opportunities? my grandfather—he’s
4 inequality between men and womenterrible on the
(paragraph 4) phone! ADULT PROFESSIONALS AND CHILDHOOD
5 rich (paragraph 5) president, prime minister, or secret agent 13% 8%
apprenticeship early glass minimum 5 What’s the difference between these words? DREAM JOBS
IN THIS UNIT, YOU... 6 unrealistic ambitions (paragraph 6) pilot, mechanic, or race-car driver 15% 2% working in same job 8.9% other
parental state unemployment voluntary 7 natural (paragraph 6)
• learn about the ways astronauts stay a conversation a chat a discussion a debate an argument dream job too
in touch from space. 8 think about (paragraph 6) expensive or difficult 16%
1 Graduates who do not go to college can apply to work 2 What did you want to be when you were
• read about an experiment in with vocational programs. 6 MY PERSPECTIVE 6 MY PERSPECTIVE younger? A firefighter? A ballet dancer? A train working in
intercultural communication. 2 The rate is rising, especially among young conductor? Did you end up with your dream job? related field 21%
Work in pairs. Work
Discuss the questions.
in pairs. Discuss the questions. According to research carried out by the online
• find out about a new app. people who leave school without qualifications. found more 43.5%
3 There are few benefits to help people who 1 Which facts1didWho youdo findyou mostfindinteresting?
it easy to chatWhy?with? 5 professional network LinkedIn, people who fulfill interesting job
• watch a TED Talk about how to have are out of work. 2 Do you think2 the When surveys
was arethe limited
last timein you
any had bad argument? Is there anything youtheir
way?a What couldchildhood aspirations are part of a lucky
better conversations. 4 Household incomes are low, because there is no legal else would youhave like tosaidknow aboutthe
to avoid them?
argument or make it less emotional? minority. Needless to say, few would-be astronauts
• write an email of complaint. wage. 3 Do you agree 3 that
Haveyour youchildhood
ever takendream part injob is linkedWhat
a debate? to was the topic? or presidents ever achieve their ambitions. In fact, ambitious goals. No surprises there. The gender gap
5 Mothers and fathers can take leave to spend your skills? fewer than one in ten people currently earn a living was even more noticeable in science and engineering:
more time with their babies. 4 What do you think children in your country dream of 10 from their dream job, though just over one in five jobs like pilot, mechanic, and race-car driver were
92 6 There is a(n) ceiling that keeps women from doing? Why? has at93
Unit 8 Effective Communication least found work in a related field. 40 favored by 15% of boys but only 2% of girls.
being promoted to better jobs. 5 Do you think there is still a difference between boys’ and LinkedIn surveyed over 8,000 professionals in 15 Another survey, conducted by the children’s charity
7 Some people take layoffs if their company is girls’ career goals and achievements? different countries, including Brazil, Singapore, ChildFund, asked over 6,000 ten- to twelve-year-olds
downsized. Sweden, the UAE, and the US. The survey revealed in 47 countries around the world about their career
8 Nowadays more and more people are taking 15 that almost half of those who did not end up in their
retirement and living off their retirement funds. CRITICAL THINKING Understanding attitude dream jobs had been attracted to a different career
goals. The most popular job, for just under a fifth of
45 children worldwide, was doctor, followed closely by
path as they grew up, while just over one in ten teacher with 16%. But the survey also revealed some
Writers sometimes reveal their attitude towards the facts
discovered that their original dream was too difficult fascinating global contrasts. In developing countries
READING or events they are writing about, for example by using
or expensive to pursue. just over a quarter of children listed medicine as their
adjectives (e.g. impressive, surprising) or adverbs (e.g.
2 Work in pairs. Discuss the questions. fortunately, sadly). In academic articles, writers do not 20 The most common dream jobs worldwide fell goal, and just under a quarter aspired to be teachers;
normally express a personal attitude in this way. into the creative and artistic category, which 50 in developed countries, by contrast, the figures were
1 What job(s) did you dream of doing as a child? Why? encompasses everything from writers and actors 8% and 5% respectively. Being a professional or
2 What job do you hope to do now? Why? 7 Work in pairs. Find these words and phrases in the article. to chefs and acrobats. However, the single most Olympic athlete was the dream of 19% of children
3 If the job is different, why have you changed your mind?
Discuss which of the attitudes they express. popular dream career in most countries, particularly in the developed world; it is not surprising that only
3 Match the infographics to: 25 in India, was engineer. Presumably the high starting 4% of people in less affluent countries could allow
part of a lucky minority (line 6) salary, not to mention the growing job opportunities, 55 themselves the luxury of such aspirations.
1 paragraphs 1 and 2 3 paragraph 4 needless to say (line 7) job security, and social status of the profession, have
at least (line 11) So should we take our earliest dreams seriously,
2 paragraph 3 4 paragraph 5 something to do with its popularity.
is depressing reading (line 29) or are they merely wishful thinking? “The dream
4 Are the sentences true or false? Find evidence No surprises there. (line 37) The survey is depressing reading for those committed jobs we aspire to as children are a window into our
for your answers in the article. fascinating (line 47) 30 to smashing the glass ceiling. It found that boys were passions and talents,” says Nicole Williams, a career
not surprising (line 53) more likely than girls to envision themselves in the 60 expert for LinkedIn. “We don’t generally enjoy
1 The vast majority of people do not do the job they best jobs; more than 13% of boys aspired to be a doing what we don’t have an inherent ability to do.”
dreamed of as a child. 1 This is bad. president, prime minister, or secret agent, as opposed So when choosing a career path, perhaps young
2 Roughly one third of people do jobs that are similar to 2 This is not surprising. to 8% of girls. Girls, by contrast, nurtured more modest people should reflect on their dream career and ask
their childhood ambition. 3 This is good. 35 ambitions of achieving success as teachers, vets, themselves, “What does this tell me about who I am,
4 This is interesting. singers, or nurses—being a writer was among the most 65 and what I could do in the future?”
12 Unit 1 Hopes and Dreams Unit 1 Hopes and Dreams 13
6D Deep Sea Diving … in a Wheelchair
Perspectives brings a world

of ideas into the classroom “We see and discover the power
and joy of seeing the world from
by focusing on the unique

exciting new perspectives.
SUE AUSTIN ”
point of view of an inspiring Read about Sue Austin and get ready to watch her TED Talk. 6.0
and thought-provoking TED

AUTHENTIC LISTENING SKILLS WATCH 6 Watch Part 3 of the talk. Which results of her underwater 8 MY PERSPECTIVE
adventures does Sue mention? 6.3
Following the argument 3 Read the quote in Activity 1 again. Why do you think Sue Work in pairs. Discuss the questions.
describes using a wheelchair as freedom? What reaction 1 Other people are inspired to challenge themselves.
Certain words and phrases help us follow the speaker’s 1 What ideas about wheelchairs and wheelchair users did
do you think her wheelchair had from other people? 2 Sue has become a good diver.
speaker in every unit

argument. For example: you have before watching Sue Austin’s talk?
3 Wheelchair users can now buy an underwater
2 Why did Sue decide to go underwater with her
Learning to play the game was difficult. However, I enjoyed it 4 Watch Part 1 of the talk. Are these statements true or wheelchair.
wheelchair?
very much. That’s why I decided to carry on. false? 6.1 4 She has experienced physical freedom.
3 Did the video of Sue’s underwater wheelchair change
5 Sue’s art makes people think about wheelchairs in a more
1 At first, Sue didn’t enjoy her wheelchair. your ideas? How?
1 Read the Authentic listening skills box. Then listen positive way.
2 Other people felt that wheelchairs were a sign of a 4 What other activities associated with freedom could
to an excerpt from the TED Talk. Underline the words 6 She has learned more about the problems that the
lack of freedom. be used to challenge people’s assumptions about
that help you follow the argument. 40 ocean faces.
3 Sue didn’t let what other people thought affect her. wheelchairs, implants, and artificial body parts? Think
When I started using the wheelchair, it was a tremendous 4 Sue read a story that helped her to see things differently. 7 VOCABULARY IN CONTEXT about Sue, Michael Chorost, and Hugh Herr (page 73).
new freedom… But even though I had this new-found joy 5 Is there anything in your life that people think is negative
5 Watch Part 2 of the talk. Choose the correct option to a Watch the clips from the TED Talk. Choose the correct but you consider positive?
and freedom, people's reaction completely changed towards complete the sentences. 6.2 meaning of the words and phrases. 6.4
me… As a result, I knew I needed to make my own stories
about this experience, new narratives to reclaim my identity. 1 With her wheelchair, Sue tried to communicate b Think of ideas: CHALLENGE
happiness / strength as well as freedom. 1 ways we can make it easier for wheelchair users to Sue says that when people see her art they think:
2 Listen and complete two more excerpts. 41 2 She used her wheelchair to create music / visual art. access buildings. “If you can do that, I can do anything.”
3 The interest that other people took in Sue’s work 2 times when you have experienced a tremendous sense
1 I began to dive, excited / surprised her. Think of a challenge or goal that you would like
of freedom.
in 2005, I realized scuba gear extends your range of 4 Sue says that underwater scuba gear allows people to accomplish, or have been intending to achieve. If
3 the last time you needed to ask a teacher to extend a
activity in just the same way as a wheelchair does… to do things in more places. Wheelchairs are Sue can dive underwater in a wheelchair, can you do
homework deadline.
, different / no different. your “anything”?
4 the possible learning outcomes of this lesson, i.e. what
“I wonder what'll happen if I put the two together?” 5 Sue wanted people to associate wheelchairs with you will learn.
2 For me, the wheelchair becomes a vehicle for excitement and adventure / the underwater world. 5 a reason your eyes would light up.
transformation. 6 Sue plays the underwater video to show how the 6 a concept that young children find difficult to
, wheelchair works / amazing her journey has been. understand.
that because nobody’s seen or heard of an underwater
c Compare your thoughts with a partner. Which are the
wheelchair before,… now you have this concept in
most interesting? Why?
your mind.
76 Unit 6 Superhuman Unit 6 Superhuman 77

all of us ate half as much
meat, it would be like half
f us were vegetarians.
RAHAM HILL ”
A CRITICAL EYE
d about Graham Hill and get ready to watch his TED Talk. 4.0
C LISTENING SKILLS Learners develop a 1critical

Watch Part of the talk. Put eye forwithanalysing, evaluating,
the problems and
3 Which part
4 synthesizing
of Graham’s solution is he happiest about? 9 How does Grah
eating meat in the order that Graham mentions them. a He’s not creating so much pollution. the excerpts to
new information in order
Which problem doesn’t heto develop their own opinions
mention? b He’s gotand ideas. c He’s healthier.
more money. 4.1 box. Each exce
are speaking to an audience, they often 7 Work in pairs. Graham says that “we as a society are
a It is bad for the planet. 1 Knowing wh
k their sentences up into short sections, eating twice as much meat as we did in the ‘50s.” How
b The animals suffer in poor conditions. 2 Any of these
s makes it easier for the listeners to follow. has diet changed in your country in the last 100 years?
c It is expensive. convince me
n pause:
d It is unhealthy. chk, chk—tu
of sentences. e People are eating more and more meat. 8 VOCABULARY IN CONTEXT 3 Imagine you
4D Why I’m a Weekday Vegetarian
e is a comma or other punctuation. Carefully-structured lessons
a Watch the clips from the TED Talk. Choose the correct 4 I’d commit to
5 Complete the facts about eating meat. Then watch Part 1
later never c
adverbial phrases, e.g. expressions about again and check your answers. 4.1 help students become critical
meaning of the words and phrases. 4.3
5 I’ve been do
ce.
“
If all of us ate half as much
meat, it would be like half1 If you eat one every day, it can increase the
b Answer the questions. Compare answers in pairs.
consumers of information by It’s called we
”
mportant word or phrase. of us were vegetarians. possibility of dying by a third. 1 Do you do any hobbies where there is a risk of 6 On the week
he subject of a sentence and its verb when
GRAHAM HILL
2 We keep animals for meat each year in encouraging
hurting yourself? them to think deeply
2 What is the combined age of your family?
it to the next
is long. factory-farm conditions. 7 It’s okay to b
3about new want information
to do things that are inand
Read about Graham Hill and get ready to watch his TED Talk. 4.0
3 Meat causes more emissions than all . Do you ever conflict 8 Best of all, I’m
AUTHENTIC LISTENING SKILLS
he beginning of the TED Talk. Mark the pauses. 4 Beef production uses 100 times more
4 Watch Part 1 of the talk. Put the problems with
than
3 Which part of Graham’s solution is he happiest about? 9 How does Graham try to persuade his audience? Match
with what you should be doing? What? longer, and I
4where
Have you it
evercomes from.
eating meat in the order that Graham mentions them. a He’s not creating so much pollution. the excerpts to techniques (a–f) in the Critical thinking
Pausing b He’s got more money. c He’s healthier.
Which problem doesn’t he mention? box. Each excerpt may use more than one technique.
come up with a way of making
4.1
most vegetables do.

When people are speaking to an audience, they often
a It is bad for the planet. 7 Work in pairs. Graham says that “we as a society are 1 Knowing what I know, why am I not a vegetarian?
pause to break their sentences up into short sections,
or chunks. This makes it easier for the listeners to follow.
b The animals suffer in poor conditions. eating twice as much meat as we did in the ‘50s.” How 2 Any of these angles should have been enough to
money? What? 10 Work in pairs.
5 We are eating meat as in the 1950s. c It is expensive. has diet changed in your country in the last 100 years? convince me to go vegetarian. Yet, there I was—chk,
Speakers often pause:
ar ago, | I asked myself a question: “Knowing
d It is unhealthy. chk, chk—tucking into a big old steak.
• at the end of sentences.
• where there is a comma or other punctuation.
e People are eating more and more meat. 8 VOCABULARY IN CONTEXT
a Watch the clips from the TED Talk. Choose the correct
3 Imagine your last hamburger.
4 I’d commit to doing it later, and not surprisingly, 5 Have you ever done any damage to another 1 Which of Gra
w, why am I not a vegetarian?”
5 Complete the facts about eating meat. Then watch Part 1 later never came. Sound familiar?
6 Watch Part 2. Choose the correct option.
• to separate adverbial phrases, e.g. expressions about
4.2
again and check your answers. 4.1 meaning of the words and phrases. 4.3
person’s possessions?
time or place.
• before an important word or phrase.
1 If you eat one every day, it can increase the
b Answer the questions. Compare answers in pairs.
1 Do you do any hobbies where there is a risk of
5 I’ve been doing it for the last year, and it’s great.
It’s called weekday veg.
6 On the weekend, your choice. Simple. If you want to take
vegetarian a
possibility of dying by a third.
• between the subject of a sentence and its verb when
e you think Graham pauses in the next two
the subject is long. 1 Why does Graham say to the audience: “Imagine your
2 We keep animals for meat each year in
factory-farm conditions.
hurting yourself?
2 What is the combined age of your family?
it to the next level…
7 It’s okay to break it here and there. 2 Would you c
3 Do you ever want to do things that are in conflict
(if you aren’t
3 Meat causes more emissions than all . 8 Best of all, I’m healthier, I know that I’m going to live
Then listen to check. 28 1 Listen to the beginning of the TED Talk. Mark the pauses.
27
last hamburger”?
4 Beef production uses 100 times more
most vegetables do.
than with what you should be doing? What?
4 Have you ever come up with a way of making
longer, and I’ve even lost a little weight.
CRITICAL THINKING Persuading your audience
Work in pairs. Discuss the questions.
it would be?
money? What? 10
a He wants them to see what a difficult decision

5 We are eating meat as in the 1950s.
About a year ago, | I asked myself a question: “Knowing 5 Have you ever done any damage to another 1 Which of Graham’s reasons for becoming a weekday
what I know, why am I not a vegetarian?”
one of the green guys: I grew up with hippie Watch Part 2. Choose the correct option.
6 person’s possessions?
3 If you are a v
4.2 vegetarian are the most convincing?
2 Mark where you think Graham pauses in the next two becoming a vegetarian is. CRITICAL THINKING Persuading your audience
1 Why does Graham say to the audience: “Imagine your 2 Would you consider becoming a weekday vegetarian
(if you aren’t already)? How easy or difficult do you think There are many ways that speakers can persuade their
log cabin. I started a site called TreeHugger—I
sentences. Then listen to check. 28 last hamburger”?
b He wants to help the audience become a vegetarian.

a He wants them to see what a difficult decision it would be? Why?
vegetarianism
After all, I’m one of the green guys: I grew up with hippie becoming a vegetarian is. There are many ways that speakers can persuade their 3 If you are a vegetarian, do you think part-time
listeners to do things. They can:
this stuff. parents in a log cabin. I started a site called TreeHugger—I
care about this stuff.
b He wants to help the audience become a vegetarian.
c He wants them to feel sorry for him.
listeners to do things. They can: vegetarianism is a good thing?
a describe personal experiences that others can relate to.

c He wants them to feel sorry for him. a describe personal experiences that others can relate to.
2 Which of these rules is part of Graham’s solution? b make it sound achievable. CHALLENGE
WATCH a Only eat fish on the weekend. c offer choice and flexibility. Do a survey. Find out what other people in the class think
3 Work in pairs. Make a list of reasons that somebody 2 Which of these rules is part of Graham’s solution?
b Don’t eat meat on Saturdays and Sundays.
c Reduce the amount of meat you eat by 70 percent.
d point out the personal benefits of doing it.
e ask themselves and the audience questions.
about becoming a weekday vegetarian. b make it sound achievable.
might be a vegetarian (e.g., "It's good for your health.").
a Only eat fish on the weekend.
f ask listeners to imagine a situation.
c offer choice and flexibility. Do a survey. Find
b Don’t eat meat on Saturdays and Sundays. d point out the personal benefits of doing it.
52 Unit 4 Food Unit 4 Food 53
about becoming
irs. Make a list of reasons that somebody c Reduce the amount of meat you eat by 70 percent. e ask themselves and the audience questions.
vegetarian (e.g., "It's good for your health."). f ask listeners to imagine a situation.
Spanish racecar driver Carmen

Jorda gets ready for another day 9C She said it wasn’t just about 5 Listen to part of an interview with a teen soccer player
who hopes to become a professional. Complete the
7 Work in pairs. Take turns asking the questions from
Activity 5 and responding with your answers from
at work.
the money. interviewer’s questions. 56 Activity 6.
1 becoming a professional soccer player? 8 CHOOSE
GRAMMAR Reported speech 2 enjoy the most about soccer?
3 playing soccer? Choose one of the following activities.
1 Look at the photo and quote. When does Carmen say she started racing? 4 to soccer?
When does she say driving became her job? • Work in pairs. Write down five questions to ask each
5 to college? other about school or after-school activities. Ask and
2 Look at the Grammar box with reported speech from the reading.
Then answer the questions.
7B Testing Times
6 Do you think a scholarship*?
scholarship money to pay for education for students who
answer the questions. Then use reported speech to
explain your partner’s answers to another pair.
Direct speech Reported speech VOCABULARY
show special talent BUILDING Noun forms • Find an interview
7 Work with Answer
in pairs. an athletetheorquestions
another celebrity
and discuss your
that youideas.
admire. Write
Then about
read what
about thethey
testssaid using
again to check.
Sophia’s grandmother: “At school, I My grandmother once told me that 6 Look at these
In your 1notebook, write pairs of answers
Elena’s words. How arequestions
to the the nouns formed reported speech.
didn’t learn what to think; I learned at school she hadn’t learned what to from5 verbs
from Activity and adjectives?
as reported speech. You don’t need to 1 When were the tests first published?
how to think.” think; she’d learned how to think. • Ask some adults you know for
2 How are the tests scored? advice about preparing for
remember her exact words.
Verb Noun Adjective Noun the world
The boss: “This job is the beginning of When I got my first job, my boss said 3 ofHowwork.
areGive a shortand
divergent presentation
convergentexplaining
thinking different?
analyze
The interviewer asked…analysis concerned concern their answers. Use reported speech.
your education.” it was the beginning of my education. 4 Why were people worried about children’s test scores in
assess
1 if she was assessmenta professional
thinking of becoming intelligent
soccer intelligence the United States?
The math teacher: “You can become My math teacher told me I could
player. conclude conclusion flexible flexibility
5 What are the possible causes for the drop in test scores?
an accountant.” become an accountant. know
2 what she enjoyed the knowledge
most about soccer. fluent fluency
6 How does problem-based learning encourage creativity?
Lydia: “I haven’t used facts about Lydia said she hadn’t used facts about 3 when she publish publication
started playing soccer. logical logic
Ancient Rome and Ancient China in Ancient Rome and Ancient China in vary
4 who introduced her tovariety
soccer. useful usefulness 8 Look at the four examples of divergent thinking tasks in
my job.” her job. 5 if she would go to college Two highlines 11–22.
school Workfight
students in groups
for thetoball
complete
during aone.
Testing Creative Thinking

6 if she2thought
Chooseshe thecould getwords
correct a scholarship.
from Activity 1 to complete soccer game. For some students, sports are a way to get
9 Compare
into college. your
Is there results you
anything fromthink
Activity 8 withget
you could a partner.
a Use
1 How do the verbs and modal verbs change from direct speech to reported speech? the sentences.
Elena said…
2 How do the pronouns I and you change? the questions
scholarship for? to evaluate their creativity. What do you
1 I know a lot of words in English, but I need to become think the questions tell you about a person’s creativity?
Check page 144 for more information and practice. more in using them!
1 How many logical solutions are there to the task?
2 My main when I do anything in 34 It is now over 50 years since the of these studies suggest they do. In fact, his
3 Read Carmen Jorda’s direct speech about her work. Complete the 2 How original are the solutions?
English is not to make any mistakes. first publication of E.P. Torrance’s Tests of tests are better at judging future creative
reported speech. 3 How well can the solutions be explained?
3 I got a good grade in the last I did Creative Thinking, which continue to be 35 success than intelligence tests. This is why
1 My father took me to see my first Formula 1 Grand Prix at the age of eight. for English. used worldwide as standard assessments they are frequently used to identify top
Carmen said her father her to see her first Formula 1 Grand Prix at 4 I’d like to write a novel and it myself. CRITICAL THINKING Fact and opinion 5 of creativity. managers in business and children for
the age of eight. 5 I like to do things in a(n) order, from special educational programs. It is also
10 Read the statements about Torrances’s Tests of Creative The tests typically consist of “divergent
2 At eleven I received my first go-kart. A to B to C. why there was concern in the United States
Thinking. Do they present facts or opinions? thinking” tasks—the ability to generate a
She said she her first go-kart when she was eleven. 6 The in my study schedule allows me wide variety of solutions that are then scored
40 when the magazine Newsweek reported that
“I entered my first 3 I’ve been working hard for a long time to get this opportunity. to study when I feel most productive. on fluency, flexibility, originality, and how
children’s scores on the tests were falling.
She said she working hard for a long time to get that opportunity. 7 I don’t think exams are a(n) Facts are statements that are true. Opinions are
go-kart race at the 4 It has always been my dream. I train six days a week. demonstration of how much people know. statements showing what people believe.
10 fully explained they are. For example: Some have argued that this drop is because
of children’s lifestyles: too many video
age of 12, but of She said it always been dream and that she • Ways to improve: What could you do to
games, too much TV, and too little freedom
3 Work in pairs. Which sentences in Activity 2 are true 1 Torrance found that people often scored very differently make a toy truck more fun to play with?
course I was still six days a week.
for you? What do you think they say about you? Which on the different parts of the tests.
45 to make choices. Others have suggested that
5 If one woman can do it, then many can achieve it! • Imagine consequences: How would the education in the United States has become
going to school then, She said if one woman do it, then many achieve it. sentences do you think are signs of creativity? Why? 2 Torrance believed you could teach creativity. The tests world be different if everyone had an eye too focused on exam results, so teachers
and I continued 4 Work in groups. Think of other verb / noun and adjective /
were originally teaching tools. 15 in the back of their head? use fewer creative activities and favor more
4 Complete the steps below. 3 The tests give the idea that creativity is all one thing.
with my studies and noun combinations that follow the patterns in Activity 1.
Fail the tests and you are not creative.
• Alternative uses: How many unusual uses
traditional learning. This is in contrast to
countries with a history of more traditional
1 Think about something that someone has said to you recently. 50
university until I was 2 Write it down in direct speech as accurately as you can. Don’t worry if you don’t 4 Torrance collected information about adults’ creative
for a brick can you think of?
activities, like China and its emphasis on
19. I started driving remember the exact words. READING success by asking them to fill out a form to report what • Make drawings from a shape: Turn the Xs
into pictures people might be surprised
memorization and drills. These countries
they had achieved creatively. are doing the opposite, and encouraging
full-time at age 20.” This morning, my mother said, “You’ll be late for school if you don’t hurry!” 5 Work in groups. Discuss the questions. 5 Learning to solve one problem rarely helps to solve 20 by. The X can be in any part of the creativity through techniques such as
3 Write the reported speech. another kind of problem. picture. Add details to tell complete stories problem-based learning.
1 What do you think it means to be creative? and give each picture a title.
55
This morning, my mother said I would be late for school if I didn’t hurry. 6 It’s difficult to see how the tests measure creativity in Problem-based learning involves setting a
2 Do you think creativity is only connected to the arts?
science or mathematics. Some question if the tests fully assess genuine problem, such as reducing noise
4 Work in groups. Share the reported speech you wrote down. 3 How important is creativity these days? Why?
4 Do you think it is possible to assess levels of creativity? creativity because they say creativity is about in a school library or deciding on a
11 MY PERSPECTIVE originality and usefulness. Creativity not
5 Who is the most creative person you know? Why?
25 week of meals for an athlete. In reaching
110 Unit 9 All in a Day’s Work Unit 9 All in a Day’s Work 111 only requires divergent thinking but also
Work in pairs. Discuss the questions. 60 a conclusion, students have to do research
6 Read about a set of tests commonly used to assess “convergent thinking,” where you find one across several subjects and be creative in the
creativity. Think about the questions as you read. 1 Would you like to use the problem-based way of single solution that you feel is the best for fullest sense. No doubt Torrance would have
learning? Why? the problem you are trying to solve. approved if he was still alive.
1 What do the tests involve? 2 How is creativity encouraged in your school?
2 Does the author think they are good tests of creativity?
30 Torrance followed the lives of children who
first took his tests to see if they predicted One of the tests for creative thinking involves
creative achievements as adults. Analyses making drawings from a shape.
Students think critically in every 84 Unit 7 Outside the Box Unit 7 Outside the Box 85
lesson while listening, reading,

writing, and participating in
classroom discussions.

A CLEAR VOICE IN ENGLISH
Learners build the language skills and strategies they need to develop
a clear voice in English.
LISTENING 8 MY PERSPECTIVE 10 Work in pairs. Match the sentence halves. Do you agree Conditional variations
Work in pairs. Discuss the questions. with the statements?
5 Work in groups. Read the opinions about ecological We can form conditionals in different ways to express
issues. Choose one or two opinions to discuss. 1 What is the most interesting thing you have learned 1 If you eat more vegetables, different levels of likelihood and formality.
about the ocean in this lesson? 2 If everyone bought fish from sustainable sources,
• The dangers of global warming have been exaggerated. First conditional
2 Do you or your family often eat fish? If so, what kinds? 3 Unless we eat less fish / reduce our fish consumption,
• We should reduce our reliance on fossil fuels and invest If you see someone dumping chemicals into the ocean, please
Would you change your eating habits to protect 4 Unless sea levels stop rising,
in renewable energy sources. report it immediately.
the ocean? 5 If there were no fish farms,
• People do not do enough to protect the environment or
6 As long as governments act now to stop pollution, Second conditional
the oceans from pollution.
Discussion and choice activities

If people stopped dumping chemicals into the ocean, there
a some low-lying islands may have vanished by 2050.
6 Listen to Enric Sala, a National Geographic explorer and GRAMMAR First and second conditional b some large species, like sharks, will become extinct.
would be less pollution.
marine ecologist. Answer the questions. 18 c overfishing would definitely increase.
9 Look at the Grammar box. Answer the questions. Check your answers on page 000. Do Activity 0.
1 What is the name of Enric’s project and what is its aim? d you will be more healthy.
1 Which sentences refer to: e we could preserve endangered species like tuna
encourage students to
2 What three threats to the ocean does he mention? 12 Complete the questions about these topics in your own
3 What two pieces of advice does he give? • a real future possibility? and sharks. words. Then ask and answer in pairs.
• a hypothetical or unlikely situation in the present f we will be able to preserve our coral reefs.
7 Listen again. Complete the statements with no more or future? endangered species a flood global warming
than three words. 18 2 Which modal verbs in bold could you replace with 11 Look at the Grammar box. Answer the questions. plastic bags pollution saving energy
communicate their own unique

may, might, or could? tidal energy a wind farm
1 Enric prefers to spend his time rather than 1 In this sentence, is the condition (the if clause) more or
3 Which sentences could you rewrite using unless?
at the office. less likely than in the example sentence?
4 In d, replace if with as long as. Does it make the condition 1 What would happen if…?
2 Enric’s work involves using scientific research as well as If people were to stop dumping chemicals into the ocean,
more or less necessary in order to get the result? 2 If everyone would…, ?
films, articles, and . there would be less pollution.
points of view.
3 Because of overfishing, fish cannot quickly First and second conditional 3 How would you feel if…?
2 In this sentence, is the style more or less formal than in
enough. 4 If the government…, ?
a If we don’t change our course before 2050, most of the the example sentence?
4 Over the last century, of the large fish in 5 Should there be…, ?
fisheries of the world will have collapsed. Were people to stop dumping chemicals into the ocean,
the ocean have disappeared. there would be less pollution.
b If everyone made smart choices, it would make a huge 13 MY PERSPECTIVE
5 If the current trend continues, we will lose the majority of
the in the world. difference. Work in groups. What can you do at home or at school
6 We’ve already lost of the world’s coral reefs. c Coral reefs would not be disappearing so fast if there were to reduce your impact on the environment? What will
7 Enric advises against eating large fish like tuna, sharks, more marine reserves. the consequences be?
and because they may contain mercury. d If we can inspire world leaders to create marine reserves,
we will be able to protect more species.
Check your answers on page 000. Do Activity 0.
Enric Sala uses his photos as a teaching tool.

This one shows a coral reef in Palau.
34 Unit 3 Pristine Places Unit 3 Pristine Places 35
Strategies for communicating

in person and in writing give 9E Well Worth Seeing
SPEAKING WRITING An email describing a place and its culture
learners the support they need to

Useful language Writing strategy
Asking for recommendations 1 Work in pairs. Whose recommendations do you trust most for things 7 Work in pairs. What are some of the cultural attractions in your area, town, Paragraphing
Is it worth watching / seeing / visiting like books, restaurants, and tourist attractions? Put the following in order or city? Which would you recommend to a visitor? Why? • Paragraphs are groups of
/ reading? (1–5) where 1 is the most trustworthy. Do you use recommendations sentences which share a
confidently express their own ideas

What did you think (about…)? from anyone else? 8 Read an email on page 153 from Macarena, who lives in Valparaiso in Chile. common topic. They help the
What things does she recommend to her friend Aki about her city? reader follow the text. Start a new
Is it any good? • reviews in newspapers and magazines
• online comments by members of the public paragraph when you change
Giving recommendations 9 Relative clauses are a good way of adding extra information. Read the email
• friends and family topic.
You must go! on page 153 again. Where could these relative clauses go in the text?
in English.
• the tourist information office • Before you start writing anything,
I’ll send you the link. 1 , which is why I think artists love the place so much
• famous people make notes, then organize your
You won’t want to miss this. 2 , which is where I’m going later with some friends notes into paragraphs.
It’s worth watching. 2 Listen to people talking about the same tourist attraction. What do they agree 3 , which I got this morning • Finally, decide on the best order
I highly recommend it. about? What do they disagree about? 65 4 , which I’m not, for the paragraphs.
… is well worth seeing.
3 Look at the Useful language box. Are the expressions more likely to be said by 10 WRITING SKILL Paragraphing
… is a must-see. a friend (F), a TV presenter (TV), or both (B)?
a The email on page 153 contains five paragraphs. Read the Writing strategy
Showing reservation
4 Listen again. Which expressions in the Useful language box do you hear?
box. What is the topic of each paragraph?
It was OK / alright, I suppose. 65
Paragraph 1 talks about the postcard that Aki sent.
I wouldn’t bother if I were you.
5 For each category below, write the names of one example that you would b Choose one of the paragraphs from the Writing Bank on pages 149–153. What is
I didn’t think it was great.
recommend and one that you wouldn’t recommend. the topic of each paragraph? In pairs, discuss how the text has been organized.
You might like it if you’ve got nothing
3E Surveys 2 Fifty students else to do.

(interview) about
If youtheir
(age) thirteen to fifteen werean art work
reading, habits.
enjoyed… you’ll love… an online video clip
Writingastrategy
book
a theater production
a movie
a TV show
11 Plan an email to a friend describing the place where you live. Include the usual
sites as well as the alternative cultural attractions. Use your ideas from Activity
3 As can be (see), only 20% of those (survey) Describing statistics 7 to make notes and plan the paragraphs. Then write your email.
It’ll appeal to anyone who enjoys…
Useful language SPEAKING said they had read a novel in the previous six months.
I don’t normally like… , but… In statistics, we sometimes use
6 Work in pairs. Look at your partner’s list. Ask and answer questions about your
4 The most popular author was J.R.R. Tolkien, (follow) by phrases or estimates instead of 12 Read your classmates’ emails. Are they well organized? Do you agree with
Introducing main findings 1 Work in groups. The bar graph on this page shows the results of a survey into I would recommend it to people who…
Anthony Horowitz. recommendations and reservations.
specific percentages. Instead of their recommendations about the best attractions of the city?
The most surprising / interesting thing which sports people had done during the previous month. Discuss: 5 We might expect a higher response if the survey were 10.3 percent cycled, we might say
we found was that… • whether anything shown surprises you. If so, why? (repeat) with a younger age group. one in ten biked. We do this for
You won’t be surprised to hear that… • why you think certain activities were more or less popular. Pyramid of the Featheredvariety
Serpent,or to emphasize
from a point.
Teotihuacan,
but one thing that was interesting • which results you would expect to be similar and different where you live. example, overMexico
ForAnthropology,
in the National Museum of half may
Citysound
was… WRITING Describing statistics bigger than 52 percent.
The main thing we discovered 2 Work in pairs. Discuss which claims are supported (S) and not supported (NS)
7 Replace the percentages in italics with these phrases.
was… by the data in the graph on this page.
(By far) the most popular… was… 1 One fifth of those surveyed used a gym in the month before the survey. Almost half A significant majority A tiny percentage
2 Swimming and diving are the most popular sports. Just under three quarters Roughly a third The vast majority
Introducing other points
Another thing that was interesting 3 One in twenty of those surveyed played golf in the month before the survey.
4 Just under five percent of those surveyed bike to and from work. 1 2% of those surveyed spend more than an hour a day exercising.
was…
5 The popularity of certain sports may change depending on the season. 2 35% of those who responded play a team sport at least once a month.
Apart from that, we found that… 3 48% of those who responded prefer exercising alone.
Some other things worth 3 Work in pairs. You are going to conduct a survey. Choose a question from 4 65% of those surveyed would do more sports if they had more free time.
mentioning are… below or think of a question that interests you. Your survey should have at 5 74% of respondents play fewer sports now than they did five years ago.
least six options. 6 96% of the people I spoke to recognize the importance of exercise.
1 What activities have you done in your free time in the past two weeks? 8 Work in pairs. Use the Writing strategy, passives from Activity 6, and the useful
What sports have you participated 2 What is your favorite type of movie to watch? language from Activity 7 to write about the statistics in the bar graph below.
in during the last month? 3 What subjects do you want to study in college?
Sports Participation by Gender Male Female
Swimming 4 Interview as many students as you can and take notes. Discuss your notes with
and diving
your partner. Then present the findings to the whole class. Soccer 90.8 9.2
Health and
fitness Golf 86 14
Biking
(recreation) WRITING Writing surveys 114
Biking (place to place) Unit 9 Unexpected Entertainment 68.9 31.1 Unit 9 Unexpected Entertainment 115
Soccer Biking (recreation) 68.3 31.7
5 Work in pairs. Read the description on page 149 of the bar graph on
Running
this page. Answer the questions. Hiking 62.7 37.3
1 What extra information is included which was not shown in the bar graph? Running 60.2 39.8
Aerobics, yoga,
and dance
2 Which part of the description expresses opinion rather than fact? Health and fitness 51 49
Biking (place 6 Passive forms are often used in reports. Complete the sentences using Swimming / diving 42.7 57.3
to place)
the past participles of the verbs in parentheses. Aerobics / dance 24.1 75.9
Golf
0 5 10 15 1 The chart shows the result of a survey (conduct) at our school Yoga 17.5 82.5
Percentage of people last month.
Source: UK Department for Culture, Media and Sport
Source: UK Department for Culture, Media and Sport
Beach soccer is popular

on Ipanema Beach in
Rio de Janeiro.
42 Unit 3 Faster, Higher, Stronger Unit 3 Faster, Higher, Stronger 43

EXAM PREPARATION
Perspectives provides the support learners need to communicate in
EXAM PREPARATION
person, in writing and on international exams.
Perspectives provides the support learners need to
communicate in person, in writing, and on international exams.
1C I expect my friends to understand.
1C I expect my friends to understand. 6 Complete the exchanges using the correct forms of the 8 Work in pairs. Take turns asking and answering
6 Complete the exchanges using the correct forms of the
verbs. Sometimes more than one option is possible.
8 Work in pairs. Tak
questions about A
verbs. Sometimes more than one option is possible. questions about Activity 7. Use the correct form of
do in the question
GRAMMAR Verb patterns: Verb + -ing or infinitive with to
do in the questions.
GRAMMAR Verb patterns: Verb + -ing or infinitive with to bother
share
help
talk
receive
not tell
send
write A What do you like to do on the weekend? bother help receive send
1 Work in pairs. Discuss the questions. B
A
I like…
What do you want to do next summer? share talk not tell write A What do you like
1 Name two or three things you love doing.
2 Name two or three things you hate doing. 1 Work in pairs. Discuss the questions. 1 A I hate
B I don’t mind
you, but can I ask for some advice?
you, but I can’t talk right B I want…
B I like…
now. I’m late for class! 9 CHOOSE
2 Look at the Grammar box. Underline the main verbs in each sentence. Circle
the verb that follows the main verb.
1 Name two or three things you love doing. 2 A Do you promise my secret?
Choose one of the following activities. 1 A I hate you, but can I ask for some advice? A What do you wa
B I’m not sure! Sometimes I can’t keep myself from
Verb + -ing or infinitive with to
2 Name two or three things you
secrets! • Ask questions to find other people in the class who
B I don’t mind B I want…
3 A hate doing. you, but I can’t talk right
are similar to you.
a They enjoy being with happy people. I like about my feelings in a notebook.
b They also learn to avoid angry people whenever possible. B I don’t do that. I prefer
to-face.
to someone face-
Do you like riding your bike on the weekend? now. I’m late for class! 9 CHOOSE
c Scientists want to know more.
Look at the Grammar box. Underline
2 4 A I plan the you main verbs
a postcard in each sentence. Circle
from my vacation.
Yes, I do.
d Elephants love meeting their friends. B Oh, thanks. I love
the verb that follows the mainComplete
verb.
postcards. 2 A Do you promise my secret?
Do you avoid being late for school? Choose one of the
3 Look again at the sentences in the Grammar box. Complete the table with
the verbs in bold.
the sentences with true information about
7
yourself. Use verb + -ing and infinitive with to. Of course! But I’m sometimes late anyway.
B I’m not sure! Sometimes I can’t keep myself from
Verbs followed by… Verb + -ing or infinitive with
I liketo
riding my bike on the weekend.
secrets! • Ask questions to
1 I like on the weekend. • Report back to the class about what you learned about
-ing form to + infinitive
are similar to yo
a They enjoy being with happy people.
2 I want next summer.
enjoy 3 I usually avoid .
your partner in Activity 8.
3 A I like about my feelings in a notebook.
4 I hope before I’m 20 years old.
b They also learn to avoid angry people whenever possible.

5 I need for school.
Majid likes watching movies on the weekend.
B I don’t do that. I prefer to someone face-
Check page 128 for more information and practice. • Write a paragraph comparing you and your partner using
the information you learned in Activity 8. to-face. Do you like riding yo
c Scientists want to know more.
4 Choose the correct options to complete the sentences below. Are any of the
sentences true for you?
1 I suggest talking / to talk to someone when you feel lonely. 4 A I plan you a postcard from my vacation.
d Elephants love meeting their friends.
2 Whenever I feel happy, I want sharing / to share it with my friends!
3 I always manage making / to make myself feel better when I discuss my
A family laughs on a roller coaster. What activities do you do
B Oh, thanks. I love postcards.
with your friends and family that make you laugh?
problems with someone.
4 I can’t help feeling / to feel closer to my friends when I share how I feel with them. Do you avoid
5 My friends and I don’t mind telling / to tell each other about our feelings. It’s
free entertainment! 3 Look again at the sentences in the Grammar box. Complete the table with 7 Complete the sentences with true information about
5
both options are possible.
the verbs in bold.
Complete the text with the verb + -ing or the infinitive with to. Sometimes yourself. Use verb + -ing and infinitive with to. Of
We can’t help (1) (smile) when the people around us smile. And
when we see our friends laugh, it makes us want (2)Verbs followed by…
(laugh), too. I like riding my bike on the weekend.
It’s almost impossible to avoid (3) (share) the feelings of the people
1 I like
Students
2 I wantpractice newsummer.language
on the weekend. • Report back to t
around us. But this doesn’t stop with being happy, sad, angry, or afraid. It affects us
-ing form
physically, too! Our own body temperature actually begins (4) (drop) to + infinitive
when we watch someone put their hand in ice water.
next your partner in
enjoy
Why are we able to feel the emotions of the people around us? Humans need
3 I usually avoid
activitiesbefore
that I’m 20reflect
.
through
(5) (understand) each other well because we spend a lot of time
Students practice new

working together. When we don’t manage (6) (get along), we may
Two friends talking on a
bridge in Johor, Malaysia.
start (7) (fight)—and that’s bad for everyone.
4 I hope years old. Majid like
5 I need for school.
task types commonly found in
language through Choose the correct options to complete the sentences below. Are any of the
Check page 128 for more information and practice.
14 Unit 1 Who are you? Unit 1 Who are you? 15 • Write a paragrap
the information
4
international exams.
activities that reflect
sentences true for you?
1 I suggest talking / to talk to someone when you feel lonely.
task types commonly
2 Whenever I feel happy, I want sharing / to share it with my friends!
3 I always manage making / to make myself feel better when I discuss my
A family laughs on a ro
found in international
with your friends and
problems with someone.
4 I can’t help feeling / to feel closer to my friends when I share how I feel with them.
exams. 5 My friends and I don’t mind telling / to tell each other about our feelings. It’s
free entertainment!
5 Complete the text with the verb + -ing or the infinitive with to. Sometimes
both options are possible.
We can’t help (1) (smile) when the people around us smile. And
when we see our friends laugh, it makes us want (2) (laugh), too.
It’s almost impossible to avoid (3) (share) the feelings of the people
around us. But this doesn’t stop with being happy, sad, angry, or afraid. It affects us
physically, too! Our own body temperature actually begins (4) (drop)
when we watch someone put their hand in ice water.
Why are we able to feel the emotions of the people around us? Humans need
(5) (understand) each other well because we spend a lot of time
working together. When we don’t manage (6) (get along), we may Interactive online
Interactive online activities
Two friends talking on a
bridge in Johor, Malaysia.
start (7) (fight)—and that’s bad for everyone.
activities on
on MyELT help learners
MyELT help
prepare for common exam
14 Unit 1 Who are you?
learners prepare
situations.
for common
exam situations.
NGL.Cengage.com/myelt
NGL.Cengage.com/perspectives

Perspectives
C O N T E N T S Intermediate, Sample Unit
UNIT VOCABULARY LISTENING GRAMMAR READING
Describing Descriptions of Subject / object Why do people

emotions three National questions smile?
Geographic
Pronunciation Critical thinking
explorers’ work
-ed adjectives Rhetorical questions
Vocabulary
building
Suffixes
1 In touch with your feelings

Pages 8–19
Travel A description of Adjectives Urbexers – life on the

three unusual ending in -ed edge of the city
Vocabulary
journeys to school and -ing
building Critical thinking
Compound nouns Selecting information
2 Enjoy the ride

Pages 20–31
Sports A podcast about Past simple and Can athletics protect

Ashima Shiraishi present perfect Africa’s lions?
Vocabulary
Phrasal verbs Presenting a
balanced view
3 Active lives
Pages 32–43
Describing food A podcast about Future plans, Could the best street
cooking in schools intentions and food in the world be
Vocabulary
arrangements Filipino?
building
Compound
adjectives
4 Food Pages 44–55
Describing work A podcast about Verb patterns: A real-life, crime-

the world of work verb + -ing or fighting superpower!
Vocabulary
infinitive with to
Ways of seeing Exaggerating
5 Work Pages 56–67
88 4 Find supporting teacher’s notes, videos and audio for this sample unit at NGL.Cengage.com/Perspectives

GRAMMAR SPEAKING WRITING
Talking about the RANA EL KALIOUBY Asking follow- A review

present up questions
Idea worth spreading By Writing skill
teaching computers how to Emphasis
understand emotions on the
faces of users, we can make
more personal connections with
the devices we use.
Authentic listening skills
This app knows how you feel – from
Content words
the look on your face
Narrative forms Asking for A story

DANIELE QUERCIA and giving
Pronunciation Writing skill
Idea worth spreading The directions
Weak forms: used to just
fastest route may be efficient,
but there are times when taking
a different route can be more
interesting and memorable.
Happy maps
Understanding accents
Present perfect Agreeing and An opinion

simple and LEWIS PUGH disagreeing essay
continuous Idea worth spreading Writing skill
Pronunciation Sometimes we have to do Giving your
Weak forms: for extraordinary things to make opinion
people pay attention to
important issues.
How I swam the North Pole Signposts
Making predictions GRAHAM HILL Talking about A social media

Idea worth spreading Cutting hopes and goals update
Pronunciation
Sentence stress in meat from our diet – even just Writing skill
future continuous part of the time – can have a Interesting
and future perfect powerful impact on the planet. language
sentences
Pausing
Why I’m a weekday vegetarian Critical thinking

Persuading
Present and past Job interviews A formal letter

modal verbs REGINA HARTLEY of application
Pronunciation
Idea worth spreading Our quite Writing skill
résumés tell employers about Hedging
our experiences, determination,
and ability to deal with life’s
challenges.

Why the best hire might not have Understanding contrasts
the perfect résumé

Perspectives
C O N T E N T S Intermediate, Sample Unit
UNIT VOCABULARY LISTENING GRAMMAR READING
The human body A radio Zero and first A world of cyborgs

programme about conditional
Vocabulary Critical thinking
the human body
building Bold claims
Verbs describing
ability
6 Superhuman
Pages 68–79
Money and Three people talk The passive Nothing for a year
shopping about alternatives
Critical thinking
to normal
Vocabulary Reading between the
shopping
building lines
Adverbs
7 Shopping around
Pages 80–91
Effective A conversation Reported speech: An experiment

communication about how statements and in intercultural
Chris Hadfield questions communication
Vocabulary
communicated
with Earth from the
Negative prefixes Using direct speech
International Space
Station
8 Effective communication
Pages 92–103
Creative arts Four conversations Defining relative Making a splash

about different clauses
Vocabulary
types of
building
entertainment
Expressions with
make
9 Unexpected entertaiment
Pages 104–115
Phrasal verbs Eight older people Third conditional John Harrison: the
about time offer advice clockmaker who
changed the world
Vocabulary
Expressions with Drawing conclusions
time
10 Time Pages 116–127
106 Find supporting teacher’s notes, videos and audio for this sample unit at NGL.Cengage.com/Perspectives
10

GRAMMAR SPEAKING WRITING
Second conditional SUE AUSTIN Describing An informal

Idea worth spreading photos email describing
Pronunciation
A wheelchair doesn’t have to people
I wish and If only
mean ‘disability’, it can be an Writing skill
exhilarating new way to see and Informal
experience the world. language
Following the argument
Deep sea diving … in a wheelchair
have / get something SUZANNE LEE Shopping for An

done clothes announcement
Idea worth spreading We
Pronunciation can use bacteria to produce Writing skill
Sentence stress materials that we can turn into Relevant
clothes, as sustainable and information
biodegradable alternatives to
leather, cotton and plastics.

Grow your own clothes Reformulating
Reported speech: CELESTE HEADLEE Responding An email of

verb patterns with Idea worth spreading When sympathetically complaint
reporting verbs we talk and listen with genuine Pronunciation Writing skill
Pronunciation interest in the other person, we Sympathetic Using formal
Contrastive stress will learn amazing things. intonation linkers
Understanding fast speech
Critical thinking
10 ways to have a better conversation
Investigating opinions
Defining and THOMAS HELLUM Asking for and An email

non-defining Idea worth spreading Slow TV making describing a
relative clauses provides real-time, surprisingly recommendations place and its
popular entertainment which culture
Pronunciation
Relative clauses viewers can relate to. Writing skill
Paragraphing
Collaborative listening
The world’s most boring television Critical thinking
… and why it’s hilariously addictive Supporting your argument
Modal verbs: Explaining causes A for and

past speculation, TIM URBAN and reasons against essay
deduction and Idea worth spreading Writing skill
regret Procrastination can keep us from Using discourse
Pronunciation chasing our dreams, and we’re all markers
Weak forms: have affected by it.

Guessing the meaning of new
Inside the mind of a master words
procrastinator
Grammar reference and practice 128 Irregular verb list 148 Writing bank 149 Word lists 154
NGL.Cengage.com/perspectives 1 1
711

2 Enjoy the ride
Students in Colombia crossing
the Rio Negro canyon using
cables to get to school.
IN THIS UNIT YOU

• talk about getting around
• read about an unusual hobby
• learn about how to live and travel cheaply
• watch a TED Talk about ‘happy maps’
• write a story about a journey you have made
12
12 Find supporting teacher’s notes, video and audio for this sample unit at NGL.Cengage.com/Perspectives
20
2A Getting from A to B
VOCABULARY Travel
1 MY PERSPECTIVE
Work in pairs. Discuss the questions.
• ‘Travel is the only thing you buy that makes you richer.’ What does this quote
mean to you?
• What are the benefits of travel? Do you want to be a traveller? Why? / Why not?
• Look at the photo and read the caption. Would you like to go to school like
this? Why do you think the children don’t have a safer way of travelling?
• How do you get to school?
2 Work in pairs. Discuss the questions.
1 How many ways of getting around can you think of? Make a list.
go on your skateboard, take the bus, …
2 Look at your list. Which form of transport:
• is the cheapest? • is the fastest? • is the most relaxing?
• is the most stressful? • lets you see the most?
3 Complete the sentences with these pairs of words.
cruise + excursion commute + lift expedition + voyage
flight + destination ride + route trip + backpacking
1 My mum and dad by car, so they normally give me a

to school.
2 RY5608 – that isn’t our . It’s flying to the same
but it’s a different airline.
3 Some passengers on the stayed on the ship, but we went on
the that they organized around the old port.
4 We had an amazing ! I’m glad we were and
didn’t stay in a hotel. We saw more of the country that way.
5 When I went for a bike yesterday, I took a different
– I get bored going the same way all the time.
6 The to the Antarctic lasted a year. After a difficult month-long
sea , the scientists started their research.
4 Cross out the item in each list that does not collocate with the verb(s).
1 catch/miss my bus, my train, my car
2 get home, lost, school, from A to B
3 get on/off the bus, the car, the train, the plane
4 get to know the city, your way around, a trip
5 get to work, home, school
6 go for a trip, a bike ride, a drive
7 go on a flight, a journey, a travel, a trip, an expedition, a cruise
8 take a taxi, an hour, two kilometres, public transport
5 Complete the sentences with a word from Exercise 3 or 4. Then finish them
so they are true for you.
1 My to school takes …
2 The best way for visitors to to know my city is by …
3 If I public transport, I prefer to travel by … because …
4 The last long journey I on was to …
5 If I could take a anywhere, I’d choose … as my destination.
13
Unit 2 Enjoy the ride 21
LISTENING GRAMMAR Adjectives ending in -ed and -ing
6 Listen to descriptions of three journeys to school. 8 Read the sentences in the Grammar box. Underline
Complete the table. 8 the adjectives. Which adjectives describe the journeys?
Which adjectives describe how the people feel?
Where How Time / What
they live they distance they do Adjectives ending in -ed and -ing
travel they on the a You might think your journey to school takes ages,
travel way
but Santiago Muñoz has one of the most tiring school
1 Santiago commutes in the world … He’s excited about having
Muñoz more time to spend with friends and getting more
2 Chosing The sleep!
Himalayas b They don’t talk much, but it is never boring. It takes
3 Daisy them six days and at the end they are exhausted.
Mora c For some students living along the Rio Negro, their
journey to school is absolutely terrifying ... If Daisy is
7 Listen again. Who (Santiago, Chosing or Daisy): 8 frightened, she doesn’t show it!
1 travels the furthest?
2 doesn’t take long to get to school? 9 Choose the correct option to complete the sentences.
3 stays at school for a long time?
Participle adjectives are adjectives that are made from
4 gets up early to get to school on time?
verbs. They usually end in -ing or -ed.
5 takes public transport to get to school?
6 travels with a parent? 1 Adjectives that describe how a person feels end in
7 has a dangerous journey to school? (2 people) -ing / -ed.
8 is going to have an easier journey to school soon? 2 Adjectives that describe the thing that makes you feel
an emotion end in -ing / -ed.
Check your answers on page 130. Do Exercises 1 and 2.
Students on the train

in Kyoto, Japan.
1422 Find
14
Unit 2 Enjoy the ride
supporting teacher’s notes, video and audio for this sample unit at NGL.Cengage.com/Perspectives

10 Match the -ed adjectives (1–8) with their meanings 11 Choose the correct option. Then work in pairs and
(a–h). Then complete the -ing adjectives. tell your partner about one or two experiences you
have had.
-ed adjective meaning -ing adjective
1 a destination you were looking forward to seeing
1 terrified e terrifying but you found a bit disappointed / disappointing when
2 exhausted you got there
3 annoyed I was excited about a school excursion to the History
4 disappointed Museum, but it was really boring. Everyone was really
5 depressed disappointed.
6 shocked 2 a terrified / terrifying moment you’ve had on a car journey
3 a day when you did so much walking that you were
7 worried
absolutely exhausted / exhausting at the end
8 confused 4 the longest and most bored / boring journey you’ve
ever been on
a surprised because of something bad that happened 5 a journey when you were very worried / worrying that
suddenly you wouldn’t get to the destination on time
b unhappy and a little angry about something 6 an annoyed / annoying delay on public transport that
c unhappy because something was not as good as you you really didn’t need
hoped or because something did not happen 7 a depressed / depressing trip somewhere when you had
d thinking about bad things that might happen a terrible time
e very frightened 8 an expedition that you’d be very excited / exciting
f very sad and without hope to go on
g unable to think clearly about or understand something
h very tired 12 Work in groups. Share your stories from Exercise 11.
Whose experiences have been the most exciting /
boring / tiring / frightening / disappointing?
15

2B Urban explorers
LIFE
URBEXERS
ON
THE
EDGE
OF
THE
CITY
Standing on the Forth Bridge, Scotland.
VOCABULARY BUILDING Compound nouns 4 Which of the compound nouns in Exercise 2 are:
1 What places do visitors to your city or a city near you 1 things visitors might do, use or visit?
usually visit? 2 buildings?
3 places the public don’t normally go?
2 Match words in column A with words in column B to
make compound nouns. Check in a dictionary to find 5 Use the compound nouns in Exercise 2 to make eight
out if the compound nouns are one or two words. sentences about your town or city.
A B
1 sight a site READING
2 a walking b station
3 an underground c transport 6 You are going to read an article about urban explorers
4 a shopping d seeing (urbexers). What would you like to find out from this
5 a building e centre article? Write three questions about urbexers you
6 public f tour would like to know the answers to. Then read the
article to check if your questions are answered.
7 urban g tracks
8 railway h top 7 Read the article again. Choose the correct ending to
9 a sky i park complete the sentences.
10 a roof j exploration 1 The article begins by talking about options for tourists
11 an amusement k scraper because
12 a view l point a they are good examples of urban exploration.
3 Listen and check your answers to Exercise 2. Underline b they are very different from the activities that urban
the stressed part of each compound noun. Is there a explorers do.
general rule about where the stress is? 9 c the writer wants to recommend some ways of
exploring cities.
1624 Find
16 Unit supporting
2 Enjoy the ride
teacher’s notes, video and audio for this sample unit at NGL.Cengage.com/Perspectives

10 How do you get to know a city you’ve never Bradley’s best experience as an urbexer was in
been to before? For most people, the typical tourist Chicago with friends when they climbed the Legacy
options are enough. Take a bus tour to see the sights 30 Tower, a 72-storey skyscraper. ‘We were sitting on a
or, if you’re feeling energetic, consider a walking tour. rooftop looking up at this building when someone
5 To get a taste of city life, use public transport. suggested we try to get up it. So we walked in and
just got in the lift after some residents had opened
But there are people who want more than the the door. When we made it up to the roof, it was
standard tourist options. They are urbexers – urban 35 the most incredible view I’ve ever seen.’
explorers. They’re interested in discovering parts of
the city we normally see as less beautiful, the places Why do urbexers do it? Many enjoy the excitement
10 tourists are not supposed to see: ghost underground of putting themselves in danger. Some enjoy the
stations that have been closed for years, shopping feeling they get from being alone in abandoned
centres and amusement parks at night, abandoned* places. ‘I feel I’m the only person in the world,’ says
factories, building sites, tunnels and railway tracks. It’s 40 Zhao Yang, a Chinese 29-year-old who explores
not for everybody. You can’t be scared of heights or places where people used to work, like old industrial
15 small spaces and you have to be willing to take risks. sites and abandoned hospitals. Like many urbexers,
Zhao is a keen photographer who takes his
Bradley Garrett is one of them. Urbexers don’t follow smartphone to record what he sees and, like many,
the same routes as everyone else: ‘I’ve been to Paris 45 he also writes a blog about his experiences, but he
six times and I’ve seen more of the city underground prefers to explore alone.
than I have above ground,’ he says. ‘If somebody
20 asked me for a good restaurant, I’d have no idea.’ This can be dangerous, of course, but if you’re
interested in exploring city spaces, there are safe
It wasn’t until Bradley and his urbexer friends had ways of doing it. For example, it’s easy to look at a
climbed to the top of London’s tallest skyscraper, 50 map, identify an area that is new to you and go there.
the Shard, and had managed to visit all of the city’s Another way is to try to get lost in your own town.
fourteen abandoned underground stations that the Or you could just set off for a walk without planning
25 police stopped them exploring as a group. Bradley your route. Who knows what you might find!
was studying urbexers for a book he was writing
when they had to stop. abandoned left empty
2 The places that urban explorers visit are CRITICAL THINKING Selecting information
a always underground.
b not used any more. If they are writing about something that is unfamiliar to
c not usually attractive to many people. a lot of people, writers have to think about the kind of
information that will interest their readers.
3 Bradley Garrett
a knows Paris very well. 8 Read the Critical thinking box. Which questions does the
b doesn’t like high places. article answer about urbexers and urban exploration?
c wouldn’t be a very good guide for traditional tourists. 1 Does urban exploration happen all over the world?
4 Bradley and his friends 2 How long have people been exploring in this way?
a weren’t allowed to go to London’s abandoned 3 How many people do it?
underground stations. 4 If I want to explore my local urban area, what can I do?
b can no longer explore together. 5 Is the word ‘urbexer’ in the dictionary?
c didn’t climb the Shard. 6 What are some of the stories that urbexers have?
7 Why is urban exploration attractive to some people?
5 Garrett’s trip to the top of the Legacy Tower was 8 What kind of places do urbexers visit?
a easy. b lonely. c well planned. 9 What personal qualities do urbexers need?
6 Zhao Yang 9 Work in groups. Discuss the questions.
a investigates abandoned factories. • Did the article answer all your questions from Exercise 6?
b explores with friends.
c doesn’t want to tell anyone about his experiences. • What other information would you like to see in the
article?
7 The article ends by • How could you find out the answers to the questions
a describing more activities that urban explorers do. that weren’t answered?
b recommending other ways of exploring cities.
c explaining the health benefits of urban exploration.
10 Do you think the author did a good job? Did he choose
the information that was interesting to you?
17

2C Sydney on $20
GRAMMAR Narrative forms
Sydney Opera House and
the city, Australia. 1 Work in pairs. Can you remember Bradley Garrett’s adventure at the Legacy
Tower? Retell the story using these words.
rooftop the lift view
2 Check your ideas in Exercise 1 with the article on page 25.
3 Choose the correct options to complete the sentences in the Grammar box.
Narrative forms
a It wasn’t until Bradley and his friends had climbed / were climbing to the
top of the Shard and used to manage / had managed to visit all of the city’s
abandoned underground stations that the police stopped / were stopping them
exploring as a group.
b Bradley studied / was studying urbexers for a book he wrote / was writing when
they had to stop.
c ‘We had sat / were sitting on a rooftop when someone suggested / used to
suggest we try to get up the Legacy Tower. So we walked / were walking in
and just had got / got in the lift after some residents had opened / were opening
the door.
d Zhao Yang explores places where people were working / used to work, like old
industrial sites and abandoned hospitals.
4 Read the sentences in the Grammar box and complete these rules with
past simple, past continuous, past perfect or used to.
When we tell stories or talk about actions or events in the past:
1 we use the to describe an incomplete action or event when
another action happened. The actions are often connected with when, while
or as. We also use it to give background information. It is not used with state
verbs (know, love, etc.).
2 we usually use the to describe completed actions in the past.
If actions happen one after another, we use this tense.
3 we use the to emphasize that one past action finished
before another past action. The actions are often connected with after,
before and already.
4 we usually use to talk about situations, habits and routines that
were true in the past but are not true any more.
Check your answers on page 130. Do Exercises 3–6.
5 Read about freeganism. What are the advantages of living like this? Would
you like to live like this? What do you think the disadvantages are?
Freeganism is a way of living and travelling that costs almost nothing. It’s
simply using your skills so you don’t have to pay for things. People who practise
freeganism are called ‘freegans’, and they try to buy as little as possible because
they want to save money and reduce their impact on the environment. They
choose to eat food that has been thrown away and find alternatives to sleeping
in hotels and paying for transport when they travel.
1826 Find
18 Unit supporting
2 Enjoy the ride

6 Becky Khalil was a freegan in Australia for some time. 8 PRONUNCIATION Weak forms: used to
Choose the correct options to complete what she says
Listen to these sentences. How is used to pronounced?
about travelling as a freegan in Sydney.
Practise reading the sentences. 11
I (1) used to think / was thinking that Australia was a really
1 Our grandparents never used to throw their food away.
expensive place, and the first time I (2) went / had gone
2 Did people use to travel a lot when your parents were
there, I worked to pay for my living expenses. But while I
young?
(3) had stayed / was staying in Australia last time, I (4) found
3 A: Do you enjoy travelling by plane?
/ used to find another way to live. I (5) used to use / had
B: I used to, but not any more.
already used my working visa on my first trip, so I couldn’t
get a job this time. To make things worse, someone (6) was 9 Complete the sentences in your own words. Then work
stealing / had stolen all my money during a train journey. So in pairs and compare your sentences.
I (7) became / had become a freegan. Before, I (8) used to buy
/ was buying too much food and threw a lot of it away, but 1 Before this lesson I didn’t know …
this time I (9) had eaten / ate leftover food from friends and 2 When I was younger, I used to …
shops, like day-old bread. I (10) didn’t spend / hadn’t spent 3 I didn’t use to … (but I do now).
anything on accommodation, less than $100 on travel and 4 The last time I … was when …
less than $20 on food for six weeks! 5 I didn’t spend any money when …
6 I bought … while I was …
7 Complete the rest of Becky’s story with the best form 10 Prepare notes about a trip or journey you have taken
of the verbs.
that was memorable in some way. Use these questions
Most of the time, friends of mine (1) (let) to help you plan what you are going to say.
me sleep on their sofas, but before my trip I
• Where did you go? Did you use to go to the same
(2) (contact) a company that organizes
destination regularly, or was this the first time?
‘house-sitting’ jobs, so I sometimes looked after houses
• How did you travel?
when the owners were on holiday. To save money on bus
• When did you make the trip?
fares, I (3) (get) lifts with people I knew,
• Who did you go with?
and while I (4) (travel) around the country,
• What memorable things happened? What were you
I usually decided to camp. Once I went to sleep under the
doing when they happened?
stars because I (5) (be) too tired to put
• How did you feel about the journey in general?
my tent up. Finding cheap or free food was much easier
than I (6) (expect) it to be. Even in winter, 11 CHOOSE
I enjoyed it because I (7) (live) with other
freegans and we (8) (become) friends and 1 Work in pairs. Tell your stories to each other. Ask
helped each other. At the end of each day, shops gave us each other questions to find out more.
anything they (9) (not sell). Believe it or not, 2 Present your story to the class.
we (10) (eat) extremely well! 3 Write your story. Read each other’s stories and
choose your favourite.
19

2D Happy maps
“ If you think that adventure

is dangerous, try routine.

It’s deadly.
DANIELE QUERCIA ”
Read about Daniele Quercia and get ready to watch his TED Talk. 2.0
AUTHENTIC LISTENING SKILLS WATCH

Understanding accents 4 What do you usually see on your journey to school?
What can you hear? What can you smell?
When you travel abroad or listen to people on TV and
the internet, you will hear foreign and regional accents 5 Watch Part 1 of the talk. Answer the questions. 2.1
in English. It’s helpful to practise listening to different
accents so you can enjoy listening to people from all 1 What journey helped Daniele see that travel isn’t just
over the world. about efficiency?
a moving from Boston to Barcelona
1 Listen to the beginning of the TED Talk, first said by a b a bicycle race he took part in
native English speaker and then by Daniele Quercia, c his commute to work
a native Italian speaker. Compare the pronunciation 2 How was the new route different from the old one?
of the underlined sounds. 12 a It went along Massachusetts Avenue.
b It had less traffic.
I have a confession to make. As a scientist and engineer,
c It was shorter and quicker.
I’ve focused on efficiency for many years.
3 What does Daniele say about mapping apps?
2 How do you say these sentences? Listen to Daniele and a They encourage people to explore more.
a native speaker to compare. 13 b They give you too many choices about which way
1 I lived in Boston and worked in Cambridge. to travel.
2 I teamed up with Luca and Rossano. c They are very similar to computer games.
3 They also recalled how some paths smelled 6 Watch Part 2 of the talk. Choose the correct option to
and sounded. complete each sentence. 2.2
3 MY PERSPECTIVE 1 Daniele changed his research to look more at how
Which of these statements do you agree with? Why? people experience / get around the city.
2 The red path on the map is the shortest / most
1 Learners should try to sound like native speakers of enjoyable one.
English. 3 They collected data by asking people to play a game /
2 Sometimes it’s easier to understand other non-native take a test.
speakers of English than native speakers.
3 Your foreign accent in English is an important part of
your identity, so be proud of it.
2028 Find
20 Unit supporting
2 Enjoy the ride

4 The first map that they designed was of Boston / London. 8 Work in groups. Discuss the questions.
5 Their research now is in developing maps based on
smell, sound and memories / sights. 1 How does Daniele think that his mapping app will
6 Their goal is to encourage people to take the best path / make people’s lives better?
many paths through the city. 2 Daniele’s London map shows routes that are short,
happy, beautiful and quiet. Which kind of route would
7 VOCABULARY IN CONTEXT
you prefer to use to get around your city? Why?
a Watch the clips from the TED Talk. Choose the 3 Why might these people be interested in using this
correct meaning of the words and phrases. 2.3 kind of mapping app? Give reasons for each one.
b Think of examples of the following things. Then • a tourist spending a week in a new city
work in pairs and compare your examples. • a courier who delivers letters and parcels quickly for
• a place that’s surrounded by countryside companies by bicycle
• a time when you felt shame • a student
• somewhere that only has a handful of shops • a taxi driver
• a situation that makes you feel shy
4 Would you like to have this mapping app on your
• a time you teamed up with someone
smartphone? Why? / Why not?
CHALLENGE
9 Work in pairs. Look at a map of your town or a city
Work in pairs. Daniele asks ‘What if we had a mapping that you know well. Plan two one-hour walking routes
tool that would return the most enjoyable routes based for the city.
… on smell, sound and memories?’ Think of places near
where you live that: • Route 1. This must include as many beautiful sights and
interesting places as possible.
• have an interesting smell. • Route 2. This must include the places most likely to
• make you think of an interesting sound. interest teenagers who are visiting the city.
• remind you of a memory.
10 Work in groups. Compare your routes and discuss the
Tell your partner about them. questions.
• Which of the tours would you enjoy most if you were a
tourist? Why?
• What other types of (guided) tours could you offer in
the town or city?
21

2E You can’t miss it
SPEAKING
Useful language 1 Work in pairs. Discuss the questions.
A Asking for directions How do you find your way when you are lost? Have you ever used a map, satnav
Excuse me. Do you know the or app to help you, or do you prefer to ask someone?
way to …? 2 Listen to two conversations. Complete the table. 14
B Giving directions
Go all the way up there until Conversation 1 Conversation 2
you get to … 1 Do the speakers know each other?
At the traffic lights, go straight 2 Where do they want to get to?
on / turn right.
3 How are they travelling?
After 200 metres, take the first
4 How far is it?
turning on the left.
5 What will they do if they get lost?
C Talking about landmarks
and destinations
3 Look at the map and listen again. Match a letter from the map with each of
Go past a … on your left / right. these places. 14
The train station is on your left.
1 where the first conversation takes place 3 the cinema
D Talking about time and
2 the science museum 4 Melanie’s house
distance
It’s not very far from here. 4 Use one word to complete the expressions. Listen again to check. 14
It’s no more than a kilometre 1 Can you me? I’m trying to to the museum.
from there. 2 It’s quite a long from here. About fifteen minutes’ .
3 Go up Northway Street for about five minutes you get to the
supermarket on your left. Then take the second on the right.
4 You can’t it.
5 Can you give me to your house?
6 So if the station’s you, you’ll need to turn right.
7 At the of the street you’ll see a cinema in front of you.
8 on up Northway Street until you get to a supermarket on your
right. Just after , there’s a street on the left.
5 Label the sentences in Exercise 4 with the correct category (A–D) from the
Useful language box.
6 Work in pairs. Ask for and give directions between places on the map.
7 Work in groups. Give directions to each other from school to destinations

around town. Listen and say what you think the destinations are.
2230 Find
22 Unit supporting
2 Enjoy the ride

WRITING A story
8 Work in pairs. Read the writing task below. Then tell your partner about a Writing strategies
time when you got lost.
Writing a story
Write a story that ends with the sentence: After so many hours feeling completely Use a paragraph plan like this
lost, I had ended up just where I needed to be! when you write a story:
9 Read the story on page 149. At which of these moments did the writer Paragraph 1: Set the scene
feel uncertain? Where does the story start?
Who is the story about?
1 talking to his cousin 4 when he got off the bus
5 on the motorbike When does the story take place?
2 at the bus station
3 on the bus 6 at the boat Paragraphs 2 and 3: Main events
What happened?
10 WRITING SKILL just
How did you feel?
Match the sentences (1–5) with the meaning of just (a–e). What happened next?
1 My cousin had just returned from an island called Koh Tao. Paragraph 4: The end
2 An old man pointed to a bus that was just about to leave. What happened in the end?
3 I was just falling asleep when the driver shouted, ‘Koh Tao!’ How did you or other people feel?
4 I couldn’t see the sea, just a quiet road. What do you remember most
5 I had ended up just where I needed to be! about the events?
a only d almost
b recently e very soon (with be about to)
c exactly
11 You are going to write a story about a journey or trip that ends with
one of these three sentences. Choose your ending.
• That was one of the worst trips of my life.
• I hadn’t expected to have such an exciting journey.
• Getting to school had never been so complicated.
12 Prepare to write your story.
1 Use the questions in the Writing strategies box to help you make notes
about the details of your story.
2 Think about the verb forms you will need to tell the story.
13 Write your story. When you have finished, share it with other people
in the class. Whose stories sound like the best/worst experiences?
23

Inspiring Communication
PERSPECTIVES
Inspiring Communication Inspiring Communication Inspiring Communication Inspiring Communication
PERSPECTIVES PRE-INTERMEDIATE
PERSPECTIVES INTERMEDIATE
PERSPECTIVESUPPER INTERMEDIATE
PERSPECTIVES ADVANCED
FOR STUDENTS Pre-intermediate Intermediate Upper Intermediate Advanced

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Workbook + Audio CD 9781337627108 9781337627115 9781337627122 9781337627139
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To learn more about Perspectives, visit NGL.Cengage.com/perspectives
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Inspiring Communication

PER_SMP_Overview_BritishEnglish.indd 1 12/09/2017 16:21:14

5D What does it mean to be a

“They are ultimately global issues, and

Who are you?

big idea from different

perspectives, giving students

opportunities for practising

IN THIS UNIT, YOU...

language as they look at the

8 Unit 1 Who are you? 9

PER_SMP_Overview_BritishEnglish.indd 2 12/09/2017 16:21:15

Students develop the English

language skills they need to

respond to the unit theme

and express their own ideas

siness 66 Unit 5 Family and Friends

inbox + attached confirm + scam deleted + permission with

profile + edit infected + backups profile + edit

store + flash drive

7 Match adjectives with the nouns they are used

with in the stories on page 25.

y to 6 When they asked me to

7 I all my documents in the cloud now,

luxury documents answer the questions.

things I’ve written.

my bank 8 legal h details

Number of victims (thousands)

Underline the parts that helped you decide. 50 50

y documents in the cloud now,

CRITICAL THINKING Interpreting data

. yourself from the same kinds of online crimes that Laura,

You will often see visuals and charts in newspapers, books,

e any . 24 Unit 2 The Business of Technology Unit 2 The Business of Technology 25

and articles online to add information and support the text.

do you think that is?

check your ideas in Activity 4. 9 Work in groups. Discuss the questions. 60 60

Number of victims (thousands)

elped you decide. exams.

PER_SMP_Overview_BritishEnglish.indd 3 12/09/2017 16:21:17

1B Dream Jobs Living the Dream

words. Which sentences describe problems? Which I find phone

12 Unit 1 Hopes and Dreams Unit 1 Hopes and Dreams 13

6D Deep Sea Diving … in a Wheelchair

Perspectives brings a world

by focusing on the unique

and thought-provoking TED

speaker in every unit

76 Unit 6 Superhuman Unit 6 Superhuman 77

PER_SMP_Overview_BritishEnglish.indd 4 12/09/2017 16:21:18

C LISTENING SKILLS Learners develop a 1critical

most vegetables do.

a He wants them to see what a difficult decision

b He wants to help the audience become a vegetarian.

a describe personal experiences that others can relate to.

Spanish racecar driver Carmen

Testing Creative Thinking

lesson while listening, reading,

PER_SMP_Overview_BritishEnglish.indd 5 12/09/2017 16:21:20