Unit 1 Relationships

specific uses described in Exercise 5.

Suryia lives with his keepers. = something seen as permanent or unchanging

7 Look at the examples of the present perfect in the grammar box. Which form (simple or continuous) generally expresses or emphasizes prolonged or repeated activity?

8 Choose the correct options to complete the text about animal friendships.

Lately, there 1 are / have been a number of videos on YouTube showing unlikely animal friends. Lots of people 2 have discussed / have been discussing a particular film which shows a dog making friends with an elephant. Elephants often 3 show / are showing concern for other elephants in their social group, but this video shows an extraordinary scene where the elephant becomes upset when the dog gets injured. The dog 4 has recovered / has been recovering now and the two animals are always together. The question scientists 5 now ask / are now asking is: Is such behaviour normal, or do we just want it to be? Some people say it happens when animals 6 are living / have been living close to humans for some time. No one 7 has provided / has been providing a definite answer, but it seems some animals are just naturally sociable. Others, like giant pandas, 8 live / are living more independent and solitary lives.

9 Complete the sentences. Use the correct present tense of the verbs. Use contracted forms where possible.

1 I (live) with my friend Ezra at the moment, but each of us (have) our own group of friends that we hang out with.

2 We’re not close friends – we (just / learn) French at the same evening class for the past year.

3 Lara and I went on a trip to Peru ten years ago and we (be) friends ever since. We keep up with each other through social media.

4 Oh,

(you / know) Tom too? He and I (know) each other since primary school. We should all meet up some time.

5 Jacob (often / hang) around when he’s bored, but he

(never / come) round if he's got something better to do. 6 Kate is a really dependable friend. She (always / stand) by me

when I’ve needed help.
7 Colin and I (teach) at the same
school for years. We (write) a
book together at the moment.

8 I get on very well with Marco, even though we (never / see) each other socially. I think I’ve been round to his house once.

Vocabulary friendships: phrasal verbs

10 Underline these phrasal verbs in Exercise 9.

• one with the verb get • one with the verb stand

Which phrasal verbs contain two particles (e.g. on and with)? Discuss what each verb means.

‘get on with’ = have a good relationship with

11 Complete the sentences with the correct phrasal verbs from Exercises 9 and 10.

1 We come from different backgrounds, but we really well. 2 We don’t have to do anything special, like going to a show. It would just be nice to together for a bit.

3 I made some good friends at university, but I haven’t with many of them since.

4 Why don’t you

to my house for supper tonight?

5 Some friends are great to have fun with, but real friends are the ones who you when things aren’t going so well.

6 I’m busy at six thirty, but we could later, if you like. Say, eight?

Speaking

12 Think about one of your friends and make notes on these points.

  • how you met and how long you’ve been friends

  • where and how often you see him/her

  • his/her current work or studies

  • his/her personality and why you like him/her

  • what things you do together or have done recently

13 Work in pairs. Describe your friend to your partner. Ask and answer questions to get more information. Discuss if your friendships are similar in any way.

Jana is one of my oldest friends. We met at a party and we’ve known each other for ten years …

DIFFERENCES BETWEEN GENERATIONS

FAMILY INFLUENCES

MEETING PEOPLE

AN INFORMAL EMAIL

Grammar past simple and present perfect

7 Look at the grammar box. Work in pairs. Choose the correct options to complete the sentences.

1 The past simple / present perfect expresses a connection between the past and the present. 2 The past simple / present perfect refers to something at a specific time in the past. 3 We generally use adverbials of finished time

(e.g. some time ago, when I was a child, in 2015)

with the past simple / present perfect. 4 We generally use adverbials of unfinished time

(e.g. until now, so far this year, since 2015) with the past simple / present perfect.

8 Underline three sentences with the past simple and five with the present perfect in the article. Say which tense is used and why.

In the last twenty years China’s economic boom has brought enormous material benefits. [= present perfect to describe a past event that impacts on the present]

9 Pronunciation auxiliary verbs have and has

are pronounced in the present perfect sentences you underlined in the article. Then listen again and repeat.

10 Complete the Saturday morning conversation between a parent (P) and a child (C). Use the past simple or the present perfect (simple and continuous).

P: 1 (you / do) your maths homework yet – the homework you 2 (not / do) yesterday?

C: Yes, it 3

(be) easy. I 4 (study) equations before.

P: Oh, OK. What about your project on French food? The one you 5

(ask) me about a few days ago.

C: No. I 6 (look) for up-to-date information on the internet all morning.

P: Well, I 7

(not / study) French since I was a child, but I’m good at searching the internet. I’ll give you a hand.

C: Thanks, but I 8

(already / arrange) to meet Sam and work on it with him.

Unit 1 Relationships

11 Look at the conversation in Exercise 10 again. Underline the time expressions that helped you to choose the right tense. Then complete the table with the expressions you underlined.

12 Work in pairs. Act out two similar conversations between a parent and a child. Use these opening lines.

1 P: Have you tidied your room yet? 2 P: Have you eaten any vegetables or fruit today?

13 Choose the correct options to complete these sentences about different generations. Then discuss which statements you agree with.

1 ‘Children grew / have been growing up faster over the last twenty years. At thirteen, they want to be adults. It’s sad.’

2 ‘All the new technology that kids use left / has left the older generation behind.’

3 ‘My grandparents’ generation probably worked / have probably worked harder than we do, but they didn’t have / haven’t had so much fun.’

4 ‘Most of my parents’ generation already retired / have already retired with good pensions. We won’t retire until we’re 70 and we’ll be poor.’

5 ‘Our parents were no different to us when they were young: they had / have had the same interests, the same hopes and fears.’

6 ‘In recent years respect for money replaced / has replaced respect for wisdom and knowledge.’

7 ‘When I was young, I rebelled / have been rebelling against my parents because they were / have been very strict. Now my children want to rebel, but in fact they have nothing to rebel against.’

8 ‘People criticize the younger generation for being selfish and having no values, but that’s their parents’ fault: they spoilt / have spoilt them.’

Speaking

14 Make a list of the differences between your parents’ lives and your own. Think about the areas below or your own ideas. Then discuss which generation you think has had a better life.

  • upbringing and school • free time

  • work opportunities • standard of living

My parents had a much freer childhood than we did. The outside world has become a more dangerous place …

FRIENDSHIPS

FAMILY INFLUENCES

MEETING PEOPLE

AN INFORMAL EMAIL

reading immigrant families • critical thinking evaluating conclusions • word focus sense • speaking family influences

1c Bloodlines

Reading

1 Work in pairs. Discuss the questions.

2 Read the article about immigrants in New York. Then cover the text and try to remember these details of Richard and Tanja’s stories.

1 when their ancestors came to America and why 2 what Richard and Tanja’s jobs are now 3 how coming from immigrant families has

influenced them

3 Read the article again. Are the sentences true (T) or false (F) according to the writer?

1 Immigrants in Queens, New York, feel attached to their new country. 2 Most people are interested in learning about recent rather than distant ancestors. 3 Tomas ran away from home even though he was happy there. 4 Tomas met his brother in New York one day by accident. 5 Tanja’s mother wasn’t able to balance work with looking after her children’s education. 6 Tanja and her sister have chosen to have similar careers to their parents.

4 Find these words and phrases in the article. Work with a partner to discuss what you think they mean.

1a melting pot (para 1) 2 their ancestral roots (para 2) 3 seek his fortune (para 3) 4 a must (para 4) 5a strong work ethic (para 4)

Critical thinking evaluating conclusions

5 Which of these conclusions (a–e) do you think the author wanted you to draw after reading the article? You can choose more than one.

a Immigration has benefited America. b Immigrants have a stronger connection to their original country than their new home. c It is important for descendants of immigrants to be aware of their family history. d Immigrant families have a strong motivation to work hard and make a good life for themselves. e The world is full of immigrants and this is something we should celebrate.

6 Where in the text did you find evidence to draw the conclusions in Exercise 5? Which is the author’s main conclusion, do you think? Why?

Word focus sense

7 Look at the expression in bold from the article. Then choose the best options to complete the other sentences.

all of us … have a strong sense of belonging …

1 It doesn’t have / make any sense to emigrate if you are happy where you are. 2 Most people want a secure job. It’s common / usual sense.

3 She’s got a great sense of humour / comedy.

4 My parents did a lot for me so I feel a sense of necessity / duty to look after them now. 5 I always get lost in big cities. I have a terrible sense of direction / location.

Speaking my life

8 Look at the questionnaire and answer the questions. Then take turns to ask and answer the questions with your partner. Does family have a strong influence in your lives?

real life meeting people • pronunciation word boundaries

1d What have you been up to?

Real life meeting people

1 Work in pairs. Which phrases would you use to:

a greet someone for the first time? b greet someone you know in a formal context? c greet someone you know as a friend?

How are things? How do you do? How are you? How’s it going? Pleased to meet you.

2

Listen to a conversation in the street between two friends, Tim and Greta. Answer the questions.

1 When did Tim and Greta last see each other? 2 What have Tim and Greta been doing since they last met? 3 What future arrangement do they make?

3

Listen to the conversation again. Tick the expressions for meeting people the speakers use.

5 Pronunciation word boundaries a

so the word boundaries become more difficult to hear. Listen to eight expressions and write expressions 5–8.

1 How are things? 2 How’s everything going? 3 What have you been up to? 4 I haven’t seen you for ages. 5 6 7 8 4 Match the expressions you ticked in Exercise 3 b Work in pairs. Practise saying the common

with these functions (1–5). expressions in Exercise 5a in the same way.

1 how Greta asks Tim for his news 2 what Tim says about Greta’s appearance 3 how Greta describes her life 4 what Greta says about Amanda, their

mutual friend 5 how Greta says she can’t continue the conversation

6 Imagine you are in a large shopping centre during a lunch break. Walk around and ‘bump into’ other people that you know. Find out what each person has been doing, and make a future arrangement. Then move on until you bump into someone else. Use the expressions for meeting people to help you.

FRIENDSHIPS

DIFFERENCES BETWEEN GENERATIONS

FAMILY INFLUENCES

AN INFORMAL EMAIL

Unit 1 Relationships

Watch the second part of the video (1.34–

Before you watch 5

2.54) again. We hear the stories of descendants of 1 Read the description of the video and answer US immigrants. Make notes to complete the table.

the questions.

1 Why was the island closed to visitors? 2 Who are we going to hear speaking on the video?

December 26, 2013: Ellis Island has recently reopened to visitors, following significant damage from Hurricane Sandy. Stewards and visitors describe the importance of the island to them.

Visitor Where their ancestors came from How they feel at Ellis Island
1 Judith
2 Pablo
3 Peter
4 Raea

6

Watch the third part of the video 2 Key vocabulary (2.54 to the end) again. Choose the correct options to complete the facts.

a Read the sentences. The words in bold are used in the video. Guess the meaning of the words. 1 At its busiest point, Ellis Island processed up to 12,000 immigrants a day / a month.

1 There are a lot of new houses in the town, but 2 Now, in the summer months, Ellis Island

there is no infrastructure to support them. receives over / up to 22,000 visitors per day.

2 The building needs some renovation, but it is 3 The storm, Hurricane Sandy, destroyed the

basically in good condition. 3 It takes four weeks to process a new passport application.

renovated buildings / the infrastructure. 4 The stewards saw the storm as an opportunity to improve the park / the statue.

4 It was a very moving sight, seeing the families greet each other after so long apart. 5 I have faith in people to do the right thing. After you watch

b Match the words in bold in Exercise 2a with 7 Vocabulary in context these definitions.

a

a deal with using an official procedure b the process of making something look new

again c a strong belief (in something) d communications and services that support

a place (e.g. a town or country)

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

b Complete the sentences in your own words. Then compare your sentences with a partner.

1 My … means the world to me. 2 I showed up late for …

e producing strong emotion 3 It was very gutsy of … to …

8 Think of two monuments or places of national interest in your country. Then work in pairs and

3

Watch the video. Answer the questions. ask and answer these questions.

1 Who came to Ellis Island in the past? 2 Who visits it today? 3 Was the Statue of Liberty damaged by the

storm?

1 What is the name of the monument or place? 2 How would you describe it? 3 What does it mean to people from your country? 4 Do you like it and have you visited it? Why? /

Why not?

4

Watch the first part of the video (0.00–1.33) again. Then answer the questions with your partner. 9 Prepare a brief guide for immigrants to your country. Write down at least six key points. 1 David Luchsinger is a steward of ‘Liberty Include things like local eating habits, cultural

Island’, but how does he describe himself? habits, transport advice, etc.Complete the phrase ‘the last ’. 2 Apart from being a steward, what is his 10 Work in groups. Compare your ideas from personal connection to Ellis Island? Exercise 9. Do you think it is difficult for someone 3 What did the bags that immigrants carried with new to adapt to life in your country? Why? / them contain? Why not? 4 What were they asked to do with the bags?

defiant (adj) /dɪˈfaɪənt/ refusing to be beaten

5 What is David Luchsinger proud of, in relation to the bags? sends chills down your spine (v) /sendz ˈtʃɪlz daʊn jə ˈspaɪn/

makes you frightened or excited steward (n) /ˈstjuːə(r)d/ a person employed to look after a particular place

UNIT 1 REVIEW AND MEMORY BOOSTER

Grammar Vocabulary

1 Choose the correct verb forms to 4 Complete the words and phrases in bold to make definitions complete the article about family. of different relationships. Someone who:

1 you go on a trip with is a travel com . 2 you can really depend on is a e friend. 3 you and another friend both know is a ual friend. 4 you share an apartment with is a flat . 5 you know but who is not really a friend is

an tance. 6 you are related to by birth to is a b relative.

5

Use the relationships in Exercise 4. Describe someone:

1 who you hang out with regularly. 2 who you haven’t kept up with. 3 whose house you go round to regularly.

6

considerate dependable energetic good fun laid-back outgoing selfish serious shy unreliable

1 Which adjectives describe these animals from Unit 1a? Why? 2 Choose three adjectives to describe three of your relatives. Tell your partner and give an example to illustrate each one.

Real life

7 Complete the phrases using a preposition or particle.

L:
Hello Jim. How are you?

L:
Yeah, that’d be nice. I’m 1

a bit of a hurry now, but I’ll call you.

L:
I’ve been working in New York 2

the past month.

L:
Oh, well, please give her my best wishes.

2 Answer the questions.

1 What is the difference between a nuclear and an extended family? 2 What benefits of an extended family does the writer mention?

L: Thanks. You too. How’s Sarah getting 3 ? L: Thanks. Well, it was great to see you. J: Yes, do. And good luck 4 the work in New York. J: She’s fine. Still studying hard. J: That’s exciting. You’re looking very well. J: I will. Maybe we can all get 5 some time soon.

J: Great, thanks. It’s been ages. What have you been 6 to?

3 8 Put the sentences from Exercise 7 in the correct order to make 1 Can you explain your choice of a conversation between Laura (L) and Jim (J). Start with:

tense for items 3–8 in Exercise 1?

2 What other time phrases would fit grammatically instead of for some time (item 3) and in the past (item 4)? Think of two for each.

L: Hello Jim. How are you?

9 see the first two or three words of each line. Then act out the full conversation.