3

UNIT
A bright
future

• To make predictions
OBJECTIVES

• To organise written A | Exceptionally gifted

information
B | Intelligent decisions

THAT’S ENGLISH!
B2
UNIT
3 A bright future
OBJECTIVES
• To make predictions
• To organise written information
A Exceptionally gifted
BEFORE YOU WATCH
1 Do you agree or disagree with this statement?
Being good at school subjects like languages and
maths is a sign of true intelligence.
WHILE YOU WATCH
2 Answer the questions.
1 Why is Adrian worried about Rosie?
2 What possible reason does Laura give for Rosie’s
poor results at school?
AFTER YOU WATCH
3 Answer the questions.
1 What did the teacher tell Adrian about Rosie’s
attitude to school?
2 What did the teacher say may be Rosie’s problem?
3 What mistake did Karen recall making at school?
4 What help did Karen get and why?
5 How does Karen offer to help Adrian?
4 Decide if the following sentences are true (✔) or
false (✗). Correct the false ones.
1 Adrian thinks the puzzles look difficult.
2 IQ tests are not always fully accurate in assessing
children’s abilities.
3 The multiple intelligence test will definitely
reveal if visual-spatial intelligence is Rosie’s
strongest area.
4 The tests revealed that Rosie is unusually bright.
5 Rosie is now getting extra encouragement at
school.
28
5 Choose the option that best matches the
expressions that Adrian and Laura use.
1 Adrian: Some of those look mind-bending.
a They require a lot of effort.
b They seem very difficult.
2 Adrian: Rosie loves puzzles. She’s bound to be
able to do them.
a She’ll almost certainly be able to do them.
b She has no choice whether to do them or not.
3 Laura: Some doubt has been cast over the
accuracy of the IQ test.
a It is definite that IQ tests are inaccurate.
b It is uncertain whether IQ tests are accurate.
4 Laura: I’m not trying to blind you with science.
a To confuse you with technical information.
b To make you think I am very intelligent.
5 Adrian: Rosie’s been identified as exceptionally
gifted.
a She has a natural talent for arts.
b Her intelligence quotient is very much above
average.
6 Use the correct form of the expressions from
activity 5 to complete the sentences.
1 One student took a mobile phone into the
exam room and so ... over all the results.
2 Some children who behave badly at school
are in fact ... and bored by normal lessons.
3 I tried my best to follow the lecture on the
universe, but the speaker ... and I couldn’t
follow it.
4 Alice has always been brilliant at maths so
she’s ... to get an A grade.
5 I can’t understand these instructions for
installing this machine at all – they seem ... .
NOW YOU!
7 Compare the experiences of Rosie and Karen in
the drama with your own experience at school.
I really understand how Rosie felt because
I was always being told off for ... In fact, I
couldn’t see the board and ... I didn’t have
a problem like that but I recall one of my
friends was often in trouble for ...
THAT’S ENGLISH!
 STREET INTERVIEWS
8 The speakers were asked the following question: Can you tell us about a time when you acted
intelligently, or wished you had?
1 In which of the following situations do you think acting intelligently is important?
1 solving problems 3 everyday life 5 choosing a holiday 7 studying
2 playing a board game 4 career decisions 6 watching TV

2 Watch the video to see if any of the ideas are mentioned.

Jenna Cheryl Diquietta Nicole Chelsi Victor Thierno Borislav

9a Which speakers … ?

1 have to solve unexpected problems on a regular basis

2 realised there would be problems at work and left the job
3 have learnt to control their behaviour from past bad experience
4 act intelligently, doing every day what they are supposed to do
5 think studying is a wise choice
6 regret not acting more wisely in a particular situation

9b Listen to the speakers and complete the sentences.

Jenna: I think every day I do something really clever, to be honest. Working, going to work,
getting up, doing what you 1... to do every day.
Diquietta: I 2... something very intelligent would be graduating from college.
Victor: You have to 3... ways to fix it.
Thierno: So I’m being 4... right now and I’m being intelligent, so I’m very proud of that, yes.

ACTIVATE YOUR ENGLISH!
10a Match the expressions from activity 9b (1-4) to
the meanings (a-d).
a intelligent
b think about a problem and decide on the solution
c everyone thinks you should
d think
10b Complete the sentences so that they are true
for you.
1 I guess something very intelligent would be ...
2 I’m good at / not good at figuring out ways to ...
3 Doing everything you’re supposed to do is ...
4 Some people think ... is smart but in my opinion ...
10c Use the correct form of the expressions from
activities 5 and 9b to complete the text.
get older. Scientists have proved keeping the
brain active is 2... have a positive effect so many
people try to do 3... puzzles regularly to challenge
their brains. Consuming fish oil may be beneficial
especially for children although recently 4... on
its usefulness. However, many parents believe
that giving their children fish oil will help them
develop their potential and become 5... . In the
past people were 6... stand on their heads for ten
minutes a day so that more blood reached the
brain but luckily that idea is no longer popular! A
lot of websites which are trying to sell vitamins
try to 7... which can leave you even more unsure
what to do. I 8... the answer is to keep your mind
active and eat healthily.
NOW YOU!
11 Think about a time you acted intelligently or
wish you had.

Nowadays, many people are interested in I remember I didn’t listen to my teacher’s

improving their memory and staying 1... as they advice about my studies and later I realised ...

THAT’S ENGLISH! 29
A bright future
READING
1a Classify the statements into advantages and
potential dangers of using technology. Add your
own ideas.
1 Machines can’t interpret feelings, so
interaction is more dehumanised.
2 We are too dependent on computers and
technology, which is problematic if a machine
breaks or crashes.
3 Machines don’t make mistakes, people do.
4 Workers are replaced by machines, which
increases unemployment.
5 People stop thinking about how to solve
problems because machines can do it for them.
6 Technology means more people have access
to education, health care, etc.
Advantages Potential dangers
1b Read the text. What potential dangers does it
mention?
2 Read the text again and complete the paragraphs
(1-5) with the missing words (a-e).
a However, according to
b There are also concerns that millions of jobs
c Just imagine a world where a person’s mind
can live forever
d Colleagues recall thinking Kurzweil was mad,
e Ray Kurzweil started out as a technology
whizzkid
3 Choose the best summary for the text.
1 Humans will not be able to control artificial
intelligence.
2 Artificial intelligence can benefit society in
numerous ways but it must be controlled.
3 The benefits of artificial intelligence are much
greater than the dangers.
30
ARTIFICIAL INTELLIGENCE:
GOOD OR EVIL?
1 ... because it is linked to a computer, a world
where all vehicles are driverless and where tiny
computers will thin our blood automatically,
and therefore, increase our brainpower. A
nightmare or a thrilling prospect? It all depends 5
on whose point of view you share.
2 ... whose unusual theories and predictions
have often become reality: in 1990, he
predicted that a computer would beat a world
chess master by 1998. In 1997 IBM’s Deep 10
Blue achieved this. He is also the brains
behind many devices that have transformed
the world, such as the first computer program
that could actually read type. Kurzweil now
predicts that the moment when a computer 15
will show intelligent behaviour similar to a
human’s will be reached in 2029.
3 ... but now his views are more accepted.
Recently, Kurzweil was made the leader of
Google’s artificial intelligence (AI) project 20
and announced that his team are going to
brainstorm ideas and will be developing
programs to teach computers to understand
natural language. At present, computers don’t
understand the meaning of what we write, so 25
they can’t interpret the message. But by 2045,
Kurzweil predicts that computers will have
become a billion times more powerful than all
the human brains on Earth. While that might
sound worrying to you and me, Kurzweil is 30
very excited by the idea. He even feels that the
changes we are going to see will be beneficial
for and desired by everyone – for him, it’s a
no-brainer.
THAT’S ENGLISH!
 UNIT 3

4 Are the following statements true (✔) or false

(✗)? Find information in the text to justify your
4 ... Professor Stephen Hawking, ‘the development 35
answers.
of full artificial intelligence could spell the end of
the human race’. Hawking suffers from motor 1 Ray Kurzweil’s ideas are not very practical.
neurone disease and uses a new computer 2 Ray Kurzweil is more respected now than before.
system to generate speech. The system, using a 3 Experts don’t know exactly when computers
predictive text keyboard which is the brainchild 40 will demonstrate the ability to think like humans.
of British company Swiftkey, analyses how 4 Computers can already understand the
the professor thinks and his personal style, concepts in a text.
retrieves the information, and then suggests 5 Ray Kurzweil cannot understand why anyone
would object to the benefits AI will bring the
words he might want to use. While Hawking
human race.
admits this is very useful, he reminds us of the 45
6 Stephen Hawking is not open to the benefits
danger of creating artificial intelligence that of computer science.
is superior to human intelligence: ‘It would
7 Stephen Hawking thinks it is inevitable that
take off on its own, and redesign itself at an intelligent computers will take over the world.
ever increasing rate’. Hawking concludes that 8 Other potentially dangerous scientific
‘humans, who are limited by slow biological 50 developments have been successfully
evolution, couldn’t compete and would be controlled.
superseded’.
5 Match the expressions (1-7) to the definitions (a-g).
5 ... will be lost to clever computers. More
seriously, scientists are warning of the 1 a no-brainer
need to debate the use of AI in warfare and 55 2 whizzkid
the dangers of terrorists gaining control 3 the brains behind (something)
of the Internet. Many universities will be 4 the brainchild
incorporating safeguards to prevent the 5 it’s not rocket science
unauthorised use of AI projects. Similar 6 brainpower
guidelines on controlling DNA technology 60 7 to brainstorm
have worked well for 39 years so it’s not
a the person responsible for inventing something
rocket science to protect ourselves. The big
b it’s easy to do
question is, can we really afford not to use
c to generate ideas from a group of people
AI to find cures for disease, develop clean
energy and provide education? 65
d a highly successful young person
e intelligence
f so obvious you don’t need to think about it
g an original idea, concept or invention

6 Complete the sentences with one of the

expressions from activity 5.
1 The Internet was ... of British computer expert
Tim Berners-Lee.
2 Richard Branson was a ... who started a music
publishing company before he was 20.
3 Not many people know it was a woman,
Josephine Cochrane, who was ... the invention
of the dishwasher.
4 Fish oil is believed to increase a child’s ... and
ability to concentrate.
5 Don’t use your date of birth as a password – ...
to realise it’s important to create a safe one.
6 The boss asked us ... some ideas for new
(online source)

marketing strategies.
TRACK 15 7 Of course I want scientists to find a cure for
cancer – it’s … .

THAT’S ENGLISH! 31
A bright future
LANGUAGE STUDY
1 Rewrite the sentences with the correct form of
going to or the present continuous.
1 I’ve got an appointment at the psychologist’s
at 9:00 a.m. tomorrow. (see)
I’m seeing the psychologist at 9:00 a.m.
tomorrow.
2 My daughter’s definitely decided to study a
Masters in Intelligence Studies next year. (study)
3 Do you intend to take the test? It’s very difficult!
(take)
4 He’s thinking about opening a language
academy. (open)
5 There’s a study group meeting at my place on
Friday at 8:00 p.m. (have)
4a Match the sentences (1-7) to the tenses and their
6 I’ve got a ticket to go to a lecture on multiple
intelligences on Saturday. (attend)
Going to vs present continuous page 125
2 Complete the text with the correct form of the
future with the verbs in brackets.
Artificial intelligence is making our lives easier
daily. According to experts, by 2040 we won’t
even need to pass a driving test because everyone
1
... (use) driverless cars. It is predicted that by then
the number of traffic accident deaths 2... (fall)
to zero if all vehicles are computer-controlled.
Additionally, the number of injuries on the roads
3
... (drop) dramatically. People will save a lot
of time as they 4... (travel) safely at much faster
speeds, there will also be fewer traffic jams, and
the job of delivery drivers 5... (disappear).
Future continuous and future perfect page 125
3a Listen to the speaker. What is he describing?
16
3b Listen again and complete the extracts.
16 1 First of all, we … for a traditional Scottish
breakfast.
2 Next, we … a whisky distillery.
3 By the way, we … through some lovely
countryside.
4b Choose the correct form of the verb in bold to
4 Then, we … the rest of the day in …
3c In which extracts could you use the present
continuous as well as the future continuous?
Future continuous and present continuous page 125
3d Complete the dialogues using the verbs in
brackets in the correct form: sometimes both
forms are possible.
1 A: Have you seen Jane recently?
32
B: No, I haven’t. But I 1… (see) her tomorrow
at Peter’s wedding. She’s also invited.
2 A: 2… you … (go) to the meeting tomorrow?
B: Yes, I am. 3… you … (go) too?
A: Yes. But I’m not looking forward to it.
B: Why not? Is it because of Vanessa? If she’s
going, you 4… (see) her there.
A: Yes. We really don’t get along and … .
3 A: What cities 5… you … (stop) at during your
cruise?
B: We 6… (stay) for two nights in Rome and then
we 7… (move) on to Ephesus. We 8… (pass
by) Athens, but the ship doesn’t stop there.
use (a-g).
1 I think United will win the cup this season: if
they do, I’ll buy everyone a drink to celebrate.
2 The express train to London leaves at 7:00.
3 I’m seeing the doctor on Tuesday at 10:00.
4 This time tomorrow, we’ll be lying on the
beach in Florida.
5 Be careful – that tree is going to fall down!
6 He’s going to fly to Peru sometime next week.
7 They’ll have finished the new building by next
June.
a going to + infinitive to talk about intentions
b future continuous to talk about actions in
progress at a particular time in the future
c future perfect to talk about an action
completed by a certain time in the future
d will to make predictions based on opinions,
to make promises or indicate spontaneous
decisions
e going to + infinitive to make predictions based
on present evidence
f present continuous to describe definite
arrangements
g present simple to talk about timetabled events
complete the sentences.
1 Look at that boy hanging from the tree branch,
he will fall / is going to fall.
2 I call / ’ll call you later.
3 This time next week, we’ll be taking / ’ll take
our exam.
4 Freddy will have / is going to have a party next
Friday.
5 Laura will be finishing / will have finished her
degree by 2016.
THAT’S ENGLISH!

6 The airport bus is leaving / leaves at 6:00 a.m.
every day.
7 They are coming / come here for dinner next
Friday night.
Future forms
5a Listen to someone talking about the future role
of computers and complete the summary with
17 the words you hear.
The speaker thinks computers won’t 1… be
used for work and recreation; he thinks they’ll
2… have replaced people. He thinks he won’t
be affected because he’ll 3… be using his
computer for recreational activities. However,
in the end the speaker realises that computers
won’t 4… affect the future and that he hasn’t
5… considered their effect on the present.
5b Are the sentences more emphatic with or
without the word in brackets?
I imagine computers won’t (just) be used for …
They’ll (even) have replaced people …
I’ll (only) be using my computer to …
Focus adverbs: only, just, (not) even
5c Rewrite the sentences with only, just or even to
make them more emphatic.
1 Lauren can’t sew a button on a shirt.
2 He wants to be left alone to think.
3 This exam is too difficult.
4 The students won’t listen to me.
5 They sleep in five-star hotels so no bed and
breakfast for them!
6 My exam results were as I’d expected.
6a Listen to the extracts from the reading text.
What sound changes does the silent e cause?
18
1 Colleagues recall thinking he was mad.
He was made the leader of the AI project.
2 He reminds us of the danger.
It suggests words he might want to use.
Pronunciation: silent e
6b Listen to the pairs of words in bold from activity
6c and repeat.
19
6c Listen and indicate the word you hear.
20 1 It’s mad / made. 4 Do you want a bit / bite?
2 It’s for us / use. 5 He’s cut / cute.
3 Press the strip / 6 Have you seen the rat /
stripe. rate?
THAT’S ENGLISH!
UNIT 3
7a What are Liz and Penny talking about?
21
7b Listen again and match the words (1-7) to the
page 126 definitions (a-g).
21
1 a souvenir 5 to remember
2 to remind 6 to retrieve
3 recollection, a memory 7 to recall
4 memory
a to find stored information on a computer
b to help someone remember
c to remember a specific event and tell people
about it
d something you bring back from holiday
e the mental capacity to remember
f something you remember, a flashback
g not to forget, to bring back events to your mind
7c Choose the correct answer.
1 My father still reminds / recalls the first time
he saw a television.
2 Sadly, my mother’s memory / recollection is not
page 126
very good now.
3 My computer crashed but luckily I was able to
retrieve / recall all my work.
4 We bought these plates as a recollection /
souvenir of our trip.
5 I clearly remember / remind my first day
at school. However, I have no souvenir /
recollection of my first day at college.
6 She always puts her ring on her little finger to
remember / remind her to buy bread.
8 Complete the text with words from the box or
the correct future form of the verb in brackets.
recall no-brainer reminds brainpower
not rocket science
Food for thought
There is an obvious connection between eating
well and the development of children’s 1... . Eating
page 145 chips is not good 3for a growing child – it’s a 2... .
The government ... (start) a scheme next month
to give nutritious lunches to all 5-7 year olds. By
4
next September, they ... (provide) a free hot lunch
to 85% of infant schools and they hope by next
5
year, that all schools ... (build) a suitable kitchen.
Education chiefs 6... (extend) the scheme to older
children7 when funds become available. Some
people … school dinners as horrible but Jamie
Oliver
9
8
… us that things are different now: no-one
... (serve) over-cooked cabbage to children today –
it’s 10... to make healthy food taste good!
33
A bright future

B Intelligent decisions
DOCUMENTARY c Deciding against becoming an independent
nation.
1 Which animals do you think of as being
intelligent? What about birds and sea creatures? d Deciding not to adopt a new and fairer political
system.
e Encouraging international companies to set
2 Match the phrases (1-3) to the definitions (a-c). up their headquarters.
1 cognitive abilities f Giving women unequalled opportunities to
succeed in public life.
2 problem solving
3 self-awareness
THAT’S THE USA
a being able to recognise
oneself as an individual
5 Answer the questions.
b connected with how
the brain recognises
and understands things
c finding answers to
complex difficulties

3 Watch the documentary and decide if the sentences

are true (✔) or false (✗). Correct the false ones.
1 Past ideas on who had the ability to use tools
have been proved correct.
2 One test of intelligence is the ability to learn
from experience.
3 Animals demonstrate social intelligence by
knowing how to relate to each other in large
groups.
4 Research proves that apes are the most
intelligent species of animals.
5 A sign of intelligence is the ability to realise
someone is experiencing something you have
felt.
6 Many types of animals can recognise
themselves in a mirror.
SAME LANGUAGE, DIFFERENT LIVES
4 Match the speakers (1-6) to the most and least
intelligent decisions made by their governments
(a-f).
1 3 5
2 4 6
1 Have you ever visited a luxury seaside resort?
2 What kind of facilities would you expect to see?
6 Watch the video of the tour of Palm Beach and
complete the sentences.
1 Today, it’s still a ... for affluent Americans
wanting to escape the harsh northern winter.
2 Lined with designer stores, ... boutiques and
world-class restaurants, this spotlessly clean
street is one of the most ... in the country.
3 Well, if you’re coming down here, as a ...
resident, it’s a society area. It’s where to be ... .
4 Henry Morrison Flagler was a 19th century
industrialist and ... .
5 Well, perhaps his first and biggest achievement,
where he ... , was as the co-founder of Standard
Oil Company.
6 Architect Addison Cairns Mizner designed in a
Mediterranean and … style and many newer
buildings still reflect Mizner’s style.
7 In addition to the ... , the parks and gardens of
Palm Beach are equally impressive.
NOW YOU!
7 What are the most and least intelligent decisions
made by your country?

a Taking too long to make an apology to the There are plenty of options for the least
native people who had been mistreated. intelligent decision, but I’d have to say it was ...
b Welcoming people suffering oppression from In my opinion the most intelligent decision
all over the world. was ... That resulted in …

34 THAT’S ENGLISH!
 UNIT 3
SKILLS WORK
1 Read the magazine column. What is special about Adam Kirby?

This week, husband and wife team of psychologists,

Dominic and Laura Russell, give their views on child
prodigy Adam Kirby aged 29 months who has just
joined Mensa, the society for people with exceptionally
high intelligence levels.
He says She says
Young Adam is the youngest ever boy to join Mensa I totally disagree with the approach Adam’s parents
and with an IQ* score of 141 – that’s just 4 points are taking. There’s absolutely no point in joining
below genius level – and he’s even brighter than Mensa at his age – he doesn’t even speak in complete
Barack Obama, so why not? He can already spell 100 sentences! His parents have done it for publicity and
words and name all the planets, so he’s obviously to gain status for themselves. In any case, I’m not at
going to need more stimulation than the average all comfortable with the idea of parents pressurising
child. He’ll be able to mix with their children to succeed at such a
other super-intelligent children young age. His parents admitted
as he gets older, and he’ll get they were actively developing his
help with getting the right sort of intelligence from 10 weeks old!
education. His parents say he is a Surely that’s ridiculous? Childhood
happy, playful and energetic child is very short nowadays – let a
so clearly they aren’t bringing him small child have the freedom to
up in an abnormal way. There’s learn through play and having fun.
nothing wrong with celebrating There’s plenty of time for tests and
Adam’s unique abilities as long as formal learning ahead. Anyway,
he’s encouraged to have a normal other factors are just as important
childhood. Intelligence and a great as intelligence to succeed in
education are the main things for life, such as having good people
success in the future. skills. In fact, I think that is more

(online source)
important than being a genius.
*IQ: intelligence quotient or level
TRACK 22

2 Read the article again and answer the questions.

1 According to Dominic, what advantages will be gained by joining Mensa?
2 Why does Laura dislike the idea of Adam being in Mensa?
3 Who thinks Adam’s parents are bringing him up well? Why?
4 What does Laura think is the best approach to raising children?
5 What are Dominic and Laura’s views on what is most important for a child’s future?

3 Listen to four people reacting to the views expressed by Dominic and Laura. Complete the table.
23
Who do they agree with most: Reasons given
Dominic or Laura?
Speaker 1
Speaker 2
Speaker 3
Speaker 4

4 Prepare a short talk on your views on how parents should treat very intelligent children.

I totally disagree with ... I’m If the child seems very intelligent, they’ll ... so why
not at all comfortable with ... not? There’s nothing wrong in ... as long as the child
Surely ... In fact ... is encouraged ... They’ll be able to ...

THAT’S ENGLISH! 35
A bright future

WRITING
1 Read the article and decide which of the three titles would be more suitable.
1 Is using social media making us stupid?
2 Using social media is not an intelligent thing to do.
3 Only intelligent people use social media.

2a Read the article again and choose the correct answers.

A Most people can’t imagine life without texting, tweeting and using other social media many
times a day to keep in touch with friends. It’s fun but it takes up a considerable amount of
time. But is using social media a negative or positive thing? More importantly, is it affecting
our brainpower?
B Some teachers argue that using social media is affecting young people’s reading ability and
concentration span but I’m not convinced. It’s true that nearly half of 18-24-year-olds never
read for pleasure and the average attention span has halved in the last ten years. There’s
evidence though, that young people’s research skills and visual intelligence have improved
greatly. So it isn’t all bad news.
C Interestingly, there has been a huge
increase in the amount of writing. I
prefer to email, text and tweet rather
than call on the phone. True, it’s a
different kind of writing, but you need
to be creative and understand sentence
structure well to communicate in just
140 characters!
D So, what’s the answer? I’m sure social
media are here to stay so perhaps we
should limit how much time we spend
on using them and try reading an old-
fashioned book sometimes! That way,
we’ll get the best of both worlds.

1 The style is formal / informal.

2 It is written for university academics / people who have similar interests to the writer.
3 It includes personal examples / quotations from textbooks.
4 It includes / doesn’t include personal opinions.

2b Read the article again and match the paragraphs (A-D) to the functions (1-4).

1 conclusion 3 introduction
2 first idea and development 4 second idea and development

3a Match the features of a well-written paragraph (1-3) to the descriptions (a-c). Then put the
features in the correct order to make a coherent paragraph.
1 supporting sentences a summarizes the main points made before
2 a topic sentence b give more information about the subject of the paragraph
3 a concluding sentence c tells us what the paragraph is about

3b Look at paragraph B in activity 2a: indicate the topic sentence, the supporting sentences
and the concluding sentence.

36 THAT’S ENGLISH!
 UNIT 3

4a Look at the questions in the article in paragraph A. What is their purpose?

1 asking the reader to reply with information

2 focusing the reader’s attention and engaging them

4b Rewrite the sentences (1-5) as questions to make them more engaging.

1 I wonder if this is a good idea.

Is this a good idea?
2 We surely don’t want to return to the bad old days.
3 I don’t understand why someone would do that.
4 I wonder if you like adventure and new challenges.
5 I don’t know what the solution to this problem is.

Writing an article
5 You are going to write an article for a college magazine on the subject of Brains or beauty?
Which brings greater success in life? A mind map is a useful way to plan your work. Add your
own ideas to the mind map below. Think about the introduction and conclusion.

Introduction

Good looks Brains Academic success

Popularity or Better qualifications
Social and career success beauty? Career success

Conclusion

6a Read the paragraph below and answer these questions: What is wrong with this paragraph?
What do you think is the ideal number of topics in a paragraph?

I totally disagree with the idea that beauty opens doors for people because it doesn’t mean that
these good-looking people can do the job. Also, I think it’s a bad idea to hire people only on their
looks. Being attractive is something that comes from birth. This is totally irrelevant to intelligence.

6b Write ...

1 a topic sentence for this paragraph. 3 a concluding sentence for this

For example, getting good qualifications will improve your
chances of studying at a prestigious university. Having an
education like this will unquestionably give you better career
opportunities. This is something beauty cannot give you.
2 a supporting sentence for this topic sentence.
Academic success and good qualifications can be the key to ensuring
career success …
paragraph.
However, people who only concentrate
on their studies may struggle with their
social behaviour and life skills. If they
only study books, they will never learn
how to interact with people at social
events. They may get used to working very
hard but be unable to carry on a normal
conversation ...

7 Now write your article (150-180 words). Remember to include the following:
• topic / supporting / concluding sentences in each paragraph • questions to involve the reader
• personal examples and opinions • a good engaging title
Writing Reference page 141

THAT’S ENGLISH! 37
SELF TEST
1 Listen to the conversation about a university.
Which of the items (1-5) are intentions and
24
which are definite arrangements?
1 opening a new science laboratory
2 building new accommodation blocks
3 setting up a team to visit schools
4 running a science competition
5 having science open days
2 Complete the dialogue with a suitable future
form of the verb in brackets.
A: Hi, how’s it going? Listen, I’ve just heard that
Jon Cleal 1... (play) here next Saturday night!
I 2... (get) some tickets. I’m in the queue now.
Do you fancy coming?
B: That sounds great, but I 3... (have) dinner with
my family at 6:00 p.m.
A: Well, the concert 4... (start) at 8:00 and there’s
the support band first.
B: OK, I 5… (tell) them it’s a really special
opportunity. I’m sure they 6... (not mind). I can
leave at 7:30 because we 7... (finish) eating by
then.
A: Right. So next Saturday, I 8... (wait) outside
the arena for you from 7:45.
B: Great, I 9... (look forward) to it!
3 Complete the sentences with the correct form
of a word from the box. Some words can be
used more than once.
memory souvenir recall retrieve
remind recollection remember
1 Please, ... me to put the rubbish bin out
tomorrow.
2 I got this painting as a ... of my visit to Bali.
3 I’m hopeless at … everyday things, like where
I put my car keys!
4 Every year, we honour the … of the brave men
who died in the First World War.
5 He was surprised to find his old school was so
small as his ... was of a huge building.
6 The computer technician tried ... the files after
we had a computer virus, but he couldn’t.
7 I distinctly … mentioning this before to you.
8 My granddad delighted us by … life when he
was a boy. I can’t … everything he said, but it
was very interesting.
4 Choose the correct word to complete the
sentences.
1 Bill Gates was a computer brainchild / whizzkid
when he was a teenager.
114
UNIT 3
2 At the conference, we were asked to
brainpower / brainstorm new product ideas.
3 We’d all like to get paid more and work less –
it’s a no-brainer / brainstorm.
4 The telephone was the whizzkid / brainchild of
Alexander Graham Bell.
5 Tommy Flowers was the brainpower / brains
behind the construction of the first computer.
6 Doing crosswords is meant to improve your
brainstorm / brainpower.
7 Using a smartphone nowadays is not rocket
science / a no-brainer – even small children
can do it.
5 Rewrite the sentences with a focus adverb
(only, just, even) to make them more emphatic.
1 Teresa’s a terrible cook – she can’t boil an egg!
2 I’ve had some wonderful news – I’ve got the
job!
3 She wants to explain what went wrong – it
won’t take long.
4 These builders are so messy – they haven’t
taken their rubbish away.
5 They eat in very expensive restaurants so no
fast food for them!
6 Can you stop for a moment and listen to me?
7 Please – I want to borrow it for a couple of
minutes.
6 Put the sentences in the correct order to make
a paragraph.
1 Other people may be gifted at caring for plants
and animals or good at making things.
2 Everyone has something to contribute to
life and I think we shouldn’t rate some skills
higher than others.
3 Someone who can get on with their colleagues
and be supportive is more useful than a genius
who has no people skills.
4 In recent years, people have started to value
different types of intelligence as much as
academic ability.
5 For example, emotional intelligence is seen as
very useful in the workplace.
THAT’S ENGLISH!
Grammar Reference Unit 3

1 REVISION OF GOING TO VS PRESENT CONTINUOUS

Going to Present continuous

• To speak about intentions. • To speak about definite plans, future

She’s going to take a few days off in spring. arrangements, firm decisions or commitments.
I’m going to buy her a present, but I can’t I’m not having lunch with Martha on Tuesday.
think of anything she might like. It’s on Wednesday.
Are they meeting us at the airport?
• To make predictions based on symptoms or I’m watching the match on TV tomorrow,
evidence.
whether I have work to do or not!
He looks all right. I don’t think he’s going to
be sick.
That cyclist is going too fast. He’s going to
have an accident!
It’s so cold that I think it’s going to snow.

!Although
important
there
Although
to use
is often
there
the
very very
is often
present
little difference
continuous to
between
little difference
make it
using one
between
clear that you
or one
using the other,
have a
or thesometimes it is
other, sometimes
commitment:
important to use the present continuous to make it clear that you have a commitment.
it is

Would
A:A: Wouldyou
you like toto
like have dinner
have with
dinner me
with onon
me Friday?
Friday?
Sorry,
B:B: Sorry, but I’m having dinner with my workmateson
but I am having dinner with my workmates onFriday.
Friday.

2 REVISION OF FUTURE CONTINUOUS AND FUTURE PERFECT

Future continuous
• To speak about actions that will be in progress
at a particular time in the future.
At this time tomorrow, I will be lying on the
beach!
In 2050, most people will be working from
home.
Future perfect
• To speak about actions that will be completed
by a particular time in the future.
By the end of the year, they will have finished
the new tunnel.
We will have run out of money before the
bank transfer arrives!

3 PRESENT CONTINUOUS AND FUTURE CONTINUOUS FOR ARRANGEMENTS

• Both the present continuous and the future continuous are used to refer to future arrangements.
I’m meeting Paul tomorrow. = I’ll be meeting Paul tomorrow.
She’s seeing the dentist on Tuesday. = She’ll be seeing the dentist on Tuesday.

• However, we tend to use the future continuous to emphasise the fact that something will happen
anyway, whether we have arranged it or not.
We’ll be driving through Oxford on our way to Gloucester tomorrow. (We have planned to go to
Gloucester, but going through Oxford is going to happen anyway because it’s on our way to Gloucester.)
I’ll be seeing my ex-husband at Sally’s funeral. They were very good friends. (I haven’t arranged to
meet my ex-husband, but he will be at the funeral anyway.)

THAT’S ENGLISH! 125

Grammar Reference Unit 3

4 REVISION OF ALL FUTURE FORMS

Plans Predictions
• previous • no previous arrangements • based on • based on ideas or
arrangements: evidence knowledge / as part
engagements – intentions – based on of a conditional
spontaneous sentence
decisions

present continuous going to will going to will

I’m meeting the new I’m going to OK, you don’t Look at those Oil prices will
boss next week. study German have to keep black clouds… probably go up next
next year. insisting. I’m afraid it’s winter.
future continuous going to rain
I’m going to I’ll go to see that If you get there
I’ll be travelling to go out this stupid film with soon. early, you’ll have
our American branch weekend.* you! more chances of
office in April. finding a good seat.

! *Very often going to go becomes going to make it less repetitive: I’m going out this weekend.
*

Offers / promises Situations in the future*

will
Don’t worry; I’ll help you with
your homework!
I will love you forever.
• in progress at a certain time
future continuous
At this time next week, we will be
flying over the ocean.
In a few years from now,
people will be buying artificially
produced meat.
• finished by a certain time
future perfect
They will have sold all the
tickets by the time we get
there.
I will have left the office by
6:00 p.m.

! *We make general statements about the future with will: I will turn 30 next month.
*

5 FOCUS ADVERBS: ONLY, JUST, (NOT) EVEN

These adverbs focus on one element and limit it (only and just) or mark it as something unusual
or extreme (even). They are normally placed immediately before the element they modify.
Only Becky wants to continue with the project. (No one else.)
Becky only wants to continue with the project. (That’s what she is focused on.)

Uses of even, only, just

She wants to help you pass the exams and she’ll even do
surprising or extreme it for free!
even They haven’t even considered our proposal!
+ comparative to emphasise Dolphins may be even more intelligent than we thought.
(meaning exclusively) I only want coffee, not tea.
only
(meaning simply) I’m only / just going to get a coffee. It won’t take long.
to soften Can’t you just give her another chance?
just
to emphasise I can’t believe what happened. It’s just horrible!
(meaning exactly) That’s just what we need.

126 THAT’S ENGLISH!

Writing Reference Unit 3

Writing an article
An article is a piece of writing about a particular subject that is normally published in a
newspaper or a magazine. Semiformal opinion articles are the type of text that you will
write in the exam. You should present and justify your opinion in a clearly organised way.

DOES BEING INTELLIGENT MAKE YOU HAPPIER?

In the introduction, you should
It is often said that intelligence brings more happiness. But clearly state the topic of the article.
is this really true? As someone of average intelligence, I find Questions (rhetorical or real) are
this question fascinating. a good way to catch the reader’s
attention right from the start.

Contrary to what most people believe, being extremely

clever doesn’t necessarily make your life easier. In fact, it
may make your life more difficult as highly intelligent people
often feel ‘different’ and may have problems relating socially. Explain each main idea in
After all, it’s hard to chat about the weather when you’re only a separate paragraph.
interested in nuclear physics! Another potential source of
frustration is having high expectations for your life which
will rarely be achieved.

However, on a more positive note, I feel that exceptionally

bright people definitely do have the capability to focus on
being happy. They need to have the ability to realise that
long-term goals must be realistic and that every problem
has a solution if it is approached creatively.

In conclusion, I believe there is no direct correlation between In the conclusion you

intelligence and happiness. Being happy is a conscious should refer again to the
decision each individual has to take although smarter people topic of the article and
may have better tools to reach this goal. state your opinion.

Writing tips:
➜ Think of a good engaging title. The title should summarise the contents of the
article.

➜ Introduce each paragraph with a topic sentence.

➜ Give supporting arguments, amusing personal examples and opinions.

THAT’S ENGLISH! 141

Pronunciation Guide
PHONEMIC CHART
DIPHTHONGS
i: ɪ ʊ u: ɪə eɪ
cheap chip put you here wait
VOWELS

e ə ɜ: ɔ: ʊə ɔɪ əʊ
bed teacher bird door tour boy show
æ ʌ ɑ: ɒ eə aɪ aʊ
cat up far on hair my cow
p t f θ tʃ s ʃ k
CONSONANTS

pea tea fly think cheese say shoe car

b d v ð dʒ z ʒ g
boat dog video this June zoo vision go
m n ŋ h l r w j
man now sing hat love red wet yellow
voiced sounds: vocal cords vibrate
unvoiced sounds: vocal cords don’t vibrate

THE SCHWA /ə/

• This is the most common sound in English. It occurs when a syllable is not stressed. Compare.
photographer /fəˈtɒɡrəfə(r)/, photography /fəˈtɒɡrəfɪ/, photograph /ˈfəʊtəɡrɑːf/

• In writing, the schwa can correspond to the letters a, e, o, u or a combination of letters.

appear /əˈpɪə(r)/, permanent /ˈpɜːmənənt/, economy /ɪˈkɒnəmɪ/, support /səˈpɔː(r)t/, famous
/ˈfeɪməs/.

• Many grammar words (i.e. auxiliary verbs, modal verbs, pronouns and prepositions) have a
weak form with /ə/ when they are not stressed.
does /dəz/, were /wə/, can /kən/, us /əs/, you /jə/, at /ət/, of /əv/, etc.

THE SILENT E
Very often a word ends in a silent -e to indicate that the stressed vowel in the word has a long
sound: /eɪ/, /i:/, /aɪ/, /əʊ/, /u:/.

/æ/ hat /hæt/, mad /mæd/, cat /kæt/

a
/eɪ/ hate /heɪt/, made /meɪd/, Kate /keɪt/

/e/ pet /pet/, let /let/

e
/i:/ Pete /pi:t/, compete / kəmˈpi:t/, delete /dɪˈli:t/

/ɪ/ hid /hɪd/, pin /pɪn/, sit /sɪt/

i
/aɪ/ hide /haɪd/, pine /paɪn/, site /saɪt/

/ɒ/ cod /kɒd/, hop /hɒp/, not /nɒt/

o
/əʊ/ code /kəʊd/, hope /həʊp/, note /nəʊt/

/ʌ/ tub /tʌb/, us /ʌs/, cut /kʌt/

u
/u:/ tube /tju:b/, use /ju:z/, cute /kju:t/

THAT’S ENGLISH! 145