Evolve 5 Video Resourse Book

VIDEO RESOURCE BOOK
J.L. Barksdale, Jennifer Farmer,

and Alex Paramour
5
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© Cambridge University Press 2020
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First published 2020
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in the United Kingdom by Latimer Trend
A catalogue record for this publication is available from the British Library
ISBN 978-1-108-40533-1 Student’s Book
ISBN 978-1-108-40511-9 Student’s Book A
ISBN 978-1-108-40926-1 Student’s Book B
ISBN 978-1-108-40534-8 Student’s Book with Practice Extra
ISBN 978-1-108-40513-3 Student’s Book with Practice Extra A
ISBN 978-1-108-40927-8 Student’s Book with Practice Extra B
ISBN 978-1-108-40907-0 Workbook with Audio
ISBN 978-1-108-40881-3 Workbook with Audio A
ISBN 978-1-108-41195-0 Workbook with Audio B
ISBN 978-1-108-40519-5 Teacher’s Edition with Test Generator
ISBN 978-1-108-41074-8 Presentation Plus
ISBN 978-1-108-41205-6 Class Audio CDs
ISBN 978-1-108-40800-4 Video Resource Book with DVD
ISBN 978-1-108-41450-0 Full Contact with DVD
ISBN 978-1-108-41156-1 Full Contact A with DVD
ISBN 978-1-108-41421-0 Full Contact B with DVD
Additional resources for this publication at www.cambridge.org/evolve
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and does not guarantee that any content on such websites is, or will remain,
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factual information given in this work is correct at the time of first printing but
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thereafter.
CONTENTS
INTRODUCTION v
ABOUT THE EVOLVE VIDEO RESOURCE BOOK ix
WORKSHEETS
DOCUMENTARIES
Unit 1: Out of our hands 1
Unit 2: Life in space 5
Unit 3: How different are we really? 9
Unit 4: The Forest Guards 13
Unit 5: Technology: obstacles and opportunities 17
Unit 6: A miracle on the Hudson 21
Unit 7: Hard work pays off 25
Unit 8: An iconic side project 29
Unit 9: Serving up advice 33
Unit 10: Digital impact 37
Unit 11: Dishonest and dangerous 41
Unit 12: A brighter day 45
EXPERT SPEAKERS
Meet our expert speakers 49
Unit 1 Opener 50
Unit 1 51
Unit 2 Opener 52
Unit 2 53
Unit 3 Opener 54
Unit 3 55
Unit 4 Opener 56
Unit 4 57
Unit 5 Opener 58
Unit 5 59
Unit 6 Opener 60
Unit 6 61
Unit 7 Opener 62
Unit 7 63
Unit 8 Opener 64
Unit 8 65
Unit 9 Opener 66
Unit 9 67
Unit 10 Opener 68
Unit 10 69
Unit 11 Opener 70
Unit 11 71
Unit 12 Opener 72
Unit 12 73
TEACHING NOTES
Documentaries 74
Expert Speakers 98
VIDEO SCRIPTS 110
iii
ACKNOWLEDGMENTS
The authors and publishers acknowledge the following sources of copyright material and are grateful for the
permissions granted. While every effort has been made, it has not always been possible to identify the sources of all
the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to
include the appropriate acknowledgments on reprinting and in the next update to the digital edition, as applicable.
Key: B = Below, BR = Below Right, CL = Center Left, CR = Center Right, T = Top, TL = Top Left, TR = Top Right.
Photograph
The following photographs are sourced from Getty Images:
Video Resource Book: p.1 (TL) Joseph Shields/Photographers Choice RF; p.1 (BL)
Kameleon007/iStock/Getty Images Plus; p.1 (TC) KingWu/E+; p.1 (BC) Francisco
Rama/EyeEm; p.1 (TR) Larysa Shcherbyna/iStock/Getty Images Plus; p.1 (BR) Tzido/
iStock/Getty Images Plus; p.5 (T) Stocktrek Images; p.5 (B) Stocktrek Images;
p.6 NASA/Handout/Getty Images News; p.9 (L) harpazo_hope/Moment Open;
p.9 (R) Johner Images; p.13 (TL) Steve Debenport/E+; p.13 (TR) Erik Isakson; p.20
(L) PeopleImages/E+; p.20 (C) onurdongel/iStock/Getty Images Plus; p.20 (R)
stanisluva/iStock/Getty Images Plus; p.28 Hero Images; p.32 Ariel Skelly/Digital
Vision; p.33 (T) 10’000 Hours/DigitalVision; p.36 (L) Manuela/Cultura; p.36 (C)
Tinpixels/iStock/Getty Images Plus; p.36 (R) skynesher/E+; p.37 (L) svetikd/E+; p.37
(C) Caiaimage/Chris Ryan; p.37 (R) Tempura/E+; p.41 (TL) mevans/E+; p.41 (TC)
ipopba/iStock/Getty Images Plus; p.41 (TR) StarRForeman/iStock/Getty Images Plus;
p.41 (BL) Regina Podolsky/EyeEm; p.41 (BC) Classen Rafael/EyeEm; p.41 (BR) Yagi
Studio/DigitalVision; p.44 (L) Zinkevych/iStock/Getty Images Plus; p.44 (R) Andreas
Mann/EyeEm; p.45 Jose Luis Pelaez Inc/DigitalVision; p.48 (L) AndreyPopov/iStock/
Getty Images Plus; p.48 (CL) Sam Bloomberg-Rissman; p.48 (CR) Photographer is my
life./Moment; p.48 (R) Dean Mitchell/E+; p.68 (B) fonikum/DigitalVision Vectors.
Video
Documentary videos by ITN Productions:
U1: With thanks to: Wall To Wall Media Ltd. and Screenocean; Getty Images; U2: With
thanks to: NASA; ESA; Roscosmos; AP Archive; U3: With thanks to: TVF International;
Getty Images; U4: With thanks to: TVF International; Getty Images; U5: With thanks
to AP Archive; U6: With thanks to: AP Archive; Getty Images; U7: Licensed from
Infobase; Clips and stills from TEACH used with permission from Participant Media,
LLC; with thanks to: Getty Images; U8: Copyright Homemade/CMJ Productions
II inc.; U9: © Twofour Broadcast Limited; U10: With thanks to: AP Archive; Getty
Images; Bloomberg; U11: With thanks to AP Archive; U12: With thanks to AP Archive.
Expert speakers
Bojan Andric, Carolina Hakopian, Jacqueline Castañeda Nuñez, Lucia D’Anna, Odil
Odilov, Wendy Sanchez-Vaynshteyn.
iv
INTRODUCTION: TO THE TEACHER
VIDEO IN THE WORLD – AND IN THE CLASSROOM

Digital video has made a huge impact on all of our lives, both in the professional sphere and in our
free time, because now videos can be made and shared through digital devices incredibly easily. New
video genres are created all the time; videos go viral; and we can view videos on our smartphones,
tablets, and laptops anytime. It is second nature now for students to see videos on platforms such as
YouTube, social media, or news organizations – we are basically documenting our lives through the
moving image. These days we communicate, socialize, do business, and learn, all through the medium
of video.
“We are basically

documenting our lives
through the moving image.”
English language learning is, of course, no different; many students now study online with learning
management systems, download apps that help them in class or with studying, and even (for good or
bad) choose a teacher they learn from on video chat.
For all these reasons, we expect to see video in our courses, and we expect to teach with video. But
why is video so important in the first place?
THE IMPORTANCE OF VIDEO

Video is an immersive and immediate medium, and nearly all learners respond well to its inclusion in
class. Younger students, who are used to such visual stimuli from an early age, often find it especially
engaging and motivating. Because people connect to visual content more immediately than to
written text, video can be a perfect vehicle for fostering critical thinking, intercultural awareness,
and other life skills. Similarly, information transmitted by visual media can be more memorable for
students, and viewing images can ease the perceived cognitive challenge of learning the language.
v
DIFFERENT WAYS TO USE VIDEO
When video was first introduced in language classrooms, it was largely exploited in the same way
as audio. Students would watch a clip and use it as a model for their spoken output or as a way
of acquiring new grammar or vocabulary in context. This can be referred to as using video for
language focus.
Subsequently, video was employed for other kinds of skills practice such as listening. Indeed,
answering comprehension questions based on a video transcript has remained a very popular task
type to this day. Closed-answer questions (e.g., true/false) may be useful, but including open-ended
questions as well offers more opportunities for students to negotiate meaning.
While these are still valuable ways to exploit the form, there are other roles that video can play. For
example, focusing on visual stimuli can be an interesting alternative. For basic level learners, this
could take the form of a simple visual memory test in which students have to recall everything that
they saw in the clip or check appropriate boxes. For more advanced learners, students could order the
visual images, create a narrative based around them (which they could then role play if necessary),
or have discussions or debates on the information in the video. Whatever the task, the idea is that
students are engaged only with the visual content. This works well with students who are more visual
learners and who often do not respond well to standard language-based tasks. Another advantage of
this approach is that students take a more active role rather than passively answering questions.
Focusing on the visual aspect of video material can be very straightforward. For example, you could
ask students to watch the clip without sound or subtitles or to freeze-frame a clip and ask students to
describe what is going on or hypothesize about what will happen next. Working with “image only”
also means that students can create their own dialogues based on body language, for example, and
then compare that with the original.
Of course, these pedagogical uses – language focus, skills practice, visual stimuli – are not mutually
exclusive. They can be combined easily in a longer task sequence that involves different activities. For
example, one possible sequence could start with comprehension work, moving on to active response
questions based on the visual elements, and then to a review of key vocabulary items that appear in
the clip.
Finally, video can be used as a resource. In this case, the focus is purely on the content of the clip,
and there is no language agenda. Such an approach is useful for a Content and Language Integrated
Learning (CLIL) framework, as well as in a “flipped learning” scenario, where students can watch video
material at home and then come prepared to work with it in a subsequent face-to-face class. This use
of video has multiple benefits: it can make homework seem attractive, it saves classroom time, and it
can allow for more interaction in class.
vi
BUILDING ADDITIONAL SKILLS: VISUAL LITERACY
With our society becoming more dependent on the visual image, it is important to bear in mind the
importance of visual literacy as a skill to be developed with students. Following is a framework of
how this can be incorporated in a practical way into task design.
Essentially, we can view all images from three clear dimensions: affective, compositional, and
critical. Affective questions ask students how the video made them feel, if they could identify with a
particular character, if the clip was positive or negative in nature, and so on. Compositional questions
focus on the cinematic elements that the student can see: for example, how the clip is framed, if
there is any text that accompanies the image, and from what point of view the clip was shot. Finally,
the critical dimension would focus on questions such as: What message does the video transmit? Who
created it? For whom? For what purpose?
This three-pronged framework may be helpful when working with any moving images, especially for
creating your own questions about videos that you find online and want to use in class.
AUTHENTICITY: THE IMPORTANCE OF LEVEL AND GENRE

Video is generally well received in the classroom, but what kind of material will get the best results?
Generally speaking, authentic videos – videos that students might watch themselves – are hugely
beneficial to learners because they bridge the gap between the classroom world and students’ lives
outside of class. However, if you are going to use authentic material, think carefully about how much
listening comprehension is required on the students’ part. It may well be too challenging in terms of
language, length, context, or speed of delivery. If, however, the clip is visually rich and doesn’t include
too much difficult language, then it could be used for a variety of different purposes and levels. This is
what is known as “grading the task, not the text.”
Combining authentic material with videos deliberately made for the classroom is a good strategy,
though the balance will necessarily vary from level to level. From intermediate level and above, it’s a
good idea to incorporate more authentic material. At more basic levels, students require the support
of more language-controlled videos. A happy medium, or “semi-authentic” material, can also work
well. For example, an authentic clip could be used with subtitles or have a new graded voice-over in
which more simplified language is used. In this way, students get the exposure to authenticity but in a
more accessible format.
It is a good idea to choose topics that engage students’ interest, using the types of clips that students
might watch themselves outside of class. For example, if your students are older teens, then vlog
(video blog) categories such as how-to videos, game walkthroughs, unboxing, react, or challenge videos
are all genres that students would love. These videos could then become good models for your
students’ own video projects.
vii
ENCOURAGING CREATIVITY: STUDENTS’ OWN VIDEOS
There is a good chance that motivation and engagement will increase if students are given the chance
to work with video in not just a critical but also a creative way. By creative, we refer to students’
creative responses to a clip, but also to actually making their own videos and bringing them to class.
So, when using the video material in EVOLVE, consider ways in which the activities can be expanded
upon by getting students to produce their own videos. For example, when an EVOLVE video shows
an aspiring YouTube chef, students could respond by using that clip as a model for their own favorite
video recipes. This is also an excellent way to encourage group work. Students can collaborate to
brainstorm ideas and structure, shoot, and edit the clip, with each learner adopting a different role –
scriptwriter, actor, filmmaker, editor, and so on.
Once students have made their videos, it can be beneficial to show the videos in class. This allows for a
good deal of discussion, evaluation, and peer learning, as well as a lot of fun!
Students now expect video to play an important role in class, but choosing the video content and
deciding how best to exploit it can be tricky even for experienced teachers. I hope that this short
introduction has provided you with some useful ideas and support to make the most of video in and
outside of class.
Ben Goldstein
viii
ABOUT THE EVOLVE VIDEO RESOURCE BOOK
EVOLVE
EVOLVE is a six-level American English course for adults and young adults, taking students from
beginner to advanced levels (CEFR A1 to C1). Drawing on insights from language teaching experts
and real students, EVOLVE is a general English course that gets students speaking with confidence.
This student-centered course covers all skills and focuses on the most effective and efficient ways
to make progress in English.
What makes EVOLVE special?

• Peer models and content from real students.
• Bite-sized learning and mobile phone activities for inside and outside the classroom.
• Dedicated speaking lessons based on immersive tasks.
• Integrated teacher development in the Teacher’s Edition.
The EVOLVE Video Resource Book with DVD supports the course and brings a fresh context to the
language presented in the Student’s Book.
THE EVOLVE VIDEO TYPES

The EVOLVE Video Resource Book with DVD offers two types of video to provide contextualized use of
the language in the Student’s Book and engage students’ interest.
DOCUMENTARY
These nonfiction videos use dynamic visuals and
level-appropriate voice-over narration to bring target
language from the Student’s Book to life. They extend
the theme in the Student’s Book in new directions,
allowing students to use and personalize the language
they’ve learned in new contexts. The videos cover a
range of thought-provoking nonfiction topics, including
travel, human interest, and science. Each video is 2 to
3 minutes long.
EXPERT SPEAKERS
Our Expert Speakers are highly proficient speakers of
English who are living and working in the United States.
They come from all walks of life, representing a variety
of professions and experiences. In these videos, they
answer questions about their lives and opinions in
relatable, imperfect English. They serve as a model
for a level of success in English that students could
someday achieve.
ix
The EVOLVE Level 5 Video Resource Book with DVD contains 36 videos. There is a Documentary
and an Expert Speaker video corresponding to each unit of the Student’s Book.
EVOLVE VIDEO RESOURCE BOOK

The EVOLVE Video Resource Book, for use by teachers only, contains photocopiable worksheets and
teaching notes for each of the 36 videos.
WORKSHEETS
The video worksheets focus learners’ attention and enable students to get the most out of their video
lesson.
• The Before you watch section activates students’ schema and previews and reviews key language in the
video. It often includes a guessing or prediction task to build students’ ability to predict or guess what
will happen in the video.
• The While you watch section scaffolds and supports student understanding of the video. Learners
complete comprehension activities, notice key language, and practice their critical thinking skills.
• In the After you watch section, students react to the video content and consolidate the target language
with communicative, personalized activities. Students practice their critical thinking skills and connect
the videos’ content to their lives and the world around them.
If you wish to add supplementary tasks, the timing of these activities is all-important. Always bear in mind
when you want the learners to carry them out. As a general rule, establish the purpose of the tasks prior to
viewing, but don’t overload the students while they are actually watching.
TEACHING NOTES
The teaching notes for each video provide clear, step-by-step instructions for teaching with the video
and the accompanying worksheets. Answer key boxes for each exercise make checking answers easy.
A short paragraph summarizes the video’s content, while the Language summary provides a list of
the topics, functions, grammar, and vocabulary from the Student’s Book that are used in the video.
VIDEO SCRIPTS
Full video transcripts in the back of the book can be used for reference or as springboards to your own
classroom activities, such as role playing, cloze activities, and language focus tasks.
x
UNIT 1 OUT OF OUR HANDS
BEFORE YOU WATCH

A PAIR WORK Look at each pair of pictures. Do you prefer the objects in picture A or B? Why? Which objects
would you be more likely to actually buy, picture A or B? Why?
1A 2A 3A
1B 2B 3B
B PAIR WORK Match each idea to one or more products in exercise A. Explain your choices.
1 No two items are identical.
2 These are made by a craftsperson using traditional production methods.
3 They probably mass-produce these on an assembly line.
4 The design is very innovative.
5 I think just one person assembled this.
6 They have the same functional attributes but different designs.
7 It took a lot of craftsmanship and man-hours to make this.
C PREDICT Look at the picture from the video. What do you think will be discussed? Make a prediction.
EVOLVE 5 Unit 1 Photocopiable © Cambridge University Press 2020 Documentary 1

WHILE YOU WATCH

A Watch the video. Was your prediction from exercise C on page 1 correct?
B Put the facts in the order that they are mentioned in the video. Number the sentences 1–7.
Craftsmanship was replaced by mass-production, which reduced the cost of goods.
Ford’s cars were all identical, but other car companies gave consumers more choices.
Craftspeople used to make all of the products people used in their daily lives.
The first assembly line was used to build Ford cars.
The motor industry started to produce cars in a variety of colors, materials, and shapes.
The disadvantage of mass-production was that fewer people learned skills.
Mass-production significantly reduced the time it took to assemble a car.
C Answer the questions based on the information in the video.

1 How did consumers feel about the goods made by craftspeople before mass-production?
2 How did consumers feel when products made by craftspeople were replaced with mass-produced goods?
3 How did the changes at the Ford factory affect craftspeople?
4 How did people feel about mass-produced products that were all alike?
5 What has happened to car design since mass-production began?
D Complete the sentences with words from the video.

1 In those days, people that making anything was a
– process.
2 Consumers quickly and these changes.
3 This idea was a huge for the car industry …
4 It meant that factories like Ford’s were producing cars in much less time.
5 Ford the public’s demand for options …
6 Suddenly at that point is when design was born because we had answered the
of moving the customer from point A to point B.
2 Documentary Photocopiable © Cambridge University Press 2020 EVOLVE 5 Unit 1

E What do the words in bold mean? Circle the best answers.

1 Traditional, handmade products started to be replaced by less expensive, easier-to-make versions.
a completely different things b new kinds of the same things
2 After all, mass-production made things cheaper, but there was a downside.
a disadvantage b exception
3 We’re going to take the skill away from the majority of people and we’re going to invest it in a smaller group.
a most b a few
4 There were no skilled workers in his factories—instead they were filled with unskilled laborers.
a people who do physical work b people who design products
5 Instead of having one guy at a bench make a whole transmission, what if we have several guys at a bench …
a a machine in a factory b part of a car
6 Although Ford’s production methods were efficient, he made one crucial mistake …
a extremely important b insignificant
F Watch the video. Summarize in your own words what the experts mean by the expressions in bold.
1 Bob Casey, Historian at the Ford Museum, on deskilling:
2 J Mays, Global Head of Design at Ford Motors, on when design was born:
G Complete the concluding idea presented in the video.

Although progress is usually a good thing for , we shouldn’t forget the
importance of and the value of .
H PAIR WORK Answer the questions with a partner.

1 Is there any evidence in the video that progress is good for consumers? If so, what?
2 Is there any evidence in the video that design is important to consumers? If so, what?
3 Is there any evidence in the video that craftsmanship is important to consumers? If so, what?

AFTER YOU WATCH

A PAIR WORK Think of the products you have bought or would like to buy. Complete the chart. Compare your
ideas with a partner.
Products that are mass-produced Products with a great design Products made by craftspeople
B PAIR WORK Think about how the products in the chart have changed in your lifetime. Complete the chart.
Discuss your ideas with a partner.
Product One change Your feelings about the change

Phones
Screens
Beds
Music software
C GROUP WORK Read the quote from the video. Discuss the questions. Use the phrases below to express
your opinions.
“Progress is usually a good thing for consumers.”
1 What progress have consumers seen over the last 20 years? Think about how and where we shop, choice of
products, quality, design, and product safety.
2 Overall, do you agree or disagree with the statement?
• When it comes to … • Generally speaking, …
• Looking at the big picture, I think … • Overall …
D GROUP WORK Discuss the questions.

1 What products benefit from being identical?
2 Are you willing to pay more for products that are time-consuming to make? Why or why not? If so, which ones?
3 In some countries, consumers prefer goods that are not mass-produced. Is that true of your country?
What types of products?
4 Do you personally know any skilled craftspeople? How do craftspeople run their businesses these days?
5 What changes would you like to see in the products of the future?

UNIT 2 LIFE IN SPACE
BEFORE YOU WATCH

A Look at the picture and read the text. Then match each bold word from the text with its definition.
1 : to travel in a circle around the sun, Earth, or another planet
2 : the force that makes objects stay on the ground or fall to the ground
3 : the fourth planet from the sun; also called “the Red Planet”
4 : all the people in the world as a group
5 : someone whose job is to travel into space
6 : to move to and live in a place for a long time
Heading for the Stars

Science-fiction movies make life in space look pretty straightforward,
don’t they? You arrive at a space station in a pod. You awake from
hyper-sleep and greet your fellow astronauts. Then you wander down
to the dining hall for breakfast. Perhaps you stop by the gym for a
workout or call your family via video link. Later that day, you and your
coworkers might head out to a local planet to check on the colony of humans living there …
In real life, humans do not yet live on other planets. But did you know there have been space stations
orbiting Earth since the 1970s? Just how close is humankind to being able to live in space? Take the quiz
to find out how much you know.
True or false?
1 Modern space stations have air, so people can breathe without a space suit. True / False
2 Modern space stations have gravity, so people can walk around. True / False
3 Tourists can now go and stay in space hotels in Earth’s orbit. True / False
4 Mars is the most likely planet where humans will settle. True / False
5 Astronauts have now visited the surface of the planet Mars. True / False
B PAIR WORK Do the quiz in Heading for the Stars. Circle True or False for each statement.
C PAIR WORK You will watch a video about the International Space
Station. Look at the picture and answer the questions.
1 Where do you think the International Space Station is?
2 Why do you think it is called the International Space Station?
3 How long do you think people stay on the Space Station? Why?
D What do you think will you learn about the International Space Station from the video?
PREDICT
Make a prediction. Check (✓) one main idea.
a what daily life is like for astronauts on the International Space Station
b what the goals of the International Space Station project are
c what discoveries have been made on the International Space Station

WHILE YOU WATCH

A Watch the video. Was your prediction in exercise D on page 5 correct?
B Check (✓) the information that is mentioned in the video.

1 Scientists are studying human life in zero gravity on the ISS.
2 Scott Kelly will soon travel to Mars with some Russian cosmonauts.
3 Scientists have wanted to send people to Mars for a long time.
4 Scientists want to learn how to keep humans alive in space for longer periods of time.
C Use your answers in exercise B to write a summary of the main purpose of the ISS project.
D Complete the sentences with information from the video.

1 The ISS was launched in .
2 Astronauts perform on the ISS.
3 ISS discoveries will let astronauts go .
4 The scientists have been studying using rovers.
5 Scott Kelly traveled to the ISS with two .
6 The journey from Earth to the ISS can be for the astronauts.
7 When he returned home to Texas, Scott Kelly received a .
8 What we learn about on the ISS may allow everyday people to go to
Mars one day.
E PAIR WORK Discuss the questions.

1 What do you think rovers are?
2 What do you think the difference is between an astronaut and a cosmonaut?
3 What do you think makes the journey to the ISS stressful?
4 What is meant by a hero’s welcome, which Scott Kelly received when he returned to Earth?

F Put the words in order to complete the sentences from the video.
1 The International Space Station is .
(of / achievements / one / greatest / humankind’s)
2 Their objective? To find out astronauts to go farther into space
than ever before.
(allow / to / zero gravity / in / information about life / enough)
3 It will be he’s ever done.
(things / the / one / hardest / of)
4 , I think, is just missing the people, you know, your
loved ones …
(concern / my / greatest)
5 I think the space station as an orbiting vehicle that keeps
humans alive in space for long periods of time.
(most / is / the / experiment / important)
6 I was lucky to spend with
that are here today to greet me back on Earth.
(incredible / people / some / an / year / incredible)
G Match the pictures with the correct words in the box.
flight control center lift off on their way

perform scientific experiments successfully lands zero gravity
1 2 3
4 5 6
H PAIR WORK Take turns describing what each picture shows in exercise G.
AFTER YOU WATCH

A PAIR WORK Discuss the questions.
1 How do you think Scott Kelly prepared to live on the ISS?
2 What do you think would be the most difficult thing about living in space for a year?
3 Do you think that Scott Kelly was able to communicate with his family while he was away? Why or why not?
B PAIR WORK Think about life on the ISS. How is it different from life on Earth? How might the astronauts adapt?
Take notes in the chart about each topic.
Differences from Earth Astronauts’ possible solutions/routines

Food less variety of food eat less
more difficult to cook eat smaller meals with higher calories
fewer fresh vegetables to eat take vitamin tablets
not enough space to store food
Hygiene
Sleep
Exercise
Communication with
coworkers
Communication with
family and friends
C PAIR WORK Role play the situation with a partner.

Student A
You are interviewing an astronaut (Student B) who has just returned from six months on the International Space
Station. Ask questions to find out about their journey to and from space and their time on the ISS. Work together to
prepare some questions before you start.
• Is there any danger of / a risk of … when you … ?
• How exactly do you … in space / in the ISS?
• What would you recommend doing if … ?
Student B
You are an astronaut who has just returned from six months on the International Space Station. Student A is a
journalist. Help Student A prepare some questions to ask you. Then use your ideas from this lesson to provide
information about your mission.

1 In what way does Scott Kelly have to be “a tough cookie” to do his job?
2 Would you like to stay on the ISS for a year? Why or why not?
3 Why do you think traveling to Mars is the ultimate goal?
4 What goals do you think scientists will have once people reach Mars?

UNIT 3 HOW DIFFERENT ARE
WE REALLY?
BEFORE YOU WATCH
A PAIR WORK Look at the pictures and discuss the question.
Are the children, or the behaviors, shown in the pictures unusual to you? Explain your answer.
B GROUP WORK Discuss the questions.

1 Is the idea that boys and girls are different accepted or controversial where you live?
How do you feel about that?
2 Do you think it’s helpful or unhelpful for a culture to expect girls and boys to behave differently?
Explain your answer.
C Look at these expressions from the video. Do you think they are about nature (characteristics you are born with)
or nurture (things you learn from the people around you)? Write them in the correct column of the chart.
biologically determined biologically driven differences at birth

interacting limited by other people’s expectations shaped by the experiences we have
socializing socially determined socially driven
the way you are raised treated differently your biology
your genes your make-up your upbringing
Nature Nurture
D PREDICT PAIR WORK Do you think gender differences in behavior are because of nature or nurture?
What do you think the video will say about this issue? Choose a prediction.
a only nature b only nurture c both nature and nurture

UNIT 3 HOW DIFFERENT ARE WE REALLY?
WHILE YOU WATCH

A Watch the video. Was your prediction in exercise D on page 9 correct?
B Use the words in the box to complete the paragraphs about the experiments shown in the pictures.
accurate estimate pushed slope steeper underestimated
Moms were asked to 1 how well their babies could crawl down a 2 .
While the mothers of boys were very 3
about how well their babies could crawl, the mothers of
girls 4 their abilities. “With a few exceptions, we found that these moms 5
their boys to crawl at a slightly 6 slope than the girls.”
associated fluffy repeated stir trucks went for
They give the chimpanzees some toys that are stereotypically 7 with boys or with girls to see
which they prefer. “Surprisngly, the original experiment, which has been 8 , did show that male
monkeys seem to prefer 9
and female monkeys 10
dolls.” “The idea that
males, even among monkeys – even among chimpanzees – would prefer wheeled toys and females would prefer
stuffed animals … caused quite a 11 when the studies came out.”

C Check (✓) the sentences that are true. Correct the false statements.
1 A
ll the members of the public that Nathan Wallis speaks to believe that there are no differences between
male and female brains.
2 It is difficult for scientists to discover whether nature or nurture is the main reason for gender differences
in behavior.
3 Parents usually treat baby boys and baby girls the same way.
4 A study showed that mothers often underestimate how well their baby girls can crawl.
5 Another study showed no difference in the kinds of toys that male and female chimpanzees preferred.
6 Nathan Wallis’s research makes him believe that we are shaped more by biology than by our experiences.
D Match the words and phrases in the box with the definitions.
cause a stir estimate fluffy go for sth push sb to do sth underestimate
1 to choose something:
2 to guess an amount, size, value, etc.:
3 to create a lot of interest or excitement:
4 soft like the wool of a sheep or the fur of a cat:
5 to try to make somebody else achieve something:
6 to think that someone is less strong or less effective than they really are:
E PAIR WORK Answer the questions.

1 What does the study with mothers and babies suggest about gender differences? Why?
2 What does the study with chimpanzees suggest about gender differences in human children? Why?
F Read the statements from the video. Match them to the experts. Write numbers.
Nathan Mikaere-Wallis, neuroscientist:
Dr. Annette Henderson, University of Auckland:
Bart Ellenbroek, professor of neurology:
1 “The idea that males … would prefer wheeled toys and females would prefer stuffed animals, that suggests it is
more biologically determined rather than socially determined.”
2 “I’m about to step into one of the most controversial areas in all of neuroscience.”
3 “Some research suggests that at birth there are differences between males and females in terms of their
brain structure.”
4 “The problem is, is as soon as babies come out of the womb, they’re treated differently, according to their gender.”
5 “One of the biggest things confirmed for me: we really are shaped by the experiences we have and what we do
throughout our lives.”
G PAIR WORK Discuss the quotes in exercise F. Is each statement an opinion or a fact? Do you agree with the
opinions? Why or why not?

AFTER YOU WATCH

A PAIR WORK Discuss the questions.
1 Were the results of either of the experiments in the video surprising to you? Explain why or why not.
2 In your experience, how are boys and girls treated differently by adults?
3 Do you think gender roles in your culture have changed since your parents’ generation? If so, explain how.
B GROUP WORK Read the topics in the chart. Write notes about how you think nature and nurture influence
each one.
Nature Nurture
Your physical strength
Your intelligence
How outgoing you are
How hard you work
Your skill at music or sports
C PAIR WORK Look at the list of topics in exercise B again. How could scientists determine whether nature
or nurture influences those characteristics? Choose one topic and suggest experiments scientists could do.
Take notes.
D PAIR WORK The topics in this lesson are considered controversial. Write questions to ask each other about four
controversial topics. Take turns asking and answering the questions politely.
Questions
1 Would you be willing to tell me ?
2 Is there any chance you could tell me ?
3 Do you think it would be possible for you to tell me ?
4 I don’t mean to be rude, but could you tell me ?
Answers
• Sorry, but I wouldn’t be comfortable telling you that.
• I don’t mean to be rude, but can we discuss something else?
• Of course …
• I’d be happy to …

UNIT 4 THE FOREST GUARDS
BEFORE YOU WATCH

A PAIR WORK Look at the pictures. What kinds of teamwork are shown? What other types of teams do young
people get involved with inside and outside of school?
B PAIR WORK Look at the words in the box. Which do you associate more with young people (Y)? Which do you
associate more with adults (A)? Why?
caution competitiveness confidence determination

empathy energy enthusiasm experience
imagination innovation knowledge organization
passion resources
C PAIR WORK Read the statements about the participation of adults and young people in team activities.
Score them from 1 (strongly agree) to 5 (strongly disagree). Compare scores with a partner and give reasons.
1 Youth teams do not need an adult to assist them in achieving something amazing.
2 With no adult to oversee things, there is nobody to act as a leader.
3 Team participants will lose focus if they are not steered in the right direction by adults.
4 Without adults to keep an eye on them, weaker or less confident teammates don’t get the chance to contribute
to the team.
5 Adults can enable young people to achieve things they could not achieve by themselves.
D PREDICT PAIR WORK Look at the pictures from the video. What do you think this team of young people
did together? Make a prediction.

WHILE YOU WATCH

A Watch the video. How accurate were your predictions in exercise D on page 13?
B Circle the correct words to complete the sentences about the team in the video.
1 The team entered / organized a science tournament.
2 They wanted to solve the problem of forest fires / deforestation.
3 Their team did not have / worked with an adult coach.
4 They designed a system called Forest Guard / Fire Eye.
5 They won the first / final round of the tournament in Copenhagen.
6 LEGO® / An electronics company helped the team build their system.
C Match the questions about the video with the correct answers.
1 What is the aim of the LEGO® League a the public
tournament? b building trust with the children and seeing
2 What type of challenge did the teams how they have matured
have to address for the tournament? c climate problems in their communities
3 What experience does the team have with d She is very popular.
forest fires?
e to get children interested in science and
4 What exactly is Forest Guard? technology
5 Who uses Forest Guard? f at a global climate change conference
6 How does the team feel about Heidi Buck? g Many of the children couldn’t leave their
7 What has Heidi enjoyed about working with homes for more than two weeks because of
the children? all the smoke from fires in the summer.
8 After winning the tournament, where did h an early wildfire detection system
the team demonstrate their idea?
D Complete each sentence with a word from the video.
broadcast confidence enables implemented overseeing

passionate reality teamwork weaknesses
1 The team felt about the issue of forest fires.

2 They images of the forest to the internet.
3 Forest Guard the public to keep the forests safe.
4 Heidi Buck was the team as they developed their ideas.
5 One of Alejandro’s used to be speaking in front of other people.
6 Alejandro’s grew during the project.
7 A remarkable idea and strong helped the team win the tournament.
8 A major electronics company helped them turn their ideas into .
9 Alejandro did not expect that their design would be .

E PAIR WORK Read the quotes from the video. Who or what is each person talking about?
1 Aydan Pots: “… it was pretty big; it was about three miles I think.”
2 Faith Oakes: “It uses solar-powered cameras mounted throughout the forest.”
3 Aydan Pots: “Unlike other people, she doesn’t side with anybody.”
4 Heidi Buck: “When he first started, he wanted to be behind; he didn’t want to talk; he didn’t want to
say anything.”
5 Heidi Buck: “Even if someone asks a question and you know the answer, sometimes you have to learn to
step back.”
6 John Holdren: “It’s a terrific way to get kids interested in science and technology and doing things that
really matter.”
7 Alejandro Vega: “It was really amazing.”
F Write the captions under the correct pictures. Then number the pictures (1–6) in the order they happen in
the video.
Alejandro demonstrates confidence in his public speaking skills.
Team LEGO® Guard arrives in Copenhagen to compete in the LEGO® League competition.
The team sees their Forest Guard model at the Global Climate Change conference.
Kids from 56 countries participate in the First LEGO® League tournament.
The LEGO® Guard team does research in the field.
The team sees the first Forest Guard model.
G PAIR WORK Look at the photos in exercise F. Imagine you are a team member and describe how you felt and
what you learned during each stage of the project.
1 researching and designing Forest Guard with Heidi Buck as your leader
2 competing with children from around the world in Copenhagen
3 exhibiting Forest Guard at an international climate change conference
4 working with a tech company to realize your design
AFTER YOU WATCH

A PAIR WORK Discuss the questions about the video.
1 Why do you think LEGO® wanted young people to get involved in this project?
2 How did the team need adults to assist in realizing their dreams?
3 Do you think competitions are the best way to get people to work as a team? Why or why not?
B PAIR WORK Explain the team’s design. Then write your ideas about what they’ve created, why they created it,
and how it works.
C GROUP WORK Evaluate the pros and cons of the team’s design. Use the phrases below to express your ideas.
The main benefit is (that) …
Another plus is (that) …
It gives them the advantage of (-ing verb) …
One tricky issue is (that) …
A potential problem is (that) …
I’d be concerned (that) …

1 If you could address one climate issue in your area, what would it be? Why?
2 Do you have any ideas about how you could address that issue? If so, what could you do?
3 Who would you want on your team and why?
4 Would you include young people on your team? Why or why not?

UNIT 5 TECHNOLOGY: OBSTACLES
AND OPPORTUNITIES
BEFORE YOU WATCH
A PAIR WORK What technology is used for these functions? Add more ideas to the mind maps.
a CCTV cameras b online shopping c hearing aids
improving making shopping assisting people

security more convenient with disabilities
B PAIR WORK Look at your ideas from exercise A. Which types of technology have made the biggest difference
to people’s lives? How?
C Match the words and phrases to the definitions.

1 implant a a very small object containing electronic circuits that can perform
2 3D printer particular operations
3 prosthetic limb b an object or device that is put into the body through a medical procedure
4 sensor c something that blocks you so that it is difficult to go forward
5 microchip d a device attached to a computer that makes solid objects from plastic
6 obstacle e an artificial arm or leg
f a device that detects and reacts to an aspect of the environment
(e.g., light, heat, movement)
D PREDICT Look at the pictures from the video. What technological innovations do you think they show?
Match them with the functions a–c in exercise A to make predictions about the video.
1 2 3

UNIT 5 TECHNOLOGY: OBSTACLES AND OPPORTUNITIES
WHILE YOU WATCH
A Watch the video. Were your predictions in exercise D on page 17 correct? Complete the sentence starter below
for each picture.
The picture shows …
B PAIR WORK Check (✓) the video’s main message about the innovations it describes.
These innovations will be useful, providing that certain issues can be resolved.
These innovations are likely to become very popular in the next few years.
These innovations could do more harm than good.
C Check (✓) the statements that are true. Correct the false ones.
1 At Epicenter in Sweden, all workers have to get a wrist implant.
2 The robot trucks are used to deliver food.
3 Local authorities are eager to introduce robot trucks into cities.
4 A wrist implant might contain information about how much time the wearer spends working.
5 Colby Viator finds it difficult to pick things up with his right hand.
6 3D-printed limbs need to be replaced frequently because they break easily.

D Answer the questions.

1 Why does Sandra Haglof say the wrist implant will be a good thing for her?
2 How do the robot trucks benefit customers?
3 How do some pedestrians feel about the robot trucks?
4 What does Ben Libberton want to know about the data collected by the wrist implants?
5 Why is it expensive to provide children with prosthetic limbs?
E Complete the sentences with the correct forms of the pairs of verbs in the box. Decide whether the active or
passive form is needed.
benefit / use continue / improve let / drive down

mean / help permit / use use / navigate
1 It sensors and cameras the sidewalk.

2 The vehicle helps save money on deliveries, which means more people can from
it.
3 It us the cost of delivery by 80 to 90 percent
over time.
4 This means local authorities may not them at all.
5 Technology is us. But in some areas, it comes
with disadvantages.
6 Providing that new advances keep users in mind, technology can—and will—
the lives of people in many different ways.
F PAIR WORK Complete the chart with the ideas you can remember from the video.
Pros (+) Cons (–)

Wrist implants
Robot delivery trucks
3D-printed limbs
G PAIR WORK What other pros and cons might each form of technology have for its users and for other people?
Add your ideas to the chart.

AFTER YOU WATCH
A PAIR WORK Complete each sentence with one or more of the options in the box. Then compare your opinions,
giving reasons to support them.
wrist implants robot delivery trucks 3D-printed limbs none of the innovations
In my opinion, …
1 will be widely used ten years from now.
2 will be controversial.
3 will change the lives of individuals.
4 will change society as a whole.
B PAIR WORK Read this quote from the video. Then answer the questions.
“Providing that new advances keep users in mind, technology can—and will—continue to
improve the lives of people in many different ways.”
1 How much do you agree with this statement?

2 How can developers “keep users in mind”? Do you think they are motivated to do so?
3 Should robot trucks be banned from public roads and sidewalks? Why or why not? Should any other forms of
technology be banned or restricted by law?
4 Should governments, schools, and employers protect people from the effects of technology? If so, how might
they do this?
C GROUP WORK Hold a debate about another form of technology. In a small group, choose one of the ideas
below, or come up with your own idea.
Group A Group B
You are eager to use the technology and believe it You are against the technology and believe it could
could benefit individuals and society. harm individuals and society.
fitness trackers voice-activated virtual assistants facial recognition technology
D GROUP WORK Recall the debates you had in exercise C. Can you think of a compromise that might relieve
people’s concerns about the technology? Use conditional forms in your group discussion.
GLOSSARY
I’d only be willing to use it if … compromise (n) an agreement in an
argument in which the people involved
It could be useful providing that … reduce their demands or change their
opinion in order to agree

UNIT 6 A MIRACLE ON
THE HUDSON
BEFORE YOU WATCH
A Think of some people who you consider to be heroes. They can be people you know, celebrities, public figures,
or fictional characters. Make a list.
B PAIR WORK Compare your list with your partner’s list. What do your heroes have in common?
Together, complete the definition in your own words.
hero noun /ˈhɪroʊ/

a person who
C Look at these words and phrases from the video. Check (✓) the ones you understand. Circle the ones you need
help with and look up their meanings.
drown flock of geese freeze glided headlines

heroic Hollywood producers miracle movie pilot
rescued river take-off
D PREDICT The words in exercise C and the picture relate to an event that happened in 2009. Answer the
questions with your predictions.
1 Do you know (or can you guess) the story that the words and picture relate to?
2 Who is Captain Sullenberger, and why is he considered to be a hero?

UNIT 6 A MIRACLE ON THE HUDSON
WHILE YOU WATCH
A Watch the video. Were your predictions in exercise D on page 21 correct? What is the incident called? What is
the pilot called?
B PAIR WORK Why is the incident known as the “Miracle on the Hudson”?
C Number the events in order (1–10). Then watch again and check.
The pilot glided the plane onto the Hudson River.
The passengers waited on the wings of the plane.
The story was made into a Hollywood movie.
Both of the plane’s engines failed.
The plane took off from LaGuardia Airport.
The pilot appeared on TV talk shows.
A flock of geese flew into the plane.
Boats came to rescue the passengers.
The story made headlines around the world.
The plane started going down fast.
D Complete the sentences with information from the video.

1 The airplane was carrying people in total.
2 While they were waiting for help, the passengers had to stand in water that was very cold and
-deep.
3 When Linda Han looked out of the airplane window, she saw .
4 According to Captain Sullenberger, the first rescue boats arrived within minutes.
5 The incident was later made into a movie called , starring Tom Hanks.

E Complete the bold collocations (1–5) with nouns and match them to the definitions (a–e).
1 But that wasn’t the whole . a main part
2 They were not out of yet. b safe
3 Sully … insisted that the result of the crash was a team c a full explanation of what happened
. d wanted by a lot of people
4 Soon Captain Sully was in high . e thanks to the actions of a group
5 The rescue was eventually turned into a fascinating movie … of people
with actor Tom Hanks playing the title .
F Complete what Tom Hanks says about Captain Sullenberger with the words in the box. Then explain the
meaning of the bold phrases in your own words.
living criterion harm
“Well, you know, look, I think heroes are people who voluntarily put themselves in 1 ’s way.
Uh … and I think by that … by that 2 , you could say anybody who flies an airplane for a
3
cheats death somehow.”
G Match the speech bubbles to the people in the box. Then rewrite the statements in reported speech using the
reporting verbs you learned in Unit 6.
Captain Sullenberger Hollywood producers Linda Han the narrator Tom Hanks
1 Anyone who voluntarily puts themselves in harm’s way is a hero.
2 We’re going to make a movie about Captain Sullenberger.
3 The plane was going down fast.
4 I can’t take all the credit for saving the passengers.
5 The passengers will forever be linked to each other.

AFTER YOU WATCH
A PAIR WORK Based on the information in the video and your own assumptions, how do you think Captain
Sullenberger felt about the incident afterward? How do you think the passengers felt?
He / They must have felt …
I suppose / assume they felt …
B PAIR WORK Do you agree that Captain Sullenberger is a hero for the reason that Tom Hanks gives? Why or
why not? Is Captain Sullenberger a hero according to the definition you wrote in exercise B on page 21?
C PAIR WORK Role play the situation below. Then switch roles.
Student A Student B
You’re Linda Han or Captain Sullenberger and You’re a magazine journalist and are going to
are going to be interviewed for a magazine. interview Linda Han or Captain Sullenberger.
Think about how you felt at the time of the Think of some interesting questions to ask about
incident and afterward. Prepare to answer the “Miracle on the Hudson.”
the interviewer’s questions.
D PAIR WORK Why do you think Hollywood producers thought the “Miracle on the Hudson” would be a good
subject for a movie? Would you like to see the movie? Why or why not?
E Think of another movie or a TV series you have seen that was based on real people or events.
PAIR WORK
Answer the questions.
1 What happened in the movie or series? Give a summary of the story using narrative tenses.
2 How accurately do you think it portrayed the people and events?
3 Did you know anything about the subject before you saw the movie? How did that affect your experience of
watching it? Did the movie change your ideas in any way?

UNIT 7 HARD WORK PAYS OFF
BEFORE YOU WATCH
A PAIR WORK Describe the best teacher you ever had. What made him or her a good teacher? Did he or she
make a difference in your life? If so, how?
B PAIR WORK Read the text. How is it different from the education system in your country or other countries
that you know about?
High School Education in the U.S.

In the U.S., there is no standard nationwide exam that students take at the age of 18. Instead, there are different
types of courses that high school students can choose from according to their educational goals. Students who
want to go on to study at college often take honors classes or an Advanced Placement (AP) course, both of
which are more difficult than regular classes. At the end of an AP course, students take a challenging final exam.
Students who score highly on this exam are more likely to get a place at college.
C Match the definitions to the bold words in the text in exercise B.

1 a school for U.S. students ages 14–18
2 two types of academically challenging classes
3 a general word for a place of higher education
4 a person’s plans for further study or training
5 get a good grade
6 used throughout the country
D Read the introduction to the video. What does underprivileged mean?
This is Joel Laguna. He teaches

Advanced Placement world history
and English to a group of 43
underprivileged high school students
who dream of going to college.
E PREDICT What do you think Joel Laguna will say are the rewards and challenges of teaching his students?
Take notes in the chart.
Rewards Challenges

WHILE YOU WATCH
A Watch the video. Compare the ideas in the video with your predictions from exercise E on page 25. Add new
ideas to the chart.
B How would Joel describe his students? Check (✓) the best option.
They’re intelligent but not very ambitious.
They’re motivated but need to develop their writing skills.
They’re good at writing but not very interested in his subjects.
C Circle the correct answers to the questions.

1 Why does Mixtle want to go to college?
a to have new experiences b to achieve her career goals
2 How does Joel think he can make a difference in his students’ lives?
a by making them more confident b by giving them new skills
3 What do the students all say about Joel’s classes?
a They’re fun. b They’re challenging.
4 According to Joel, how do his students compare to many others in the U.S.?
a Their level of academic achievement is lower. b They’re more motivated.
5 How does Joel feel about his students in the days before the exam?
a worried that they won’t be ready b confident that they’ll do very well
6 How many of Joel’s students pass the exam?
a more than 50 percent b around 30 percent

D Complete the phrases in bold to have the same meaning as the phrases in parentheses. Use the words from the
box. There are five extra words.
comes cream essay goes own

paid paper selves took top
1 It’s clear they have potential and that’s where Joel in. (has an important role)
2 Do you get the of the crop because you’re AP world history? (the best students)
3 I feel a lot of my students are able to get the content, but then they’re not able to explain that on
. (in writing)
4 Now the students are on their . (don’t have anyone to help them)
5 All that hard work and those sleepless nights off. (were worthwhile)
E Watch the video. Complete the sentences with adjectives and adverbs formed from the words in parentheses.
Use the appropriate prefixes and suffixes.
1 Not passing the final exam may decrease their chances of achieving their educational goal.
(challenge)
2 Joel is determined to have one of the most demanding and classes in the school. (engage)
3 , as their final exam approaches, the students are not progressing as much as Joel would
like. (fortunate)
4 They are not where they need to be in terms of writing right now. (definite)
5 Despite the challenges, this is an amazing achievement for Joel and his class. (true)
F PAIR WORK Read the quote. What do the words huddle and warriors mean? Watch the video for context,
and then add the missing words.
“OK. 1 or fail, do not 2 up. Is this clear? … Huddle,

huddle, huddle. I’m really 3
of you. I 4 you guys.
Do amazing and remember: WE ARE WARRIORS!”
G GROUP WORK Look again at Joel’s quote in exercise F. What techniques does he use to motivate his students
before the exam? What else might teachers try to motivate their students? Which techniques do you think are
the most effective?

AFTER YOU WATCH
A PAIR WORK To what extent do you think each of these factors determines academic success? How? Can you
add any more ideas to the list?
career goals classmates emotions and attitudes genes

languages money motivation parents
past experiences personality school facilities teachers
B PAIR WORK Circle your top three most important factors for academic success from exercise A. Then compare
your ideas with your partner.
C What do you think it means to be a good teacher? Complete the sentence with your own ideas.
A good teacher is someone who …
D Read the opinion statements. For each statement, check (✓) whether you strongly agree (SA), agree (A), are not
sure (NS), disagree (D), or strongly disagree (SD). Think of reasons and examples to support your opinions.
SA A NS D SD
1 W
e should value teachers according to the
difference they make in their students’ lives,
not according to exam results.
2 T eachers who work in underprivileged areas
should be paid more than teachers who work in
wealthy districts.
3 U
niversities and colleges should do more to
encourage students from all backgrounds
to apply.
4 E xams are the best way to measure a student’s
abilities.
5 H
igh school students should be put into separate
classes according to their level of ability.
6 A
cademic ability can’t be learned; people are
either born with it or they aren’t.
E GROUP WORK Compare and explain your opinions with your group. Do you think your opinions have been
shaped by your own educational experiences? Explain your answer.

UNIT 8 AN ICONIC SIDE PROJECT
BEFORE YOU WATCH
A PAIR WORK Read the article and answer the questions.
Turning Dreams into Reality!

Many of us have a secret side project that we dream of accomplishing, whether it’s a book we’d love to write,
a band we’d love to form, or a house we’d love to build. Yet too few of us manage to transform our dreams
into action. So how can you become one of the people who do? Here are our top tips:
A Be ambitious. Think big!
B Be realistic. Know how long it’ll take.
C Be determined. Don’t worry about what other people think.
D Be prepared. Make sure you’ll have enough money to complete the project.
E Be resourceful. Find creative solutions to problems.
F Be knowledgeable. Make sure you have all the necessary skills and knowledge.
G Be confident. Believe in yourself!
1 Do you have a side project that you would like to accomplish one day?
2 How useful do you think the advice in the article is?
3 What other tips can you add to the list?
B Match the words and phrases in the box to the definitions.
building permit (n) demolish (v) discard (v) expansive (adj)

construction (n) icon (n) redevelopment (n) scratch your head (v)
1 : an official document allowing you to build something

2 : the work of building something
3 : the improvement of buildings that are in bad condition
4 : covering a large area
5 : a well-known person or item that is seen as a symbol of an idea, a way of life, etc.
6 : throw away; get rid of
7 : look puzzled; show that you don’t understand something
8 : destroy (a building)
C PREDICT PAIR WORK The words in exercise B all relate to an American couple’s interesting side project.
Can you guess what kind of project it is?

WHILE YOU WATCH
A Watch the video. Was your prediction in exercise C on page 29 correct? What do you think about the
Wings’ project?
B PAIR WORK Check (✓) the pieces of advice in the article in exercise B on page 29 that the Wings followed.
C Check (✓) whether the statements are true (T), false (F), or not mentioned (NM) in the video. Correct the false ones.
T F NM
1 The Wings expected the castle to take about ten years to build.
2 They finished the castle in the 1990s.
3 It was difficult to get free building materials in the 1970s.
4 P
ete already had a lot of experience with construction work when he started
building the castle.
5 O
ver time, the Wings’ friends and neighbors changed their minds about the
castle project.
6 Pete and Toni eventually made a lot of money from their project.

D Who expresses each idea in the video? Write T (Toni), P (Pete), V (Vincent), or M (Margaret).
1 The idea for the castle was inspired by the local scenery.
2 We used building materials that other people had thrown away.
3 Only 15 percent of the material used to build the castle was new.
4 Pete seemed to have an instinct for construction work.
5 I thought the project was very strange.
6 Pete became a local celebrity.
E Complete the phrasal verbs with the correct particles and prepositions.
1 Little by little, the castle started to come , thanks to Pete and Toni’s hard work.
2 He’ll start out sometimes, and I’ll think, like, I don’t know what he’s doing now and it’s really weird and I don’t
think this is going to work .
3 He’s at a point now where, you know, he’s proven himself. He won people .
4 But guests should be careful: they just might be inspired to start a side project of their own, which isn’t a bad
thing, as long as it’s something they could look and be proud of in
the end.
F PAIR WORK Match the definitions to the phrasal verbs in exercise E.

1 a phrasal verb that means to think about something that happened in the past
2 a phrasal verb that means to start to look complete

3 an adjective that means strange or bizarre
4 a phrasal verb that means to end in a satisfactory way
5 an adverb phrase that means gradually
6 a phrasal verb that means to convince someone that you’re right

AFTER YOU WATCH
A PAIR WORK Read the quote from the video. Do you think the Wings’ attitude is irresponsible or inspiring?
Why?
“We had no money to do this. We just had lots of ideas and energy, and really,
the thought that we could do it.”
B PAIR WORK Read the statements. What is stopping these people from starting their side projects? Do you
identify with any of these reasons? Do you think they’re valid reasons not to start a project? How might the
people overcome these obstacles?
1 I really want to try yoga, but I’m studying for a degree and don’t
have the energy to start anything new at the moment.
2 I dream of learning to play the guitar, but I’ve got a full-time job and two
young children. I guess I need to accept that isn’t possible right now.
3 I’d love to start a blog, but what if no one reads it? Or worse,
what if people leave critical comments?
4 It’s always been my ambition to run a marathon, but I’m unemployed

at the moment, and gym membership is so expensive.
5 I have an interesting idea for a novel, but I can’t seem to start writing
it. I’m scared that it won’t be as good in reality as it is in my head.
6 I’ve always wanted to learn Italian, but I got terrible grades in French
at school. I just don’t think I have any talent for languages.
C PAIR WORK Role play the situation below. Then switch roles.
Student A
Choose one of the people from exercise B. Explain your problem to your life coach, Student B, giving more
information about your situation and how you feel.
Student B
You are Student A’s life coach. What advice and practical suggestions can you offer?
D GROUP WORK Imagine that you and some classmates have decided to take on a building project together.
Discuss the following points in your group:
• what the building will be used for
• what your building will look like (size, layout, style of architecture,
decoration, etc.)
• where it will be located
• what materials and skills you will need
• what problems you might encounter and how you will solve them
E GROUP WORK Present your plans to the rest of the class. Prepare some questions to ask about other
groups’ projects.

UNIT 9 SERVING UP ADVICE
BEFORE YOU WATCH

A PAIR WORK Look at the picture and answer the questions.
What kinds of problems do you think the businesswoman has?
Who do you think she could be calling? Why?
B Read the text. Match the phrases in bold to the definitions.
Back on the Road to Success

I’ve always been good at cooking, so I decided to operate my own
food truck as soon as I left school. After two failed starts, I found myself in a really financially awkward
situation. So instead of trying again, I made a deliberate decision to invest the money I had left in
a business course. My time at college was a life-changing experience. It only took a year for me to
understand the mistakes I had made and to get me on the right path again. Now things are going well for
me, but I learned the hard way that it’s important to get some basic understanding of how to get your
margin in your industry before you open a business.
1 : something that happens that strongly affects your future

2 : to discover what you need to know through failure or by making mistakes
3 : to make enough profit on a product or service to be successful in business
4 : to cause a set of actions that lead to the correct result or a goal
5 : a time when you have money problems
6 : a planned choice
C Complete the sentences with the expressions in the box.
call in change direction passed away puts it into practice

set him on the path thanks to his dedication turned her life around
1 It was great advice, and I’m sure things will improve as soon as he .
2 I can’t believe how much happier she is now! She’s completely .
3 Sadly, my brother last year after a long illness.
4 The school had to a psychologist for advice on what to do.
5 It was his experiences in the education system that to becoming a politician.
6 She was once an accountant, but she decided to and became an architect.
7 and years of hard work, he is now able to make a profit in the restaurant business.
D PREDICT Look at the picture and read the quote from the video. Make predictions to answer the questions.
“After finding himself in a financially

awkward situation, Pratik has decided
to call in the experts.”
1 Who do you think Pratik is?

2 What kind of experts do you think he’s calling in?
3 What do you think Pratik wants the experts to do?

WHILE YOU WATCH

A Watch the video. Were your predictions in exercise D on page 33 correct?
B Check (✓) the sentences that are true. Correct the false ones.
1 Pratik has always been in the restaurant business.
2 Business used to be good at Pratik’s restaurant.
3 Alex and Oliver are running Pratik’s restaurant for him.
4 The price of Pratik’s lamb dish was too expensive.
5 The chef has written a new menu.
6 The changes at the restaurant seem to have been a success.
C Answer the questions about the video.

1 When did Pratik decide to open a restaurant?
2 How soon did the business start to have problems?
3 Why is Alex and Oliver’s advice important for Pratik and his family?
4 What are two aspects of the business Pratik needed to change?
5 How did Pratik feel before opening the restaurant for a busy night?
6 What positive feedback did the head chef get from the experts?
D Complete excerpt from the video. Then choose the meaning of each phrase.
“We had a really good, sort of, two- or three-month period where I thought, do you know,
we’re 1 , we’ll be fine.
And then 2 .”
1 The business was financially secure. 2 Customers suddenly stopped coming.
The business had no chance of success. The restaurant had customers but no money.
E Watch the video. Who says each thing? Check (✓) the correct people.
Pratik Master The head chef Oliver Peyton Alex Polizzi

1 We’ll start a restaurant!
2 Business has been, er, poor to awful.
3 The scary thing for me was the lamb.
4 This menu, I haven’t seen yet.
5 We want tonight to go fantastic.
6 I have to admit, I’m pleased.

F Match what the speakers said (1–6) to the reason they said it (a–f).
1 We’ll start a restaurant! a asking his opinion.
2 Business has been, er, poor to awful. b explaining why he called in the experts
3 The scary thing for me was the lamb. c recalling conversations with his mother
4 To be honest, this menu, I haven’t seen yet. d discussing Pratik’s progress
5 We want tonight to go fantastic. e feeling surprised the dish was so cheap
6 I have to admit, I’m pleased. f explaining why he was nervous
G Complete each sentence with a word from the video.

1 Pratik Master made the deliberate decision to change and open his own restaurant.
2 “Five years ago my mom away and we’d always said we’ll start a restaurant.”
3 Alex Polizzi is a hotel , checking rooms’ quality and cleanliness.
4 Alex and Oliver need to help the restaurant around.
5 “You should be selling this dish at around 34, 35 pounds, something in that variety to be getting your
.”
6 After lots of hard work putting the new ideas into , the first evening is a success.
7 Thanks to some good advice and his own , the restaurant is back on the right path.
H PAIR WORK Number (1–5) the events from Pratik’s life in the order they happened to him.
finding himself in a financially awkward situation back on the right path
learn things the hard way deliberate decision
life-changing experience

AFTER YOU WATCH

A PAIR WORK Complete the sentences with the correct forms of the verbs in parentheses. Do you agree with
the ideas?
1 If Pratik’s mother hadn’t (pass) away, he wouldn’t (start) the restaurant.
2 If Pratik had (learn) about the restaurant business before he opened, he wouldn’t
(need) the experts.
3 If Pratik had (price) his menu correctly in the first place, he could
(make) a sensible margin.
4 If Pratik hadn’t (volunteer) to be on the show, he would (have to) shut
the restaurant down.
5 If Oliver Peyton hadn’t (tell) the chef about the new menu, nobody would have
(do) it and the evening would have (be) a disaster.
B PAIR WORK Discuss the questions.

1 Why do you think Pratik started a business at the time he did?
2 What other kinds of changes do you think the experts recommended?
3 What’s your opinion of Pratik as a business owner?
4 What do you think could help Pratik’s business succeed in the long term?
C GROUP WORK Look at the pictures and read the captions. What could cause problems for businesses like these?
1 2 3
a food truck with no customers a salesperson selling a health food a web start-up marketing international
or drink product with no sales food recipe boxes with no profit
D PAIR WORK Role play the following situation. Choose one of the small businesses in exercise C.
Student A Student B
You are a small business owner. You are very worried You are an expert business consultant. You need
about your failing business. You are going to consult to help Student A with their struggling business,
an expert, Student B, about your business problems. reassure them, and tell them how to improve
You need to tell the story of your business. the situation.
How long have you been open? What advice can you give the business owner?
What exactly do you sell? Useful language:
What silly mistakes do you think you’ve made? You’re not the only one who’s done that.
What bad luck do you think you’ve had? We all make mistakes.
Useful language: That’s the way it goes.
If only I’d / I hadn’t … It’s not that bad.
I wish I’d / I hadn’t … It could have been worse.

UNIT 10 DIGITAL IMPACT
BEFORE YOU WATCH

A PAIR WORK Look at the pictures and answer the questions. Why do you think each person is taking a selfie?
In what other situations do people often take selfies? What kinds of selfies do you take? Who do you share
them with?
B PAIR WORK Read the text. Match the expressions in bold to their definitions.
How to Become a Social Media Influencer

You don’t need to be a glamorous model or a business guru to become a social media influencer. Many
influencers are ordinary people who have used social media to their advantage and engaged an audience
of followers. You too can build an online presence. Start by tweeting and blogging about topics that interest
you —and posting selfies and videos. You need to create a personal vibe to separate yourself from the pack.
This kind of self-promotion helps to build a positive image so that others will strive to be like you. Success
won’t happen overnight though. When you have enough followers, you can leverage your online presence
to earn a living. When you build your personal brand, companies will pay you to promote their products!
1 : to use something you have, such as influence, to achieve something new or better
2 : the act of advertising your own person
3 : a quality that makes people notice or admire you, even when you are not speaking
4 : the way that people think you are
5 : to interest someone in something and keep them thinking about it
6 : to use an online presence to help you succeed
7 : (informal) the mood or character of something
8 : suddenly and unexpectedly
C PAIR WORK Read the text again and discuss the meaning of these phrases. Do you try to do any of these things?
How exactly?
1 build a positive image
2 separate yourself from the pack
3 leverage your online presence
4 build your personal brand
D PREDICT PAIR WORK What does it mean to leave a trail? What do you think a digital trail is? Predict how
these will be described in the video.

WHILE YOU WATCH

A Was your prediction in exercise D on page 37 correct?
B Number the ideas (1–6) in the order they happen in the video.
Selfies are a way for people to show they are special.
It’s important to manage your digital trail.
Selfies are a useful tool for celebrities.
A good online profile can help you get a job.
Your digital trail can affect your daily life.
Students should be aware of their digital trail.
C Complete the sentences with words or phrases from the video.

1 Selfies are powerful tools that can help an individual become more .
2 Like celebrities, people who post selfies want to show how their lives are.
3 An online presence isn’t just about and fame.
4 College decide who will study at their institution.
5 College applicants can also use social media to their .
6 Social media and are also a factor when it comes to employment.
7 LinkedIn has become such a powerful tool that even well-known celebrities use it to build their
.
D Answer the questions about the video.

1 Why is it important to manage your digital trail?
2 What is a benefit of sharing information on social media?
3 Why do people want to appear glamorous online?
4 What are college admissions officers doing more these days?
5 What do students need to be aware of about their digital trail?
6 What does LinkedIn allow jobseekers to do?
7 What should you do before you post something

online?

E Match the people with the opinions they express in the video.
1 Alyssa Lipsky 2 Murray Weissman
3 Martha Blevins Allman 4 Meghan Stauts
a thinks social media profiles give her/him information that college applications don’t
b recommends that college applicants use social media to show their interest in colleges
c believes people who take selfies want to show they are different from everybody else
d believes selfies can help unknown people become famous
F Complete the quotes from the video. Use expressions in the box.
fill in interact set up wield
1 “Selfies power.”
2 “They want to what separates me from the rest of the pack.”
3 “Using social media gives admissions officers just another tool to the blanks.”
4 “ with that college that you want to go to on Instagram.”
G Check (✓) the best summary of the ideas in the video.

1 If you don’t manage your digital trail, it can cause serious harm to your future.
2 Managing your digital trail allows you to control the way other people see you, and this is increasingly
important to your future.
3 Selfies can improve your reputation as well as damage it, so make sure you manage your digital trail!

AFTER YOU WATCH

A PAIR WORK Read the quotes from the video. How do you feel about each use of online profiles? Why?
1 People who post selfies: “They want to set up what separates me from the rest of the pack … This is where
I went; this is what I ate; this is where I’m going … and they want to set themselves apart.”
2 College admissions: “Using social media gives colleges just another tool to fill in the blanks, to get a clearer
picture of a student.”
3 College admissions: “Interact with that college that you want to go to on Instagram. Comment on their pictures.
If you go to visit a college, post a picture of your visit.”
4 A professional online profile: “LinkedIn … helps me really create my vibe. It gives a visual to people: what I’m all
about, what my brand is all about, and what I strive to be.”
B PAIR WORK Some people have two social media profiles on the same platform. Why is this? How would you
expect them to be different? Complete the chart.
Platform Profile 1 Profile 2

LinkedIn
Instagram
Facebook
Twitter
C Complete the statements with your own ideas.

1 Having two LinkedIn accounts can allow .
2 Having two Instagram accounts can help .
3 Having two Facebook accounts can prevent .
4 Having two Twitter accounts can enable .

1 If you were a recruiter or an admissions officer and you could not find an individual’s online profiles,
what impression would you get of that person?
2 If you were a recruiter or an admissions officer, what kind of online presence would impress you the most?
Think about applicants for these roles:
• a program manager for an art gallery
• a high school physics teacher
• an MBA student
• an international relations undergraduate
3 What would a recruiter or an admissions officer in an area of work that interests you be looking for in an online
profile? How well does your own profile reflect that?

UNIT 11 DISHONEST AND
DANGEROUS
BEFORE YOU WATCH
A PAIR WORK Look at the pictures. Discuss the questions. What brands do you trust to be good quality for each
type of product? Why? Which sellers would you trust to buy these products from?
motor vehicles digital technology formal wear
perfumes and cosmetics medication and food supplements sporting goods
B Circle the correct definition for each expression in bold.

1 Counterfeiting comes at a high price for criminals who are caught.
a is very expensive b causes unwelcome consequences
2 If you have an appetite for a bargain, online marketplaces are a great place to buy products.
a want to get a good deal b want to buy the latest things
3 Counterfeiters know what they do is illegal, but they keep making fake products regardless.
a by mistake b despite what they know
4 I thought my new cell phone was the real deal, but it was a fake!
a a genuine product b the cheapest product
5 Authorities want to know about anyone selling dangerous products.
a shops and other businesses b the police or government officials
6 When I exercised vigorously, my $200 shoes fell apart. I want my money back!
a slowly and carefully b hard and fast
C Complete the sentences with the correct words in the box.
choking electrocuted hazard lead overheat
1 Leaving things on the stairs is a – someone could get injured.

2 The ingredients arsenic and , which we now know to be poisonous, were commonly
used in household paints.
3 Electrical devices are designed to stop working if they .
4 You need to be careful when you use electrical devices near water – you might get .
5 You can’t give a toy with small parts to a baby – there’s a risk of .

UNIT 11 DISHONEST AND DANGEROUS
WHILE YOU WATCH

A Put the topics in the order (1–5) they are mentioned in the video.
a examples of modern security measures
b the reason people buy counterfeit goods
c the danger of counterfeit goods
d the advantage of knowing how to identify fakes
e the difficulty of identifying counterfeit goods
B Circle the correct words to complete the sentences from the video.
1 They’re part of a(n) large / illegal multibillion-dollar industry.
2 Counterfeit children’s toys can be risky / deadly.
3 It’s impossible / hard to believe people are willing to risk their health just to save money.
4 Until they can easily identify whether those goods are genuine / real or not, it will be very difficult for them to
make that choice.
5 If counterfeiting is going to be stopped, it will need to be done using simple / sophisticated security.
6 Consumers who know what to look for can avoid wasting their money on a cheap / fake product.
C Answer the questions. Circle all the correct answers based on the video.
1 Who do counterfeit goods come at a high price for?
a the authorities b well-known brands c the consumer
2 What are some dangers of counterfeit children’s toys?
a choking b being electrocuted c being burned
3 What’s the most poisonous ingredient found in counterfeit cosmetics?
a arsenic b lead c cyanide
4 Who finds it difficult to spot a fake?
a consumers b authorities c store owners

D Look at the pictures. Complete the summaries that describe what they show. Use all the words from each box.
fitted risks imperfectly inferior legal crucial
Airbags are a 1 part of car safety. It is a 2 requirement for all new cars
to be 3 with both driver and passenger airbags. An 4 airbag, or one
that has been fitted 5 , has very serious safety 6 .
date disappear graphic heat ink reappear
Super Bowl tickets have two sophisticated kinds of security. On the front, there is a laser-cut 7
which you can see through – it’s not printed on. Then, on the back, there is a(n) 8 in
thermochromic 9 . If you apply 10 it will 11 .
Then it will 12 as it cools off.
E Answer the questions. Use ideas and examples from the video.
1 How do counterfeit goods “come at a high price” for the consumer?
2 Which consumers buy counterfeit goods when they know they are counterfeit?
3 In what way does “knowledge equal power” for Super Bowl ticketholders?

AFTER YOU WATCH

A PAIR WORK Discuss the questions with a partner.
1 Who do you think buys and installs fake camshaft tensioners, airbags, and other car parts?
2 Do you think that counterfeiters will start to use the same technology as the genuine manufacturers of
Super Bowl tickets? Why or why not?
3 How do counterfeit goods come at a high price for well-known brands?
4 How does the consumer’s appetite for a bargain affect counterfeiters and the authorities?
B PAIR WORK Discuss with a partner the consequences consumers could face if they bought counterfeit
versions of these products.
designer earrings perfume or aftershave
a designer wedding dress a hairdryer
a pair of brand-name sneakers an electric razor
a music festival or sports ticket a video game
C PAIR WORK How could a consumer tell the difference between a real and a counterfeit version of each
product in exercise A before buying them (1) in person and (2) online?
D GROUP WORK Role play the situation. Use the expressions below in your conversation.
Student A Student B Student C

You are a customer at an You are Student A’s best friend. You are a vendor. You are
outdoor market. You see Your friend thinks they see selling genuine/counterfeit
a wonderful bargain – a wonderful bargain at an products of a well-known
your favorite brand of outdoor market, but you think brand very cheaply. Try to
at less the product is counterfeit. convince your customers
than half the normal price. Try to stop your friend from (Students A and B) that the
Try to buy the product. buying the product. products are genuine.
• I’m absolutely positive (that) … • Tell me another one.

• Yeah, right! • Believe it or not, …

UNIT 12 A BRIGHTER DAY
BEFORE YOU WATCH

A Read the text. Answer the questions about the words in bold.
Community Spirit
Disasters often bring out the best in our communities.
When word spreads of a horrific tragedy, it’s not long
before members of the public arrive to offer shelter,
set up soup kitchens, and try to help people in
distress. The level of community spirit we see at these
times is phenomenal, especially in contrast to the
daily experience of many people. In a world where a
close relationship with a colleague is more likely than
one with a neighbor, vulnerable individuals can feel
they don’t belong. Asylum seekers, seniors, and the
homeless often have to rely on public services and
volunteers just to survive.
We need to see that community spirit now. With upcoming cutbacks to funding of services, we need more
outstanding individuals to get involved with their communities and help raise the spirits of those in need.
If you’re considering volunteering, it can be a great way to take your mind off your problems and have the
real reward of making somebody else’s day.
1 What happens when word spreads?

2 What is provided at a soup kitchen?
3 What is a synonym for phenomenal?
4 What words do you associate with feeling like you don’t belong?
5 What is another word commonly used to describe asylum seekers?
6 If a change is upcoming, when will it happen?
7 How does someone’s mood change when you raise their spirits?
8 Does outstanding mean special or helpful?
9 If you take your mind off something, does it make you more or less worried?
10 If you make someone’s day, how do they feel?
B PAIR WORK Do you think the text in exercise A is true about the community you live in? What is similar? What
is different?
C PAIR WORK What do you think are some challenges these four groups face?
• asylum seekers • children in hospitals • the elderly • the homeless
D PREDICT Look at the list below. The video depicts each thing being used to help one of the groups in
exercise C. Match to make a prediction.
1 Nutritious meals:
2 Tutus:
3 Free bicycles:
4 Outings:

WHILE YOU WATCH

A Watch the video. Were your predictions in exercise D on page 45 correct? Who does each project help?
1 Salvation Army Community Center: 3 The Bike Project:
2 Tutu Tuesday: 4 Cycling Without Age:
B Read the excerpts. Complete the sentences with words used in the video.
1 Sometimes, it really doesn’t take much to someone else’s day.
2 Jeff Ansorge is the at a Salvation Army Community Center, which
provides support to homeless people and others who can’t always afford a healthy meal.
3 Meanwhile, a hospital in Florida people’s in another way.
4 It all started when a hospital employee wanted to a young patient’s
her upcoming operation.
5 In Europe, a few imaginative people are using bicycles to .
6 In Copenhagen, Denmark, another group is also using bicycles to .
C Answer the questions about the video.

1 How are Jeff Ansorge’s meals special? 3 When did Jem Stein start the Bike Project?
a They have more nutritional value. a when he had a spare bike to give away
b There are vegetarian options. b w
hen his bike broke and he couldn’t
c They are cheap to buy. travel anywhere
2 How did others get involved in Tutu Tuesday? c w
hen he noticed the difference a bike made
to a refugee
a T he patients asked the staff members to
wear tutus. 4 What is the difference between Cycling Without
Age’s outings and typical outings for seniors?
b The staff members brought in a lot of tutus.
a The seniors can decide where they go.
c People in the hospital talked about it.
b The seniors can be involved with local people.
c T he seniors can enjoy the company of
other seniors.

D Complete the excerpt from the video with the words in the box.
back cut grains kitchen nutritional

phenomenal proteins sent soup value
“What I try and bring is 1 2

. You know, making sure that they’re getting
their vegetables and the fruits and their 3 and appropriate 4 and trying to
5 6
the fats and the sugars through desserts, I cut those out.”
“It is not your old-fashioned 7 8
where you get a bowl of soup and a piece
of bread and 9
on your way. He makes 10 meals that you would pay quite
a bit of money to go to a restaurant and have.”
E Read the quotes from the video. What is each person talking about? Match the answers.
1 “On a scale of one to ten, I give him an eight-and-a-half!” a the feeling of owning a bicycle
2 “She was so nervous, and she was scared.” b the meals at the community center
3 “It’s definitely not what you expected to see.” c the tutus in the hospital
4 “It makes you feel you are alive.” d the benefits of Cycling Without Age
5 “Feeling that you belong is so important.” e the patient that Tutu Tuesday began with
F Take notes on how people describe the response to three of the projects from the video.
Tutu Tuesday:
The Bike Project:
Cycling Without Age:

AFTER YOU WATCH

A PAIR WORK Discuss the questions with a partner.
1 Which of the projects in the video would be helpful to the greatest number of people in your community?
2 How could you adapt the ideas in these projects to help a slightly different group of people?
• Jeff Ansorge’s nutritious meals • housebound elderly people
• Tutu Tuesdays • adult patients
• The Bike Project • refugees living in rural communities
• Cycling Without Age • patients who have recently left the hospital
B GROUP WORK Look at the community projects. Choose one or your own idea. Use the phrases in the box
to explain how the project works.
brighten up capture your imagination do you good

get you down leave a lasting impression on make your day
put your mind at rest raise your spirits stress you out
The Community Fridge Reading Together Wear Me Out Cut Out for Success
Gives low-income families Enables parents with

Gives underprivileged teens Helps homeless people
access to fresh food for literacy issues to learn to
clothing choices look their best
their family read with their children
C PAIR WORK Role play a conversation with another student about your project.
Student A Student B
You want to spread the word about your You’re a journalist. You’ll be writing a news
community project so that more people will get article to help promote Student A’s project.
involved. Use your ideas in exercise B to explain But you need to be sure it’s a safe program.
to a journalist, Student B, how your project will Ask questions and get all the details about
brighten people’s days. You’re very optimistic the project you can.
that it’s a great program. Useful language:
Useful language: There’s no guarantee (that) …
I’m certain/confident that … You can’t say for certain (that) …
Our ultimate goal is to …
There’s no harm in trying.
I’m determined to …

MEET OUR EXPERT SPEAKERS
Our expert speakers are highly proficient non-native speakers of English living and
working in the New York City area.
Scan the QR codes below to listen to their stories.
Wendy Sanchez- Bojan Andric

Vaynshteyn from Serbia
from Bolivia Interpreter
Data scientist
Carolina Hakopian Jacqueline

from Brazil Castañeda Nuñez
Dentist from Mexico
Urbanist
Lucia D’Anna Odil Odilov

from Italy from Tajikistan
Lead promotion Finance assistant
specialist
EVOLVE 5 Photocopiable © Cambridge University Press 2020 Expert Speakers 49

UNIT 1 OPENER A STEP FORWARD
Meet Jacqueline WHAT DO YOU THINK?

Occupation: Urbanist
Are inventions always good
Country of origin: Mexico for humanity?
WHILE YOU WATCH

A Circle the correct answers to complete the sentences.
1 According to Jacqueline, the has had a 3 Jacqueline believes that have had a
positive effect on people. negative impact on society.
a automobile a automobiles
b bicycle b computers
c computer c weapons
2 In her opinion, this invention 4 The reasons she gives include
a helps people get around more quickly. a they can ruin lives.
b helps people communicate better. b people don’t always use them correctly.
c is inexpensive. c people can be injured by them.
B Circle the word in each pair that Jacqueline uses to talk about positive and negative effects.
1 beneficial / useful
2 to assist / to help
3 environmentally friendly / sustainable
4 incorrect / wrong
5 to injure / to hurt
6 to destroy / to damage
AFTER YOU WATCH

A What do you think about Jacqueline’s answers? Do you agree with her opinions? Why or why not?
B PAIR WORK The list below is the top ten inventions that have changed the world, according to Carla Hayden,
Librarian of Congress in the U.S. Do you agree with the list? What do you think is missing? How have these
inventions had a positive (or negative) effect on people? Discuss with a partner.
printing press automobile
light bulb clock
airplane telephone
personal computer refrigeration
vaccines camera
C What inventions from the past 15 to 20 years have changed the way you live or work? How?
50 Expert Speakers Photocopiable © Cambridge University Press 2020 EVOLVE 5 UNIT 1 Opener
UNIT 1 MEMORY LANE
More about Jacqueline WHAT DO YOU THINK?

Likes: Music videos
Is nostalgia a positive or a
negative feeling?
WHILE YOU WATCH
A Check (✓) the sentences that are true. Correct the false ones.
1 Jacqueline feels nostalgic about her childhood because she had fewer responsibilities then.
2 The downsides of being an adult include having to pay monthly expenses.
3 While growing up, Jacqueline enjoyed watching movies and musicals on TV.
4 She used to spend hours watching TV in the morning before school.
5 As a 15-year-old, she especially liked watching music videos by popular musicians.
B Answer the questions based on the information in the video.

1 What object from her childhood does Jacqueline miss?
2 What did she find “really cool” about that object at the time?
3 What do people use now instead of that object?
4 What were the advantages of the object that she misses?
5 What are the disadvantages of the objects that have replaced it?
AFTER YOU WATCH
A Do you feel nostalgic for your childhood? What was better back then? How is your life better now?
B If you traveled back in time to relive one week of your childhood, what week would you choose and why?
What would you experience during that week? Would you be tempted to do anything differently?
C PAIR WORK Compare what you used to do for entertainment as a child to what you do now. Are the
differences due to changes in technology, changes in your tastes, or both? Explain.
I used to … Back then I would …

I never used to …
Now I often … Nowadays I’m always …

I tend to …
EVOLVE 5 Unit 1 Photocopiable © Cambridge University Press 2020 Expert Speakers 51

UNIT 2 OPENER NATURAL LIMITS
Meet Odil WHAT DO YOU THINK?

Occupation: Finance assistant
Can a big-city person have a relationship
Country of origin: Tajikistan to nature and wildlife?
WHILE YOU WATCH
A Circle the correct answers to complete the sentences.

1 Odil likes spending time in nature because 3 When he lived in London, he found it to see
a he likes to go hunting. foxes living so closely to people in the city.
b he finds the city too noisy. a frightening
c it is so different than being in the city. b surprising
2 According to Odil, cutting down forests and c unsurprising
have a negative effect on wild animals. 4 For him, seeing foxes in the city showed that
a using the land for farming a wild animals and humans can still live together.
b constructing new buildings b hunters have forced wild animals from their
c building highways natural habitat.
c wild animals have benefited from the
destruction of their habitat.

1 What three benefits of human activity in nature does Odil mention? Connect the verbs and noun phrases for
the answers.
a doing new places
b discovering our understanding of science
c improving new research
2 In his opinion, what are the drawbacks of human activity with respect to nature?
3 Why does he think doing things that negatively affect wildlife and the natural world is sometimes justified?
AFTER YOU WATCH
A Have you ever had a close encounter with a wild animal? Where was it, what happened, and how did it make
you feel?
B PAIR WORK Most scientists agree that human beings have made a major impact on the planet. With a partner,
brainstorm a list of the ways humans have affected normal earth processes over the past 100–200 years.
C Should human needs and interests be put before those of wildlife? Imagine that there are plans where you live
to build a housing development for people with low income on land that is currently used as a wildlife refuge.
Would you be for or against the project? Why?
UNIT 2 DEEP OCEAN OR
DEEP SPACE?
More about Odil WHAT DO YOU THINK?

Interesting fact: Lived in London
What is the difference between
research and exploration?
WHILE YOU WATCH

1 Odil believes that ocean exploration is very important.
2 Two-thirds of the planet consists of oceans and there is still a lot we haven’t explored yet.
3 He feels it is less important to explore space because we already know so much about it.
4 According to Odil, people tend to explore places that are easy to get to.
5 Places that are hard to get to are more dangerous and riskier to explore.
B According to Odil, what are the top three areas for research and exploration that can help the planet?
Check (✓) the areas he mentions.
oceans Antarctica Africa
deserts medicine microenvironments
biology space rain forests
AFTER YOU WATCH

A PAIR WORK What are the most extreme places you have been? Compare with a partner. Are your experiences
similar? Say why you went there and what you learned.
The highest mountain I have climbed was …
The coldest place I have ever been was in …
The most desolate place I have seen was …
B GROUP WORK Do you agree with Odil’s opinion about the three most important areas of research and
exploration that would help the planet? Explain.
C PAIR WORK Imagine a committee has to decide on a single research or exploration project that will get
funding for the next ten years. Come up with a project to present to the committee. Be specific about the
scope of the project and the results you hope it will achieve. Prepare a 30-second pitch for the class.

UNIT 3 OPENER THE WAY I AM
Meet Wendy WHAT DO YOU THINK?

Occupation: Data scientist
What do our feelings say about our
Country of origin: Bolivia personality or character?
WHILE YOU WATCH

A Circle the four words Wendy uses to describe riding on a roller coaster.
anxious drop exhilarating fall fear fly risk scary speed thrill
B Circle the correct answers to complete the sentences.

1 Wendy feels that extreme situations 3 At the beginning of the marathon, Wendy felt
a help people understand their own character. a tired.
b show people’s true nature. b unwell.
c give people the chance to express themselves. c excited.
2 The best situations for revealing one’s character 4 During the race, she realized she was
are those that require a going too slowly.
a optimism and determination. b stronger than she had thought.
b hard work and patience. c not going to reach the finish line.
c endurance and grit.
C Which words does Wendy use to express the following ideas?

1 courage and determination: g
2 the ability to keep doing something even though it is difficult: e
3 a feeling of responsibility to follow through or complete something difficult: c
4 being able to accept or deal with problems without getting angry or worried: p
AFTER YOU WATCH

A Have you ever done something really challenging like a marathon? If so, what was it like and what did you learn
about yourself in the process? If not, is this something you would like to do? Explain.
B PAIR WORK How do the situations below reveal what people are really like? Can you think of other situations
or life events that might reveal the truth about our personality or character?
assembling furniture
“To find a man’s true character, play golf with him.”

dealing with serious illness
– P. G. Wodehouse, British author
playing a board game
UNIT 3 THINGS AND EMOTIONS
More about Wendy WHAT DO YOU THINK?

Likes: Running marathons
What different feelings do you usually
have in an average day?
WHILE YOU WATCH

A Write the things Wendy mentions in the correct categories.
being with family eating meals with friends getting a massage

getting served the wrong food not knowing what’s going to happen walking her dog
people in the way when she is in a hurry taking her sick child to the ER
Things she loves Things that irritate her
Things that make her feel fabulous Things that make her feel tense
AFTER YOU WATCH

A Are Wendy’s answers to the four questions true for you? How would you fill in the chart above?
B PAIR WORK Think about the previous year of your life. Finish these sentences or write similar sentences of
your own. Compare your answers with a partner.
1 The thing I most loved doing over the past year was .
2 One of the most fabulous things I remember was .
3 Something irritating that happened was .
4 A situation that made me very tense involved a person who .
C The quotes below give advice about dealing with situations that are irritating or frustrating. Do you think they are
good advice? Why or why not? Do you have a similar quote or saying that you think about when you feel tense?
“Don’t sweat the small stuff … and it is all small stuff.”

– Dr. Richard Carlson (best-selling author)
“Don’t worry, be happy.”

– Meher Baba (Indian mystic) and Bobby McFerrin (musician)
“Don’t make a mountain out of a molehill.”

– English idiom

UNIT 4 OPENER COMBINED EFFORT
Meet Lucia WHAT DO YOU THINK?

Occupation: Lead promotion specialist
What makes a good team member?
Country of origin: Italy
WHILE YOU WATCH

1 Lucia works on a small team with six people.
2 The team members all work in the area of marketing.
3 Lucia’s team members are supportive and share the same objectives.
4 Lucia’s team is very good at meeting deadlines.
5 One of the disadvantages of teamwork is that everyone is working on different aspects of a project and it
makes things less efficient.
6 Lucia says it can be a disadvantage if teammates are incompatible and work at different speeds.
B Read the quotes from the video. What do the words in italics mean? Choose the correct answers.
1 “I like that we work through the same common objectives.” a well suited
2 “Sometimes we struggle a little bit with deadlines.” b lined up together
3 “We have to keep in mind different time zones to organize c have a hard time with
meetings and to collaborate with these people.” d shared goals
4 “Sometimes … other team members are not compatible.” e work together
5 “A project can be stuck because different timings are not in sync.”
AFTER YOU WATCH

A Think of a time you worked on a team. What was the experience like? Did you work effectively with the other
members? What challenges did you face?
B What do you think Lucia is like to work with? Would you like to have someone like her on your team? Explain.
C GROUP WORK Teams count on the different roles and skills of individuals to work effectively. If your group
had to work as a team, how would you contribute to the team’s success? Discuss with your classmates.
UNIT 4 IT TAKES A TEAM
More about Lucia WHAT DO YOU THINK?

Personality: Good listener and someone
What makes someone a good
who can keep a secret
decision-maker?
WHILE YOU WATCH

A Circle the correct words or phrases to complete the sentences.
1 Lucia’s role on her team involves promoting events and also helping authors with advertising / logistics.
2 She gets support from two team members who help with presentation / administrative tasks.
3 She once had to organize a business trip to Europe / Asia for a group of eight / ten people.
4 Booking the flights was complicated because people were traveling to different cities abroad /
from different states in the U.S.
5 A red-eye is an overnight flight where people have very little / a lot of time to catch up on sleep.
6 Lucia received positive / negative feedback from her boss about her work, and it made her feel helpful / nervous.
7 Her friends and family / coworkers appreciate that she listens well and always / never tells their secrets.

1 What emotions did Lucia experience while and after organizing the trip? What caused those feelings?
2 What do you think Lucia learned from her experience as a decision-maker?
3 How is Lucia known in her family? How is she different from the rest her family?
AFTER YOU WATCH

A How would you have handled organizing the trip Lucia describes? What would you have done well? What would
have been the most challenging part for you?
B Do you have a system for organizing tasks and keeping schedules? How important to you are tools such as
to-do lists, calendars, spreadsheets, and collaboration software?
C PAIR WORK In some situations it is better to make decisions on your own, but other times it might be better to
involve the people affected by your decisions. What are the advantages and disadvantages of each approach?
Brainstorm ideas with a partner.
The advantage of making decisions on your own is (that) …
A potential problem with involving other people is (that) …
The upside/downside is (that) …
Another plus/potential problem is (that) …

UNIT 5 OPENER THE HUMAN FACTOR
Meet Carolina WHAT DO YOU THINK?

Occupation: Dentist
What makes a machine or device
Country of origin: Brazil “intelligent”?
WHILE YOU WATCH

A Circle the correct answer based on the information in the video.
1 Carolina mentions using an intelligent
a refrigerator. b vacuum cleaner. c microwave oven.
2 She is really looking forward to using
a driverless cars. b 3D printers. c drones.
3 According to Carolina, robots are better than humans at
a making decisions. b doing tasks that need to be repeated. c teaching.
4 She implies that humans are better than robots at doing tasks that require
a precision. b accuracy. c creativity.
B In Carolina’s profession of dentistry, which of the tasks below would she say only humans can do?
Check (✓) the boxes.
a Analyze the results of a patient’s medical examination.
b Consider a patient’s emotional state.
c Decide on the proper treatment.
d Analyze X-rays.
e List possible diagnoses.
f Take the patient’s entire situation into consideration.

1 How will driverless cars change our lives?
2 Who will they benefit?
3 What tasks or skills require what Carolina calls the “human component”?
4 What factors need to be taken into consideration when making diagnoses?
AFTER YOU WATCH

A Would you rather be diagnosed by an intelligent machine or a human being? Why?
B Have you ever used intelligent machines or smart devices? If so, how have they made your life easier? Is there
anything that they don’t do as well as you?
C PAIR WORK What new intelligent appliance or machine would you like to see on the market? How would it
change the way you work or live your life? Work with a partner to write a description.
UNIT 5 IMITATING REALITY
More about Carolina WHAT DO YOU THINK?

Interesting fact: Would like a
Will virtual reality be more useful for
driverless car
health professionals or their patients?
WHILE YOU WATCH

A Circle the correct answers to complete the sentences based on the information in the video.
1 Carolina hasn’t tried virtual reality yet 3 These friends said that
a and isn’t sure she wants to. a they think it will soon be very popular.
b but wants to try it one day. b it was somewhat disappointing.
c and wants to do more research about it. c they enjoyed it a lot.
2 She has a lot of friends who
a use VR regularly in their jobs.
b have tried it.
c have it on their bucket lists.
B What words did Carolina use? Circle the correct options.

1 Using VR is on Carolina’s to-do list / bucket list.
2 She thinks VR can make the patient’s experience more comfortable / convenient.
3 She thinks it would be amazing / surprising if VR could be used to help reduce stress.
4 For training purposes, using VR to practice doing surgeries would involve less risk / pain.
AFTER YOU WATCH

A PAIR WORK How do you feel about going to the dentist? Do you think VR goggles could help improve your
experience there? How? Discuss your answers with a partner.
Whenever I go to the dentist, I …
If VR is available next time I go to the dentist, I’ll …
As long as …
I think it might help but only if …
B PAIR WORK Do you think virtual training can ever be as effective as practicing on real patients?
With a partner, brainstorm advantages and disadvantages of each approach.

UNIT 6 OPENER EXPECT THE
UNEXPECTED
Meet Bojan WHAT DO YOU THINK?

Occupation: Interpreter
Is it possible to prepare for
Country of origin: Serbia the unexpected?
WHILE YOU WATCH

A Circle the correct options to complete the sentences based on the information in the video.
1 Bojan travels a lot and likes to plan ahead / enjoys dealing with the unexpected.
2 He relies on a planner / time slots to keep to his plan.
3 Bojan talks about saying something unexpected / getting an unexpected reaction while speaking Dutch.
4 When he lived in the Netherlands, he hadn’t yet learned to speak Dutch well / quickly became fluent in Dutch.
5 He couldn’t find an item he needed in a drugstore / bookstore, so he asked the sales clerk a question.
6 She frowned / smiled when she heard he had trouble expressing himself in her language.
7 The clerk’s mother / mother-in-law couldn’t speak Dutch either despite having lived there longer than Bojan.
B PAIR WORK Can you tell Bojan’s stories in your own words? Put the events of each story in the correct order
(1–7). Then tell the stories in the past.
The airport lounge The store in the Hague

a doesn’t speak to the celebrity a approaches a sales clerk
1 b traveling home to New York b speaks English
c learns who the celebrity is 1 c lives in the Hague
d waits in a lounge in Amsterdam d gets an unexpected response
e is in London on a layover e can’t find an item he wants
f sees a celebrity f goes shopping
g talks to a man from the lounge g tries to speak Dutch
AFTER YOU WATCH

A PAIR WORK Have you or someone you know ever had an unexpected encounter with a celebrity? Describe
what happened. How does the experience compare to what happened to Bojan in the airport lounge?
I was once , when I .
I hadn’t until .
I first , and then I .
While I was ,…
B Do you like surprises, or are you more like Bojan, who thinks that “anything unexpected tends to ruin the plan”?
How prepared are you for the unexpected?
UNIT 6 GOING VIRAL
More about Bojan WHAT DO YOU THINK?

Likes: Traveling
Is fame a good thing or a bad thing?
WHILE YOU WATCH

A Circle the correct answer, or answers, based on the information from the video.
1 If Bojan woke up one morning and saw his 4 He thinks he would enjoy being on the
name in the headlines, he would be game show
a shocked. a if he did well.
b surprised. b even if he did poorly.
c happy. c for a short amount of time.
2 If his name was in the headlines because of 5 He would not like to be famous because he
something negative, he would a doesn’t have the right personality.
a take time to think about what to do. b would have to be careful about what he does.
b contact a lawyer immediately. c prefers his privacy.
c try to reach family members to warn them. 6 He feels celebrities have a harder time nowadays
3 He could imagine appearing on a game show, because of
where he would a the lack of privacy.
a need to have a wide range of knowledge. b the media and paparazzi.
b answer questions. c social media.
c win money.
B Answer the questions in your own words.

1 How often is Bojan online and what does he do there?
2 Why does he think social media has made it harder to be famous?
3 What does he say is a “nightmare”? Why?
C What words does Bojan use to express these ideas?

1 to communicate (with a person): “I would and find a lawyer”
2 understood in the wrong way: “any little thing they do can be ”
3 in a way that other people can see: “what context they’re showing up in”
AFTER YOU WATCH

A Would you want to be famous? Why or why not? If you became famous, what changes would you make to the
way you live?
B Some people are described to be “famous for being famous.” What does that mean? Do you think people who
get their fame on social media fall into this category? Why or why not?
C Does being famous require a certain personality type? Is it a consequence of having certain talents and skills?
Explain your answers.

UNIT 7 OPENER PRIORITIES
Meet Odil WHAT DO YOU THINK?

Occupation: Finance assistant
How do you determine the value of
Country of origin: Tajikistan an object?
WHILE YOU WATCH

1 Odil owns a very expensive painting that was given to him by a friend.
2 A painting was given to Odil when he was visiting the country he grew up in.
3 Odil has always placed a high value on things that cost a lot.
4 As he grew older, things like kindness and charity became more valuable to him.
5 More than anything else, he values things that remind him of his home country.
B Circle the correct answer or answers based on the information in the video.
1 Why is the painting Odil talks about so important to him?
a It has monetary value.
b It has sentimental value because of who gave it to him.
c It reminds him of the place he came from.
2 How have Odil’s views about what is valuable changed since he was younger?
a He used to value acts of kindness, but now he values expensive possessions.
b He used to value expensive things, but now he thinks positive human qualities are more valuable.
c He used to think where you lived and what you drove were important, but now he thinks what you do
and how you act carry more value.
3 How does Odil define “worth”?
a how important something is to him personally
b how important something is to society
c how much money something costs or can be sold for
AFTER YOU WATCH

A PAIR WORK What objects do you own that have sentimental rather than monetary value? Describe them to
a partner. Why do they mean so much to you?
B In 2018, a 72-year-old man with serious health problems saved his 1929 classic car as he escaped from a deadly
wildfire in Paradise, California. He said he didn’t want his “baby” to be destroyed in the fire. If you had to flee
your home very quickly, what would you take with you and why?
UNIT 7 WORTHY HELPERS
More about Odil WHAT DO YOU THINK?

Likes: Visiting friends and family
Is it better to give help or get help?
WHILE YOU WATCH

A Choose the correct options to complete the sentences based on the information in the video.
1 Odil often / sometimes has to assist his coworkers with their work problems.
2 The coworkers come to Odil with personal finance / work-related issues.
3 He enjoys / doesn’t enjoy helping his coworkers and avoids assisting / assists them whenever he can.
B Write whether the statements are true (T), false (F), or not mentioned (NM) in the video. Correct the false ones.
1 Odil recently traveled by boat with his grandmother to his home country.
2 She is disabled and has trouble walking.
3 She usually uses a wheelchair to get around.
4 Odil was worried that his mother would have trouble getting on the plane.
5 The assistant pushed his mother to the gate, and Odil helped her get on the plane.
6 The assistant did a good job and everything went smoothly.
7 Odil was relieved that his mother was able to travel.
8 Odil sent an email to the airline thanking them for their help.
C According to Odil, what qualities does a good helper need to have? Check (✓) the qualities he mentions.
endurance enthusiasm friendliness
interest in people kindness passion
patience positivity strength
AFTER YOU WATCH

A Do you agree with Odil’s assessment of what makes a good helper? If so, why are the qualities he mentions
important for helping people? If you have other opinions, explain what qualities you think make a good helper.
B PAIR WORK It is often said that helping benefits both the people receiving the help and the person giving it.
How do you think people benefit from giving somebody a helping hand?

UNIT 8 OPENER SMALL THINGS
MATTER
Meet Jacqueline WHAT DO YOU THINK?

Occupation: Urbanist
What does the appearance of a workspace
Country of origin: Mexico or home say about a person?
WHILE YOU WATCH

A What personal items are on Jacqueline’s fridge? Why did she choose them? Check (✓) the boxes.
Personal items Why she chose them

pictures of family feel happy
cartoons look pretty
pictures of pets remember
drawings cool
pictures of coworkers useful
magnets from Mexico reminds
pictures of her and her partner beautiful

1 What objects in Jacqueline’s workspace make her feel grounded? Why do you think that is?
2 Why do you think it’s important to Jacqueline to write down her thoughts and feelings?
3 Why does she like to keep pictures on her fridge? How do they make her feel?
4 What does Jacqueline’s choice of pictures tell you about her?
AFTER YOU WATCH

A How do your workspace and fridge compare to Jacqueline’s? What would the appearance of these personal
spaces tell someone about you as a person?
B Read the quote below by American author and podcaster Gretchen Rubin. Is it true for you? Do you think the
appearance of a workspace reflects a person’s state of mind and potential for achievement?
“For most people, an orderly environment helps them feel more energetic, more creative,
and more cheerful. This isn’t true for everyone, but it’s true for most people.”
C PAIR WORK Imagine you are starting a new job and have the chance to design your ideal workspace. What
kind of desk will you have? How will you decorate your workspace? Tell a partner.
First of all, I’ll .

I won’t , but I’m definitely going to .
I might .
UNIT 8 SIDE PROJECTS
More about Jacqueline WHAT DO YOU THINK?

Interesting fact: Works from home
For what reasons do people have
side projects?
WHILE YOU WATCH

A Circle the correct answer, or answers, based on the information in the video.
1 As a side project, Jacqueline does farming
a in a community garden.
b on the roof of her apartment building.
c in her backyard.
2 Working toward a certificate in urban agriculture
a is the reason she decided to start her side project.
b helped her understand what it means to be a farmer.
c was a difficult decision to make.
3 Farming makes her feel
a lucky. b grounded. c calm.
4 She enjoys farming because
a it gives her peace. b she makes extra money. c she likes having contact with plants.
B Combine words from each list to make phrases that Jacqueline uses in the video. Complete the sentences.
empower have nutritious access agriculture food

sow urban people seeds
1 One day Jacqueline decided to on her roof.

2 She then went on to study .
3 She wants people to to healthy and
.
4 She also wants to to produce their own food.
AFTER YOU WATCH

A What do you think of Jacqueline’s side project? Would you do what she does? Why or why not?
B GROUP WORK You are on a small team competing to get financial support for a side project. Choose a
project and list the steps each team member will take to get started. What do you hope to achieve? Prepare a
30-second pitch.
We plan to … We hope to …
We will start by … In two years, we will …
C Pitch your plans to the rest of the class. Then take a class vote on which plan should get funding.

UNIT 9 OPENER THINGS HAPPEN
Meet Carolina WHAT DO YOU THINK?

Occupation: Dentist
Country of origin: Brazil chance and coincidence?
WHILE YOU WATCH

A Answer the questions with the people in the box. Some words are used more than once.
Alexander Carolina Carolina’s cousin Carolina’s family
Who …
a organized a trip? d is a lawyer?
b touched a statue of Juliet? e found a new home?
c made fun of Carolina? f has a beautiful smile?
B Circle the correct answers to complete the sentences.

1 Alexander 3 Carolina
a moved to New York with Carolina. a likes to plan.
b is friends with Carolina’s cousin. b likes to take life as it comes.
c has family in Brazil. c doesn’t believe in chance.
2 Carolina and her family
a stayed overnight in Verona.
b spent a day in Verona.
c traveled from New York to Italy.

1 What does the story about the statue of Juliet say?
2 What amazing thing changed Carolina’s life?
3 Why does Carolina like to leave room for the unexpected?
4 According to Carolina, what three qualities make a person more open to new possibilities?
AFTER YOU WATCH

A PAIR WORK What if Carolina never met Alexander in Verona? Make up a different chance encounter that
changed the course of her life. Then share your story with a partner.
B PAIR WORK Beatles bandmates John Lennon and Paul McCartney met at a Liverpool club. Apple cofounders
Steve Jobs and Steve Wozniak were introduced by a mutual friend. What other chance encounters changed the
course of history?
C Think of and share a chance encounter that changed your life. How would your life be different now without
that encounter?
UNIT 9 WHY DID I DO IT?
More about Carolina WHAT DO YOU THINK?

Likes: Soccer
remembering and regretting?
WHILE YOU WATCH

A Circle the correct words to complete the sentences based on the information in the video.
Carolina …
1 likes watching football / soccer / volleyball.
2 made her husband give away a chair / desk / table.
3 ordered books / groceries / clothing online.
4 took a bus / taxi cab / train back to her apartment.
5 watched a documentary about minimalism / consumerism / globalism.
B Carolina tells a story about seeing the funny side of things. Put the steps in the correct order. Then retell the
story as a paraphrase.
a arrived at new address with groceries
b gave the online service her old address
c ordered groceries online
d laughed about the angry cab driver
1 e moved to a new address
f picked up groceries at the old address
g put groceries in a cab
h was told groceries had been delivered to old address
AFTER YOU WATCH

A PAIR WORK Think of a time that something went wrong, but you were able to laugh about it later. Describe
what happened to a partner.
B What is a life lesson you learned recently? How did it change your actions? Was it a hard lesson to learn?
C Studies show that over the long term, people tend to regret their inactions (things they didn’t do) rather than
their actions. What might you regret not having done in 20 years? What can you do about it now?
I regret not having .
I wish I had .
If I had(n’t) ,…

UNIT 10 OPENER PEOPLE, PROFILES
Meet Lucia WHAT DO YOU THINK?

Occupation: Lead promotion specialist
What do social media profile pictures
Country of origin: Italy tell people about you?
WHILE YOU WATCH

A Circle the correct answers based on the information in the video.
1 Lucia’s profile picture 4 If she posts on Facebook, she wants a picture
a was taken less than a year ago. that shows her
b shows her with her son in her arms. a looking professional.
c shows her baby smiling at the camera. b laughing with her friends.
2 She changes her profile picture c having a good time with her family.
a every week. 5 She wants her profile pictures for LinkedIn to
b often. show that she is
c sometimes. a neat and attractive.
3 When Lucia changes her profile picture b a hard worker who likes to have fun.
on Facebook, she uses c serious and professional.
a amusing images.
b landscapes showing places she’d like to go.
c pictures of her pets.
B What does Lucia say about the ways people change their appearance to make an impression? Choose the
correct option to complete the sentences.
1 In job interviews, people often wear clothing that is casual, but tidy / formal and neat.
2 People dress this way because they want to look friendly / professional.
3 On a date, people pay more attention to how attractive / interesting they look.
4 Women might wear more expensive / sophisticated makeup, for example, and men will make sure they are clean-
shaven / well-dressed.
AFTER YOU WATCH

A PAIR WORK What impression does Lucia’s current Facebook profile picture give about who she is? Would it
be appropriate for her to use the same picture on other social media sites? Explain.
B PAIR WORK Some people use a default profile picture image on social media sites, like the ones below.
What impression does an impersonal picture give to people who view your profile?
C GROUP WORK In some countries, job applicants are expected to put their photo of themselves on their
résumé. Do you think a person’s physical appearance should matter when applying for a job? How could
that affect who gets invited to a job interview?
UNIT 10 YOU, THE CUSTOMER
More about Lucia WHAT DO YOU THINK?

Likes: Sharing funny pictures
Who benefits when companies
collect data from their customers?
WHILE YOU WATCH

A Which sentence best summarizes how Lucia feels about companies collecting their customers’ data?
1 It’s a waste of time for both companies and customers.
2 It’s useful for companies but can be risky for people who share their information.
3 It’s a good idea because it helps both companies and their customers.
B Match the words Lucia uses in the video to the definitions.
audience demographics secure target transparent
1 to focus on or aim at:

2 straightforward and open:
3 data about people in specific geographical areas or groups:
4 safe and protected from misuse:
5 the group of people a marketing company wants to reach:
AFTER YOU WATCH

A Do you agree with Lucia’s positive take on companies collecting data for marketing purposes? How do you
think her job in the field of marketing might influence her views as a customer? Explain your answers.
B PAIR WORK Companies are also known to track actual and potential customers using in-store Wi-Fi or
GPS tracking. What do you think businesses can learn from information gathered this way?
In-store Wi-Fi allows stores to …

GPS tracking enables …
C PAIR WORK What other ways do companies collect data about our shopping habits? How can customers
make sure our data is secure?
If you’re concerned about what companies

know about you, you can …
We can try to protect our data by …

UNIT 11 OPENER REALLY?
Meet Bojan WHAT DO YOU THINK?

Occupation: Interpreter
Do photographs show how people
Country of origin: Serbia really look?
WHILE YOU WATCH

A Correct these false sentences about Bojan’s opinions to make them true.
1 If something seems wrong about a picture online, you can’t tell for sure if it has been altered.
2 In the example about the magazine, editing was done to make the women look slimmer and have better hair.
3 People who want to present themselves in the best light might go too far by going to the gym or applying makeup.
4 When photos are altered in fashion magazines, it is usually the subjects who ask for it.
5 It is important for photos to show you at your best, no matter how much editing you need to do.
6 Fashion magazines present standards of fashion and beauty that are easy for the average person to achieve.

1 Why is it easier to see whether a photo on social media has been edited than one in print?
2 In the example Bojan mentions of a magazine photo, what was the problem with it?
3 Why does Bojan think people sometimes edit their photos?
4 According to Bojan, how do fashion magazines set exaggerated standards for people’s appearance?
AFTER YOU WATCH

A What do you do to present yourself in a good light in pictures on social media? Do you think some photo
editing is acceptable? In what circumstances?
B GROUP WORK The German fashion magazine Brigitte once experimented with featuring ordinary people
instead of models. It started using models again a few years later after receiving complaints from both the
fashion industry and from many readers. What do you think each group complained about? How would you
have reacted, and why?
UNIT 11 INTERNET TALES
More about Bojan WHAT DO YOU THINK?

Interesting fact: Bought his first
Can you remember life before
computer in the 1990s
the internet?
WHILE YOU WATCH

A Circle the correct answer or answers based on the information in the video.
1 What does Bojan do online? 3 Back then, what was the internet mainly used for?
a banking a banking
b plays games b shopping
c shops c getting information
d orders take out d communicating with people
e plays the stock market 4 What advantage did life have back in the early
f communicates with friends days of the internet?
g finds people to date a You didn’t have to leave your home as much.
h watches TV shows or movies b You had more opportunities to talk to people
face to face.
2 What does he say about his first computer?
c You didn’t have to waste time on trivial tasks.
a He got it in 1994.
d You could do lots of different tasks quickly.
b The connection to the internet wasn’t reliable.
c It took a long time to get online.
d You could download a photo in an instant.
B Answer the questions according the information in the video.

1 According to Bojan, what are the advantages and disadvantages of the internet?
2 What does Bojan think influences how we see and react to things, including news stories?
3 What example does he give of the internet being used for harmful purposes? And for good purposes?
AFTER YOU WATCH

A PAIR WORK Imagine you had to live offline (without the internet), for the rest of your life. What would you
miss? What would be better about your life?
B When you read a surprising or disturbing news story online, do you ever check other sources to see how they
portray the same story? Why or why not?
C GROUP WORK Your group has been tasked with finding a way to “fix” the internet. How can you prevent lies
and harmful ideas from being spread? Brainstorm. Prepare to present your plan to the class.

UNIT 12 OPENER GOT WHAT IT TAKES?
Meet Wendy WHAT DO YOU THINK?

Occupation: Data scientist
What is a role model?
Country of origin: Bolivia
WHILE YOU WATCH

A Circle the correct answer or answers to the questions.
1 Which statements about Wendy’s mother are true?
a She was someone Wendy respected and looked up to.
b She was born to a poor family in the United States.
c She was able to make the best of even the most difficult situation.
2 According to Wendy, what can help you be successful in life?
a being very patient
b knowing who you are and what is happening around you
c being honest about what you are striving for
3 What does success look like to her personally?
a having few financial or health concerns
b making her mother happy
c being able to enjoy every day
B Answer the questions.

1 Why does Wendy see her mother as a role model?
2 What does she think helps people make the right decisions to achieve success?
3 How does her personal definition of success involve her family?
AFTER YOU WATCH

A Do you have a role model? If so, which of that person’s qualities do you want to copy? If not, what qualities
would your ideal role model have?
B PAIR WORK How do you define success? Who is someone you consider successful? (It could be yourself.)
What did this person have to do to achieve success?
C “Where there’s a will, there’s a way.” What does this saying mean? Is it always true? Why or why not?
UNIT 12 PRACTICE MAKES PERFECT
More about Wendy WHAT DO YOU THINK?

Interesting face: Her family moved
to the U.S.
talent and skill?
WHILE YOU WATCH

A Check (✓) whether the sentences are true (T), false (F), or not mentioned (NM) in the video. Correct the false ones.
T F NM
1 People become successful thanks to a combination of talent and hard work.
2 If someone has a lot of talent, they don’t need to work hard.
3 People can succeed even if they start off with very little talent.
4 A person’s success also depends on their mentor or coach.
5 Steve Jobs did very well at school, which is why he was so successful.
B What does Wendy think a great sportsperson needs in order to be successful? Check (✓) the qualities she mentions.
be athletic be the best at everything in their sport
be capable of learning from a coach be talented at their sport
enjoy competing with others work hard
work well on a team
C According to Wendy, what do the following people need to be great? Complete the text with words in the box.
classical and modern art community express themselves visually stockholders

team members the world economy world events and laws
Politicians need knowledge of 1 and the ability to communicate with

the 2 they represent. Business people need knowledge of 3 and
the ability to communicate with 4 and 5 . Artists need
talent to 6 and knowledge of 7 .
AFTER YOU WATCH

A PAIR WORK Do you agree with Wendy about what makes a good sportsperson, politician, business person,
or artist? Why or why not?
B Think of something you do very well. How much of your success is due to natural talent and how much to
practice and hard work?
C According to Scottish novelist and poet Sir Walter Scott, “For success, attitude is equally as important as
ability.” Do you agree? Why or why not?

UNIT
1 OUT OF OUR HANDS

Documentary summary
The video explains that at one time craftspeople produced most of our everyday goods. Mass-production changed everything,
though, and brought many benefits to the consumer. Ford Motors assembly lines were an innovation in car manufacturing
that made cars affordable. The identical models they produced highlighted the consumer’s desire for choice. Design for visual
attractiveness became an important aspect of developing mass-produced goods as a result.
Language summary
Grammar Vocabulary Functional language
Present habits Facing challenges Discuss issues and agree strongly
Past habits Describing annoying things
BEFORE YOU WATCH p. 1 Answer

cars and mass-production
A PAIR WORK Introduce the task Ask Ss to look at the
pictures and name the objects they see.
B Introduce the task Read the instructions aloud. Ask
Do the task Ss work with a partner to discuss the volunteers to take turns reading the facts from top to
questions about each pair of objects. bottom. Go over any unfamiliar vocabulary as a class.
Review the task Ask volunteers to share which objects Do the task Point out that the facts are not the exact
they prefer and which they are more likely to buy. sentences used in the video but paraphrases of the main
ideas. Play the video while Ss order the sentences 1–7.
B PAIR WORK Introduce the task Explain that Ss will hear
the words in bold in the video. Review the task Call on volunteers to read the facts in the
order they’re mentioned in the video.
Do the task Ss work in the same pairs to decide which objects
match each idea. Allow them to use a dictionary to look up Answers
unfamiliar words. Tell them to write the picture numbers in 2, 6, 1, 4, 7, 3, 5
the spaces and any other details, e.g., the clock in 3A.
Review the task Ss share their answers with the class. C Introduce the task Ask volunteers to take turns reading
Encourage them to explain their answers. the questions aloud. Tell Ss to write down any answers
that they can remember. Encourage them to use their own
Suggested answers words to paraphrase the ideas.
1 1A, 2A 2 1A, 2A, 3A 3 1B, 2B, 3B 4 3B 5 3A Do the task Play the video again. Ss work individually to
6 1B, 2B 7 2A, 3A (or one of the objects in 1A) answer the questions. Replay the video if necessary.
PREDICT Review answers Ask volunteers to share their answers.

C Introduce the task Read the instructions
aloud. Ask Ss to look back at the word mass-produce in Check answers as a class.
exercise B. Encourage Ss to think of more goods which are Suggested answers
mass-produced.
1 People didn’t mind that products took a long time to
Do the task Ss think about the question and write down make and were not identical.
their prediction. 2 People were happy when mass-production replaced
Review the task Allow Ss to share their predictions with craftsmanship because it made products cheaper.
the class, but do not confirm their answers yet. 3 The assembly lines were bad news for craftspeople
because their skills weren’t needed.
WHILE YOU WATCH pp. 2–3 4 People didn’t like it; they wanted more choice.
5 It has become more and more innovative.
A Introduce the task Read the instructions aloud. Ss watch
the video and see whether their prediction was correct. D Introduce the task Point out that the sentences are all
Do the task / Review the task Ss answer the question as from the video. Ask volunteers to take turns reading the
a class. sentences. Explain that there is one word for each space.
74 Documentary Teaching notes EVOLVE 5 Unit 1

Do the task Ss watch the video again and complete the Suggested answers
sentences with words from the video. 1 Yes. Mass-production made goods cheaper.
Review the task Check answers as a class. Design made goods more attractive.
2 Yes. When Ford mass-produced its cars, consumers
Answers wanted more choice and went to their competitors
1 accepted, time-consuming 2 adapted, welcomed who offered a greater variety of designs.
3 step forward 4 capable of 5 underestimated 3 No. Although the value of craftsmanship is
6 functional attributes mentioned, there is no evidence of its importance.
E Introduce the task Read the instructions aloud.

AFTER YOU WATCH p. 4
Do the task Ss choose the answer that gives the best
meaning for each boldface expression. A PAIR WORK Introduce the task Copy the chart on the
board and model completing it with your own ideas.
Review the task Check answers as a class.
Do the task Ss work individually to complete the chart,
Answers then discuss their answers with a partner. Encourage them
1 b 2 a 3 a 4 a
5 b 6 a to describe products they own or want to buy.
F Introduce the task Read the instructions aloud. Replay
the sections of the video where the two experts talk: Bob B PAIR WORK Introduce the task Read the instructions
Casey, 0:44–1:12; J Mays, 2:52–3:14. aloud. Model describing a specific change using the
operating system of a smartphone as an example. Use
Do the task Ss work use their own words to summarize grammar from the unit to describe the changes and
what the experts mean by the expressions in bold. vocabulary from the unit to describe your feelings.
Review the task Ss compare their ideas with a partner. Do the task Ss work individually to complete the chart,
Write the model summaries from the answer key on the then with a partner to talk about one change in how each
board and tell Ss to compare them to their own summaries. product used to be and how it is now. Encourage them to
use grammar from the unit to describe the changes and
Possible answers
vocabulary to describe their feelings.
1 Deskilling is when the skill of creating a product is
moved from a large number of craftspeople to only a Review the task Ask for volunteers to share their ideas
few people at the top of the company. about each product type with the class.
2 Design was born when manufacturers could work C GROUP WORK Introduce the task Read the
to make their products more attractive to customers instructions and the statement aloud. Put Ss in groups
with color, materials, and shapes. of three or four. For question 2, explain that Ss may have
different opinions about the statement.
G Introduce the task Read the instructions aloud.
Do the task Encourage discussion using the useful
Do the task Challenge Ss to complete the sentence from phrases below the questions. Ask one S in each group to
memory without watching the video. If they need help, take notes of their group’s ideas.
allow them to work with a partner.
Review the task Ask the note-taker for each group to
Review the task Play the video from 3:15 to the end to share the group’s answers. Take a class vote by a show of
check answers. hands whether they agree with the statement or not.
Answers D GROUP WORK Introduce the task Read the
consumers, design, craftsmanship instructions aloud. Put Ss in new groups to discuss the
questions. If short on time, assign each group a question to
PAIR WORK Introduce the task Read the instructions discuss to make sure all five questions are covered.
H
and the questions aloud. Check understanding of evidence Do the task Ss discuss the questions in their groups.
(facts that support opinions). Ask whether the sentence in Circulate, monitor, and offer help as needed.
exercise G is a fact or an opinion (opinion).
Review the task Ask Ss to share the ideas they discussed
Do the task Play the video again. Ss note evidence they in their groups. Encourage other groups to ask questions
hear for each opinion. Alternatively, have them answer the and counter with other ideas. Consider assigning question
questions from memory. 5 as homework in which Ss write an essay response.
Review the task Check answers as a class. Discuss
differences in Ss’ responses.
EVOLVE 5 Unit 1 Documentary Teaching notes 75

UNIT
2 LIFE IN SPACE
Documentary summary
The International Space Station (ISS) is a research center in orbit around Earth. The research at the ISS aims to understand what
happens to the human body in zero-gravity conditions in order to allow humans to go on longer journeys into deeper space.
The documentary follows the journey of one astronaut, Scott Kelly, as he spends a year at the ISS.
Language summary
Comparative structures Space and ocean exploration Exchange information
Superlative structures The natural world
Ungradable adjectives Insider English: a tough cookie
BEFORE YOU WATCH p. 5 Review the task Ss share their answers with the class.
Answers will vary. Accept any logical responses.
A Introduce the task Elicit movies or TV shows Ss have seen
that involve humans living in space. D PREDICT Introduce the task Ask volunteers to take
turns reading the prediction options aloud.
Do the task Use the picture to explain the meaning of the
words orbit, astronaut, and gravity. Do the task / Review the task Ss guess the main idea of
the video. Remind them that they are making a prediction
Review the task Check answers as a class. and shouldn’t worry about getting the answer right.
Answers
WHILE YOU WATCH pp. 6–7
1 orbit (orbiting) 2 gravity
3 Mars
4 humankind
5 astronaut 6 settle A Introduce the task Read the instructions aloud.
Do the task Ss watch the video and see whether their
B PAIR WORK Introduce the task Read the instructions prediction was correct.
aloud. Put Ss in pairs to complete the quiz.
Review the task Check answers as a class. Point out the
Do the task Ss use their general knowledge to do the quiz information that was not mentioned.
together. Tell them it’s OK to guess.
Answer
Review the task Check answers as a class. Be prepared to
explain the answers with true information about space travel. b
Answers B Introduce the task Ss read the sentences individually.

1 True Do the task Play the video. Ss check the information that
2 False. We do not possess the technology to create is mentioned in the video.
gravity in space yet.
3 False. Space hotels are one of the potential uses of Review the task Play the video again to check the
space stations, but none have been developed yet. answers as a class.
4 False. Mars has water and some gravity, but its
Answers
atmosphere could not support human life.
5 False. Probes and remote-controlled robots have 1, 2, 4
been sent to Mars but no people yet.
C Introduce the task Challenge Ss to write their summaries
without watching the video again.
C PAIR WORK Introduce the task Read the instructions
aloud. Ask Ss what they see in the picture. Do the task Ss write their summaries. Play the video again
and allow Ss to revise them.
Do the task Ss answer the questions with a partner. For
question 3, encourage Ss to practice making deductions Review the task Write the model summary from the
using “might” or “probably” and give reasons. answer key on the board. Direct Ss to compare it to their
summary and evaluate if they included the main points.

Possible answer Review the task Check answers as a class.
The main purpose of the research at the ISS is to Answers
understand what happens to the human body in zero-
1 zero gravity 2 flight control center 3 lift off
gravity conditions.
4 on their way 5 perform scientific experiments
6 successfully lands
D Introduce the task Direct Ss to read the sentences and
write as much information as they can remember.
H PAIR WORK Introduce the task Elicit a description of
Do the task Play the video again for Ss to complete the the scene in the first picture, using the phrase in exercise G.
missing information.
Do the task Ss work in pairs and take turns describing the
Review the task Check answers as a class. scenes from the video.
Answers Review the task Elicit descriptions of the pictures from
1 the year 2000 2 scientific experiments volunteers. Ask other Ss to add details when possible.
3 farther into space 4 Mars 5 Russian cosmonauts
6 stressful 7 hero’s welcome 8 deep space AFTER YOU WATCH p. 8
A PAIR WORK Introduce the task Put Ss in pairs to
E PAIR WORK Introduce the task Ask volunteers to take discuss the questions. They should make guesses based on
turns reading the questions aloud. Put Ss in pairs. what they learned about the ISS.
Do the task Ss discuss the questions. Point out that the Do the task Ss discuss the questions in pairs. Encourage
words in italics are used in exercise D. them to think about what they saw in the video and what
Review the task Ss share their answers as a class. they have seen in other films about space travel.
Suggested answers Review the task Ask volunteers to share their answers.
1 Rovers are some kind of machine used to explore the B PAIR WORK Introduce the task Ask Ss to tell you about
surface of Mars. the food they saw in the video. Discuss how it might be
2 Cosmonauts are trained by the Russian Space Agency different from food eaten on Earth.
to work in space. Astronauts are people trained by
Do the task Go through the examples in the chart.
NASA and other agencies to work in space.
Encourage Ss to use comparative structures as they express
3 Traveling from Earth to space is the most dangerous
their own ideas. Check understanding of hygiene (how you
part of the mission. The journey is also physically
keep yourself and other things clean). Ss then work in pairs
stressful.
to complete the chart with notes.
4 A hero’s welcome is an acknowledgment of someone’s
bravery and successful completion of a mission. Review the task Explain that Ss will use these notes in an
interview in exercise C.
F Introduce the task Ss should first attempt to complete
C PAIR WORK Introduce the task Put Ss in pairs and
the activity without watching the video.
assign Student A and Student B roles.
Do the task Ss order the words to complete the
Do the task Ss work together to write interview questions.
sentences.
They role play the interview, then switch roles.
Review the task You may want to cue the video to play
Review the task Choose one or two strong pairs to role
only the sentences at the following times stamps: 1. 0:08;
play their interviews for the class.
2. 0:30; 3. 1:01; 4. 1:04; 5. 1:57; 6. 2:26.
D GROUP WORK Introduce the task Put Ss in groups
Answers of three or four to discuss the questions. If short on time,
1 one of humankind’s greatest achievements assign each group a question to discuss to make sure all
2 enough information about life in zero gravity to allow four questions are covered.
3 one of the hardest things
Do the task Ss discuss the questions in their groups. If
4 My greatest concern
necessary, review the meaning of the phrase “a tough
5 the most important experiment is
cookie” (see page 14 of the Student’s Book).
6 an incredible year; some incredible people
Review the task Ask Ss to share the ideas they discussed
G Introduce the task Read the instructions and ask a in their groups. Encourage other groups to ask questions
volunteer to read the phrases aloud. and counter with other ideas.
Do the task Match picture 1 to the correct phrase
together as a class. Ss then work individually on the rest.

UNIT
3 HOW DIFFERENT ARE WE REALLY?

Documentary summary
Nathan Mikaere-Wallis, a neuroscientist, explores the controversial idea of gender differences between males and females. He
wants to understand whether there are gender differences because of biology or because of our experiences. The researcher
visits with scientists who are studying this idea and discovers some contradictory evidence. He concludes that both biology and
experience play a role in shaping who we are.
Language summary
Relative clauses Describing personality Make and respond to requests
Reduced relative clauses Strong feelings
Present participles
BEFORE YOU WATCH p. 9 D PREDICT PAIR WORK Introduce the task Explain to
Ss that they are to state their own opinion and then make
A PAIR WORK Introduce the task Direct Ss’ attention to a prediction about what the video will say. Put Ss in pairs.
the pictures. Ask whether they think the activities in the Refer them to the chart in exercise C for ideas.
pictures are typical for boys and girls.
Do the task Ss discuss their own opinions about the
Do the task Ss discuss the question in pairs. If partners “nature vs. nurture” debate in pairs. They choose a
have different backgrounds, tell them both to write their prediction individually.
own answers and then compare them.
Review the task Ask for volunteers to share their
Review the task Ask volunteers to share their answers predictions and give reasons. Do not confirm or dismiss
with the class. any of Ss’ ideas at this stage.
B GROUP WORK Introduce the task Read the questions
aloud. Check understanding of controversial (causing WHILE YOU WATCH pp. 10–11
disagreements or arguments). Explain that you will A Introduce the task Play the video.
discuss the questions as a class and reinforce to Ss that
disagreements about controversial topics should be Do the task Ss watch the video and see whether their
respectful. prediction was correct.
Do the task / Review the task Discuss each question as Review the task Check the answer as a class. (You may
a class. Moderate the discussion to make sure all Ss are wish to play the video to confirm the answer; it is given
respectful and participate. around 3:07 after the chimpanzee experiment. “It seems
there are both biological and social reasons for why boys
C Introduce the task Concept check the idea of nature and and girls are different.”)
nurture. Ask Is my eye color because of nature or nurture?
(nature) Is the language I speak because of nature or nurture? Answer
(nurture). c both nature and nurture
Do the task Ss complete the chart. Allow them to use
their dictionaries to check the meaning of phrases. B Introduce the task Direct Ss’ attention to the pictures.
Elicit explanations from them about what is happening in
Review the task Check answers as a class. each image.
Answers Do the task Ss try to remember the video and complete
Nature: your make-up; your biology; differences at birth; the paragraphs with words in the boxes. Then play the
biologically driven; your genes; biologically determined video again for Ss to check and correct their answers.
Nurture: the way you are raised; your upbringing; The section of the video for the first paragraph is 1:40–2:01
treated differently; socially driven; socially determined; and for the second paragraph is 2:24–3:07.
shaped by the experiences we have; limited by other Review the task Check answers as a class.
people’s expectations; interacting; socializing

Answers Answers
1 estimate 2 slope 3 accurate 4 underestimated Nathan Mikaere-Wallis, neuroscientist: 2, 5
5 pushed 6 steeper 7 associated 8 repeated Dr. Annette Henderson, University of Auckland: 3, 4
9 trucks 10 went for 11 stir Bart Ellenbroek, professor of neurology: 1
C Introduce the task Challenge Ss to try to remember from G PAIR WORK Introduce the task Concept check the
the video which sentences are true. difference between opinion and fact stating simple
Do the task Play the video again. Ss correct the false examples of each. Put Ss into pairs to discuss the
statements.
sentences by crossing out the incorrect words and writing
either the correct words or the entire sentence. Do the task Do the first quote together as an example.
Ask Could there be other reasons for the chimpanzees’
Review the task Allow Ss to check answers with a partner.
behavior? Ss continue the activity in their pairs.
Answers Review the task Check answers as a class and continue
1 F – All the members of the public that Nathan Wallis discussions of facts and opinions.
speaks to believe that there are differences between
male and female brains. AFTER YOU WATCH p. 12
2 T
3 F – Parents usually treat baby boys and baby girls A PAIR WORK Introduce the task Ask volunteers to
differently. take turns reading the questions aloud. Put Ss into pairs
4 T to discuss the questions. Remind them there are no right
5 F – Another study showed a difference in the kinds of answers.
toys that male and female chimpanzees preferred. Do the task Ss discuss the questions in pairs.
6 F – Nathan Wallis’s research makes him believe that we
Review the task Ask one or two volunteers to share their
are shaped more by our experiences than by biology.
thoughts about each question.
D Introduce the task Encourage Ss to refer back to exercise B GROUP WORK Introduce the task Put Ss in groups of
B to help them match definitions. three or four. Review the concepts of nature and nurture.
Do the task Ss work individually to match the words and As a class, elicit some ideas about how they influence
physical strength.
phrases to the definitions.
Do the task Direct groups to continue their discussion of
nature and nurture for each topic.
Answers Review the task Ask a representative from each group to
1 go for something 2 estimate 3 cause a stir share their ideas about one or two topics.
4 fluffy 5 push somebody to do something
6 underestimate C PAIR WORK Introduce the task Read the instructions
aloud. Ss form new pairs and choose a topic. Alternatively,
assign each pair a topic to ensure that all of them are
E PAIR WORK Introduce the task Read the questions
covered.
aloud. Check understanding of suggest in this context
(show an idea without proving it; imply). Explain that Do the task Ss discuss experiments to test how their topic
Ss should talk about what they think the scientists is influenced by nature and how it is influenced by nurture.
understood from the results of their experiments.
Review the task Pairs share their experiments with the
Do the task Put Ss in pairs to discuss the questions. class. Encourage Ss to ask questions and comment on each
Review the task When Ss finish, direct them to write other’s ideas.
one-sentence summaries to answer each question and D PAIR WORK Introduce the task This is an opportunity
give their reasons. to review the language for polite requests and refusals
F Introduce the task Point out that the experts are listed in from Student’s Book page 27. Allow Ss to be creative in
the order they appear in the video. coming up with controversial questions, but remind them
to try not to be offensive.
Do the task Complete the exercise as a class. Ask a
volunteer to read the quote. Then allow Ss to think of Do the task Ss write questions individually, then ask and
which expert said it in the video. answer them in pairs. Monitor conversations.
Review the task Check answers as a class. Alternatively, Review the task Ask volunteers to role play their
cue up the video to each quote as follows: 1. 2:45; 2. 0:20; conversations for the class. Provide feedback on intonation
3. 0:56; 4. 1:08; 5. 3:18. of polite requests and refusals.

UNIT
4 THE FOREST GUARDS

Documentary summary
A group of young teens from California are inspired by a tournament to create a solution to a local climate issue. The team works
together with a coach to design a device to monitor wildfires in their area. Their teamwork and innovation take them to the finals
in Copenhagen, where they not only win the tournament but gain backing for their idea from a major electronics company.
Language summary
Adding emphasis: so … that, Professional relationships Discuss advantages and
such … that, even, only Assessing ideas disadvantages
Reflexive pronouns
Pronouns with other/another
BEFORE YOU WATCH p. 13 Do the task Pairs predict what the team did. Encourage Ss
to predict what the team did first, next, and so on.
A PAIR WORK Introduce the task Read the instructions
aloud. Ask Ss whether they think the activities in the Review the task You may want to have Ss share their
pictures are typical for schools in their countries. predictions or keep them until the next exercise. Do not
confirm or reject any ideas yet.
Do the task Ss discuss the questions with a partner.
Encourage them to make a list. WHILE YOU WATCH pp. 14–15
Review the task Ask some Ss to share the team activities A Introduce the task Play the video to check Ss’ predictions.
they thought of.
Do the task/Review the task Ss assess if their predictions
B PAIR WORK Introduce the task Read the instructions were correct. Ask volunteers to share.
and the words in the box aloud. Review definitions as
necessary. Tell Ss there are no wrong answers, but they B Introduce the task Read the instructions aloud. Play the
should be prepared to explain their choices. video.
Do the task Pair Ss with the same partner as exercise A to Do the task Ss watch the video and choose the correct
decide with whom words are more associated. words to complete the sentences.
Review the task Review Ss’ responses as a class by a show Review the task Check answers as a class.
of hands for each word. If any classmates disagree, ask Ss to Answers
explain their thinking.
1 entered 2 forest fires
3 worked with
C PAIR WORK Introduce the task Ask volunteers to 4 Forest Guard 5 final 6 An electronics company
take turns reading the sentences aloud. Check unfamiliar
vocabulary as a class, noting which expressions are covered C Introduce the task Play the video again.
on page 34 of the Student’s Book.
Do the task Ss match the questions and answers.
Do the task Ss work individually to score how much they
agree with the statements. Then direct them to work with
new partners to discuss their ideas. Possible answers
Review the task Review Ss’ responses. Which statements 1 e 2 c 3 g 4 h 5 a 6 d 7 b 8 f
does the class agree with and disagree with most?
D Introduce the task Tell Ss they will need to listen for
D PREDICT PAIR WORK Introduce the task Look at the particular words used in the video. Play the video again.
pictures together as a class. Elicit some descriptions of the
places and people and establish that the same children are Do the task Ss work individually to complete the
shown in first and third pictures. Put Ss into pairs. sentences. Put Ss in pairs to check their answers.

Review the task Call on individual Ss to read each Do the task Ss discuss the questions about the team
complete sentence aloud and check answers as a class. members’ feelings and what they learned at each
stage. Encourage them to use their imagination for any
Answers information that was not explicit in the video.
1 passionate 2 broadcast 3 enables
Review the task Ask volunteers to share their answers
4 overseeing 5 weaknesses 6 confidence
with the class.
7 teamwork 8 reality 9 implemented
PAIR WORK
E Introduce the task Put Ss into pairs to
discuss the quote from the video. A PAIR WORK Introduce the task Read the questions
aloud. Put Ss in pairs to discuss the questions. Alternatively,
Do the task Ss attempt to answer the questions first
if time is limited, assign each pair one question to discuss.
without watching the video. Then, if necessary, play the
video again for them to check their answers. Do the task Encourage Ss to think about what they saw
and heard in the video. For question 3, Ss can share their
Review the task Cue the video at the following times for
own experiences working on teams.
each quote so Ss can check their answers: 1. 0:55; 2. 1:09;
3. 1:39; 4. 2:03; 5. 2:21, 6. 3:10; 7. 3:26. Review the task Call on pairs to share their thoughts
about each question.
Suggested answers
B Introduce the task Read the instructions aloud. Ss will
1 a fire up in Forest Hill
prepare an explanation of the design in their own words. It
2 the Forest Guard system (their design) may help to play the section of the video where the design
3 Heidi Buck (their coach) is explained (1:09–1:33).
4 Alejandro Vega
5 what the children learned about teamwork Do the task Allow Ss time to write notes about their
6 the LEGO® League competition understanding of the design. Remind them to use their
7 that their idea was implemented own words. Direct them to the vocabulary presented in this
unit on pages 14–15.
F Introduce the task Read the instructions aloud. Explain Review the task Call on Ss to explain the design of Forest
that Ss will first match the captions to the pictures, then Guard in their own words.
number the pictures in order.
C GROUP WORK Introduce the task Read the instructions
Do the task Ss work in pairs to write the correct captions
and the phrases aloud. Explain that Ss will say what they like
with the pictures. Challenge them to work individually to about the children’s design and what might be a problem
order the photos, then compare with their partner. with it. Put Ss in groups of three or four.
Review the task Call out numbers 1 through 6 and ask Do the task In their groups, Ss take turns expressing
volunteers to read the caption for each picture aloud. either a pro or a con of the design using the phrases.
Answers Review the task Ask Does Forest Guard have more pros
2 – The LEGO® Guard team does research in the field. or cons?
4 – Team LEGO® Guard arrives in Copenhagen to GROUP WORK Introduce the task Read the questions
D
compete in the LEGO® League competition.
aloud.
1 – Kids from 56 countries participate in the First LEGO®
League tournament. Do the task Ss work in groups of three or four to discuss
3 – Alejandro demonstrates confidence in his public the questions. Alternatively, discuss the questions as a class
speaking skills. after Ss have agreed on the most urgent issue.
6 – The team sees their Forest Guard model at the Review the task Small groups present their answers to
Global Climate Change conference. the class.
5 – The team sees the first Forest Guard model.
G PAIR WORK Introduce the task Read the instructions

aloud. Ask Ss how they think the children felt when they
were developing Forest Guard. Ask whether they can
remember what the children said in the video about
learning to work together. Put Ss in pairs.

UNIT
TECHNOLOGY: OBSTACLES
5 AND OPPORTUNITIES
Documentary summary
The video focuses on three technological innovations that are currently being developed to help people. The first is a microchip
wrist implant that allows people to access a coworking space in Sweden. The second is a robot truck that delivers food in
Washington, D.C.. Finally, we hear about the issues around the production of prosthetic limbs for children and learn how 3D
printing could help overcome some of these problems.
Language summary
Real conditionals Dealing with emotions Consider and contrast ideas
Conditionals Willingness and unwillingness
Alternatives to if
BEFORE YOU WATCH p. 17 Review answers Ask volunteers to share their ideas, but
do not reveal whether they are correct.
and the functions aloud. Ss work in pairs to think about WHILE YOU WATCH pp. 18–19
technology that people use for the three functions.
A Introduce the task Read the question aloud.
Do the task Ss work in pairs to complete the mind maps
with as many ideas as they can think of in two minutes. Do the task Play the video. Ss compare their predictions
with the information in the video.
Review answers Invite volunteers to share one or two of
their ideas with the class. Accept all logical answers. Review answers Ask the class what three technological
developments they saw and what they are used for.
B PAIR WORK Introduce the task Read the instructions
and the questions aloud. Answers
1 assisting people with disabilities – The picture shows
Do the task Ss work in pairs to answer the questions.
a prosthetic limb made using a 3D printer.
Review answers Volunteers share their answers aloud. 2 improving security – The picture shows a microchip
C Introduce the task Practice the pronunciation of the wrist implant used to enter buildings and rooms.
expressions in the left column with Ss. Introduce the verb 3 making shopping more convenient – The picture
implant and compare the stress patterns of the noun and shows a robot delivery vehicle.
verb: implant (n) / implant (v).
Do the task Ss work individually to match the words and
and options aloud. If necessary, play the video again.
phrases with the definitions.
Do the task Ss check the correct option.
Review answers Read the words and phrases one at a
time and ask volunteers to read the correct definitions. Review answers Ask volunteers to give the correct main
message and explain why they chose it.
Answers
1 b
2 d 3 e
4 f 5 a
6 c Answer
These innovations will be useful, providing that certain
D PREDICT Introduce the task Read the instructions issues can be resolved.
aloud. Check understanding of innovations (new ideas or
methods), which Ss will encounter in the video. Tell Ss that C Introduce the task Ask Ss to read the statements carefully
the words in exercise C provide clues about functions of and write on a separate piece of paper whether they are
the technology in the pictures. true or false based on what they can remember.
Do the task Ask Ss to write the functions from exercise A Do the task Play the video again. Ss work individually to
to predict what the video will say about each technology. check the true statements and correct the false ones.

Review answers Ask volunteers to share their answers. Suggested answers
Cue the video to the time stamps shown in the answer key Wrist implants: Pros: don’t need a key; useful if you’re
to check answers as a class. a person who loses things; Cons: We don’t know what
Answers data they could collect or how it will be used.
Robot delivery trucks: Pros: convenient; reduce the
1 F “ … all thanks to a small microchip that gets
cost of delivery; Cons: possibly dangerous; unpopular
implanted into workers wrists on a voluntary basis.”
with pedestrians
(0:26–0:32)
3D-printed limbs: Pros: cheap, long-lasting,
2 T (0:56–1:03)
customizable for children; Cons: N/A
3 F “This means local authorities are reluctant to allow
them on the streets and may not permit them to be
G PAIR WORK Introduce the task Read the instructions
used at all.” (1:27–1:33)
aloud. Remind Ss to think about both users of the
4 T (1:57–2:01)
technology and other people who might be affected by it.
5 F “… picking up stuff, ‘cause I have trouble picking up
stuff with my left hand, everyday stuff.” (2:16–2:21) Do the task Ss discuss their ideas in pairs and add them to
6 F “Parts made with 3D printers are … long-lasting.” the chart.
(2:39–2:45)
Review answers Ask volunteers to share their ideas.
D Introduce the task Read the questions aloud. Tell Ss to
write down as many answers as they can remember.
Do the task Play the video again. Ss work individually to
answer the questions. Replay the video if necessary. and sentences aloud.
Review answers Ask volunteers to share their answers. Do the task Ss work individually to complete the
sentences. Encourage them to write down the reasons
Answers supporting their opinions. Then they discuss them in pairs.
1 Because she loses a lot of things, like her keys. Review answers Find out what your class believes about
2 The vehicle helps save money on deliveries. each innovation by saying Raise your hand if you think [wrist
3 They’re unwilling to share the sidewalks with them. implants] will [be widely used ten years from now]. What did
4 He wants to know what the data will be used for. most of the class agree on?
5 As children grow, their prosthetic limbs need to be
replaced frequently. B PAIR WORK Introduce the task Read the quote and
the questions aloud.
E Introduce the task Elicit the answers for item 1 from the Do the task Ss discuss the questions in pairs.
class as a model. Ask whether each verb form in the first
sentence is active or passive. (Both are active.) Review answers Ask volunteers to share their ideas aloud.
Do the task Ss work individually to complete the C GROUP WORK Introduce the task Put Ss into groups of
sentences with the correct verb forms. three or four and divide each group as evenly as possible
into As and Bs.
Review answers Ask volunteers to share their answers.
Do the task As a group, Ss choose a type of technology
Answers to debate and prepare their arguments. Ss take turns to
1 uses, navigate 2 benefit, using 3 lets, drive down present their arguments and respond to the arguments of
4 permit, to be used 5 meant to help 6 continue the opposing group.
to improve Review answers Ask volunteers to give a brief summary
of their debate to the rest of the class and say which side of
F PAIR WORK Introduce the task Ask a volunteer to the debate they thought was more convincing.
recall one pro or con they remember from the video and
elicit which row of the chart to write it in. Tell Ss that one D GROUP WORK Introduce the task Read the
box of the chart will remain blank (the cons of 3D-printed instructions and the model phrases aloud. Explain that Ss
limbs are not discussed in the video). need to think of possible ways of resolving the opposing
views from the debates in exercise C.
Do the task Ss work in pairs to complete the chart.
Suggest that one partner writes the pros and the other the Do the task Ss discuss their ideas in their groups.
cons. Play the video again as partners fill in the chart. Review answers Ask volunteers to share their ideas. Invite
Review answers Write a blank version of the chart on the each group to say why they think their technology should
board. Invite Ss to come forward to complete the chart. be used and how it could be controlled.

UNIT
6 A MIRACLE ON THE HUDSON

Documentary summary
The video tells the story of the “Miracle on the Hudson,” the 2009 crash landing of US Airways Flight 1549 on the Hudson River in
New York, in which all 155 people on board survived. It recounts how the pilot, Captain Chesley “Sully” Sullenberger, successfully
glided the plane onto the river after the aircraft lost both its engines and how the passengers were rescued. It also focuses on the
media attention that Sully received following the incident and the Hollywood movie, Sully, later made about him.
Language summary
Narrative tenses Talking about fame Make, contradict, and clarify
Reported speech with modal verbs Reporting verbs assumptions
BEFORE YOU WATCH p. 21 WHILE YOU WATCH pp. 22–23

A Introduce the task Read the instructions aloud. Elicit one A Introduce the task Read the instructions aloud.
or two examples from the class.
Do the task Play the video. Ss compare their predictions
Do the task / Review answers Ss spend one or two with the video, and answer the questions.
minutes thinking and writing their lists.
Review answers Ask volunteers for a brief summary of the
B PAIR WORK Introduce the task Read the instructions story and of the role played by Captain Sullenberger.
aloud. As a class, brainstorm adjectives that are usually
associated with heroes. Write these on the board. Answers
1 “The Miracle on the Hudson”; The words and picture
Do the task Ss work in pairs to compare their lists and
relate to the story of US Airways Flight 1549, which
write a definition.
crash landed on the Hudson River in 2009.
Review answers Volunteers share their definitions with 2 “Sully”; Captain Sullenberger was the pilot of the
the class. Discuss similarities and differences. Refer Ss to airplane. He is considered a hero because he saved
the dictionary definition below but explain that different the lives of everyone on board.
definitions may be equally valid.
B PAIR WORK Introduce the task Read the question
Possible answer
aloud.
hero noun /ˈhɪroʊ/ a person who is admired for
having done something very brave or having achieved Do the task In pairs, Ss briefly discuss their answer.
something great Review answers Ask volunteers to share their ideas.
C Introduce the task Read the instructions and the Possible answer
expressions in the box aloud. Encourage Ss to practice It became known as a miracle because everyone on the
pronunciation by repeating them after you. airplane survived, even though the airplane appeared
Do the task Ss check and circle. Allow them time to look as if it would crash. The Hudson is the name of the river.
up the meanings of their circled words and write them
down in their notebooks. C Introduce the task Read the instructions aloud.
Review answers Check that Ss now understand all the Do the task Ss decide on the correct order, based on logic
words. Elicit the part of speech of each expression. and on what they remember from the video.
PREDICT Review answers Ask volunteers to take turns reading the

D Introduce the task Read the instructions and
the questions aloud. sentences in the correct order.
Do the task Ss write their predictions individually. Answer

Review answers Ask volunteers to share their predictions 5, 6, 10, 3, 1, 9, 2, 7, 8, 4
but do not reveal whether they are correct.

D Introduce the task Ask Ss to try to complete the AFTER YOU WATCH p. 20
sentences from memory or by guessing the answers.
and the model sentence starters aloud. Remind Ss to use
complete the sentences. language for making assumptions from Unit 6 in their
Review answers Ask volunteers to give the correct answers. answers. (See Student’s Book page 59.)
Answers Do the task Ss share their ideas in pairs. Suggest that one
partner talk about Captain Sullenberger and the other talk
1 155 2 knee 3 water 4 four 5 Sully about the passengers. Then switch.
E Introduce the task Check that Ss understand what Review answers Ask volunteers to share their ideas.
collocation means and what part of speech the missing
B PAIR WORK Introduce the task Check Ss’ understanding
words are (nouns).
of the quote in exercise G. Ask Does Tom Hanks think
Do the task Ss work individually to complete the Captain Sullenberger is a hero? Why?
sentences and match the sentences to the definitions.
Do the task Ss discuss their opinions in pairs.
Review answers Ask volunteers to give the correct answers.
Review answers Ask volunteers to share their opinions
Answers with the class. You could have a brief class discussion
about whether all airplane pilots are heroes and whether
1 story; c 2 danger; b 3 effort; e
someone should be considered a hero for doing the job
4 demand; d 5 role; a
they have been trained and paid to do.
F Introduce the task Read the instructions aloud. C PAIR WORK Introduce the task Put Ss into pairs and
ask them to decide whether they will take the role of
Do the task Ss work individually to read the quote and
Captain Sullenberger or Linda Han.
complete it with the words in the box. Then replay the clip
(2:20–2:33). Elicit the meaning of the bold phrases. Do the task Ss work individually to prepare their
questions and responses and role play their interviews in
Review answers Ask volunteers to share answers and
pairs. Then they switch roles.
suggest ways of paraphrasing the bold phrases.
Review answers Invite pairs to role play for the class.
Answers
D PAIR WORK Introduce the task Ask lead-in questions,
1 harm; in harm’s way = in danger
2 criterion; by that criterion = on that basis, according e.g., Would you like to see the movie that was made about the
“Miracle on the Hudson”? Why or why not? How do you feel
to that principle/idea
about movies that are based on true events? Ask volunteers
3 living; (do something) for a living = (work)
to explain their opinions. Then read the questions aloud.
professionally as a job
Do the task Ss discuss their ideas in pairs.
G Introduce the task Explain that Ss will match the
Review answers Ask volunteers to share their ideas with
statements to the people and then report what they said.
the class. Ask Ss why they think people like watching
Direct Ss to the list of reporting verbs in Student’s Book
movies based on true events.
page 56 and the grammar box on page 57.
E PAIR WORK Introduce the task Ask Ss for some other
Do the task Ss work individually to write the people’s
names and rewrite the sentences in reported speech. examples of movies and TV series based on real people or
events. Remind Ss to use the narrative tenses from Unit 6
Review answers Ask volunteers to share their sentences. to give their summary.
Suggested answers Do the task Ss share their ideas in pairs.

1 Tom Hanks argued that anyone who voluntarily puts Review answers Ask volunteers to share their ideas
themselves in harm’s way is a hero. with the class. Ask follow-up questions, e.g., Do you think
2 Hollywood producers announced that they were everything in movies based on true events is true? Would you
going to make a movie about Captain Sullenberger. like to have a movie made about something that happened to
3 Linda Han told the reporter that the plane had been you? Explain your answers.
going down fast.
4 Captain Sullenberger insisted that he couldn’t take
all the credit for saving the passengers.
5 The narrator said that the passengers would forever
be linked to each other.

UNIT
7 HARD WORK PAYS OFF

Documentary summary
The video focuses on a high school teacher named Joel Laguna, who teaches at a high school in the U.S. Joel’s 43 students dream
of going to college, despite being from underprivileged backgrounds and scoring low on measures of academic achievement.
The video follows Joel and his students as he prepares them to take the final exam that could decide their future.
Language summary
Gerunds and infinitives after adjectives, nouns, Positive experiences Bargain for a purchase
and pronouns Making purchases
Infinitives after verbs with and without objects
BEFORE YOU WATCH p. 25 Point out the prefix under-, elicit its meaning (not enough),
and prompt Ss to think of more adjectives with the same
A PAIR WORK Introduce the task Read the instructions prefix (undercooked, underpaid, underage, etc.).
aloud.
Review answers Ask volunteers to share their ideas.
Do the task Ss spend time thinking and writing down
ideas, then share their experiences in pairs. E PREDICT Introduce the task Ask Ss to suggest one
possible reward and one possible challenge as an example.
Review answers Have a brief class discussion about the
skills and qualities that make a good teacher, and how Do the task Ss fill in the chart with their predictions.
people’s ideas about this might be different. Review answers Ask volunteers to share their predictions.
PAIR WORK Introduce the task Read the instructions Encourage Ss to use vocabulary for talking about positive
B
aloud. If Ss have different nationalities, take a class poll on experiences from Student’s Book Unit 7, page 66.
whose countries have standard national exams at age 18.
WHILE YOU WATCH pp. 26–27
Do the task Ss read the text individually. Then they tell
their partner how the U.S. system is different from their A Introduce the task Read the instructions aloud.
country or other countries they know about. Do the task Play the video. Ss check any predictions
Review answers Volunteers share their answers. Ask Does they got correct in exercise E on p. 25. Then they add new
the U.S. have a good system for leaving high school? information they learned in the video to the chart.
C Introduce the task Direct Ss’ attention to the bold words Review answers Ask volunteers to say which rewards
and phrases in the text in exercise B. and challenges they predicted correctly and what new
information they added after watching the video.
Do the task Ss work individually to match the words and
phrases to the definitions. Possible answers
Review answers Read the definitions aloud and ask Rewards: working with motivated, hardworking
volunteers to give the correct answers. students; forming close relationships with his students
Challenges: getting students’ writing skills to a high
Answers enough standard; knowing that not all students will
1 college 2 honors classes, Advanced Placement (AP) pass the exam or get into college
course 3 high school 4 educational goals 5 score
highly 6 nationwide B Introduce the task Read the question and options aloud.
Do the task Ss check the options that best summarizes
D Introduce the task Read the introduction to the video how Joel feels about his students, based on the video.
aloud and draw Ss’ attention to the still photo.
Review answers Ask a volunteer to share their answer.
Do the task Elicit a definition or synonyms for
underprivileged (disadvantaged, low-income, underserved). Answer
They’re motivated but need to develop their writing skills.

C Introduce the task Ask Ss to read each question and G GROUP WORK Introduce the task Read the question
options and try to remember the correct answers. aloud. Put Ss in groups of three or four.
Do the task Play the video again. Ss work individually to Do the task Ss discuss the techniques that Joel uses to
circle the correct options. motivate his students in the video.
Review answers Ask volunteers to give the correct Review answers Ask volunteers to share their ideas.
answers and explain why they are correct.
D Introduce the task Read the instructions aloud. Elicit from AFTER YOU WATCH p. 28
a volunteer the answer to item 1 as an example but do not A PAIR WORK Introduce the task Read the instructions.
confirm whether it is correct. As an example, compare two of the factors and tell Ss
Do the task Ss read the sentences carefully and try to which, in your opinion, is more important than the other.
complete them based on context. Then play the video Do the task Ss discuss their ideas in pairs.
again. Ss work individually to complete the sentences.
Review answers Ask volunteers to share a couple of their
Review answers Ask volunteers to share their answers. own factors with the class.
Explain the literal meaning of the expression cream of the
crop, checking that Ss understand the word crop. B PAIR WORK Introduce the task Read the instructions
aloud. Ss write the factors that they ranked 1, 2, and 3 in
Answers exercise A.
1 comes 2 cream
3 paper 4 own 5 paid Do the task Ss compare their list to a partner’s list.
E Introduce the task Ask Ss to give some examples of Review answers Invite pairs to say whether their ideas
adjective and adverb prefixes and suffixes. Direct Ss’ were similar or different. Take a class poll on the most
attention to item 1 as an example. Ask What part of speech important factor.
is the missing word? (an adjective) Ask Ss what part of C Introduce the task Read the instructions and the
speech the other missing words will be. sentence frame aloud. Ask volunteers to share one idea
Do the task Ss work individually to complete the about what makes a good teacher.
sentences. Do the task Ss complete the sentence individually.
Review answers Ask volunteers to share their answers. Review answers Ask volunteers to share their sentences.
Answers Have a class discussion about why people’s definitions of a
good teacher might vary and whether the role of a teacher
1 challenging 2 engaging
3 unfortunately has changed since the 20th century.
4 definitely
5 truly
D Introduce the task Read the instructions and the
PAIR WORK Introduce the task Direct Ss’ attention statements aloud. Check that Ss understand what they
F
mean. Point out the usage of grammar from Unit 7: in item
to the words huddle and warriors in the quote. Tell Ss to
3, an example of a verb + object + to-infinitive structure
try to work out their meanings first using the photo, their
(encourage students from all backgrounds to apply), and
knowledge of other words, and what they remember from
in item 4, a noun + to-infinitive structure used to show
the video.
purpose (the best way to measure).
Do the task Play the video again. Cue it to 2:02–2:23. Ss
Do the task Ss work individually to reflect on the
work with a partner to discuss their ideas about huddle and
statements and check the column that corresponds to their
warriors and to complete the sentences.
opinion about it.
Review answers Ask volunteers to give definitions or
Review answers Ss will go over their answers in the next
synonyms and say what clues they used to work out the
exercise.
meaning. If necessary, prompt Ss by pointing out the visual
clue in the photo for huddle and their knowledge of the E GROUP WORK Introduce the task Put Ss into groups of
word war for warrior. Then review the answers as a class. three or four. Read the instructions aloud.
Answers Do the task Ss discuss the statements and compare the

huddle: come close together in a group degrees of their agreement in their groups.
warrior: a soldier; someone who fights in a war Review answers Find out the extremes of opinion in the
1 Pass 2 give
3 proud 4 love class. Read each statement and ask those who strongly
agree with it to raise their hands. Do the same with those
who strongly disagree.

UNIT
8 AN ICONIC SIDE PROJECT

Documentary summary
The video tells the story of Peter and Toni Ann Wing, an American couple who, in 1970, started a long-term side project to build
their own castle. The documentary describes how the couple managed to turn their dream into a reality, overcoming obstacles
and defying other people’s expectations. It ends by showing the finished castle, which is now run as a bed and breakfast.
Language summary
Modal-like expressions with be Describing neatness and messiness Suggest and show interest in ideas
Future forms Talking about progress

A PAIR WORK Introduce the task Read the instructions A Introduce the task Read the instructions. Play the video.
and questions aloud. Do the task / Review answers Take a class poll to see
Do the task Ss read the text individually. Then they what people predicted the side project would be. Then ask
answer the questions in pairs. Encourage Ss to use the for a show of hands of those who thought the project was
functional language from Student’s Book Unit 8 (page 81) silly and those who thought it was inspiring.
to show interest in their partner’s project ideas.
Review answers Volunteers share their project ideas and aloud. Refer Ss back to the article on page 29 and ask Ss
opinions about the tips with the class. which of the tips they think the Wings followed.
B Introduce the task Read the instructions and the words Do the task Ss discuss the answers in pairs. If they are not
in the box aloud. Ask Ss to repeat the words after you to sure, play the video again.
practice pronunciation.
Review answers Ask volunteers to say which tips they
Do the task Ss work individually to match the words and checked and explain why based on what they understood
phrases to the definitions. from the video.
Review answers Ask volunteers to say the answers. Suggested answers
Explore these expressions with Ss more deeply. Draw
A, C, E, G
their attention to the literal meaning of scratch your head
and ask them whether they use the same gesture in their
C Introduce the task Read the instructions and the
language to show that they are puzzled or thinking hard
sentences aloud. Draw Ss’ attention to the fact that some of
about something. Contrast the word stress of the noun
the statements are true, some are false, and some are not
permit with that of the verb form permit. Ask Ss to suggest mentioned in the video.
people and things that they consider to be icons.
Answers check the correct column for each sentence. Give them the
1 building permit 2 construction 3 redevelopment option of correcting the false statements by rewriting them
4 expansive 5 icon 6 discard 7 scratch your with the correct information or crossing out the incorrect
head 8 demolish words and replacing them.
Review answers Ask volunteers to give the correct
C PREDICT PAIR WORK Introduce the task Read the answers. For the false statements, cue the video to the time
instructions aloud. Tell Ss not to look ahead to page 30. stamps shown in the answer key to check what is true.
Do the task Ss discuss their ideas in pairs.
Review answers Ask volunteers to share their predictions
but do not reveal whether they are correct.

Answers AFTER YOU WATCH p. 32
1 F “We thought – truthfully – we thought it would take
us two or three years.” (0:14–0:17)
and the quote aloud. Share your own opinion with the
2 NM class as an example. Reinforce to Ss that they should have
3 F “In the early 1970s, … old buildings were being their own opinions of the Wings’ story.
demolished, and Pete and Toni were often allowed
to take whatever used materials they wanted.” Do the task Ss discuss their opinions in pairs.
(1:02–1:13) Review answers Ask volunteers to share their opinions
4 F “Pete and Toni now had everything they needed to and reasons with the class and say whether they and their
start building at their own pace – everything except partner agreed or disagreed.
any knowledge of construction.” (1:26–1:34)
5 T B PAIR WORK Introduce the task Read the instructions
6 NM aloud.
Do the task Ss discuss their thoughts about these people
D Introduce the task Read the instructions aloud. and their projects in pairs.
Encourage Ss to use logic and memory to guess who
expressed each idea in the video without watching it again. Review answers Ask volunteers to share their ideas with
the class and own experiences. Ask Ss whether they can
Do the task Play the video again for Ss to check their think of other obstacles that prevent people from starting
guesses. Ss work individually to match the statements to a new project.
the people. Remind them that the ideas in the exercise are
not exact quotes. C PAIR WORK Introduce the task Read the instructions
aloud. Put Ss in pairs and ask them to decide who will be
Review answers Ask volunteers to give the correct answers.
Student A and Student B, or assign their roles. Encourage
Answers them to use functional language for making suggestions
from Unit 8 (see Student’s Book page 81) and refer them to
1 P 2 T 3 P 4 V 5 M 6 V the tips in exercise B on page 29.
E Introduce the task Elicit the components of a phrasal Do the task In pairs, Ss role play the situation. Then they
verb (main verb + one or more particles) and some switch roles.
examples of common particles (up, down, on, off, over, Review answers Ss role play the scenarios for the class. Be
together, etc.).
sure that each person quoted in exercise B is represented
Do the task Play the whole video again. Ss work in the role plays. Allow the class to give feedback.
individually to complete the sentences.
D GROUP WORK Introduce the task Read the
Review answers Ask volunteers to give the correct instructions and the bullet points aloud. Check for
answers. Do not clarify the meanings of the phrasal verbs understanding of layout, located, and encounter. Put Ss in
yet as Ss will focus on these in the next exercise. Note the groups of three or four. Tell them to be creative with their
three-word phrase in item 4, look back on, is a phrasal- ideas.
prepositional verb. Do the task / Review answers Ss work in groups to plan
Answers their building projects.
1 together 2 out 3 over
4 back on E GROUP WORK Introduce the task Tell Ss to prepare a
short presentation about their project for the rest of the
F PAIR WORK Introduce the task Point out that Ss will class and to think of some questions to ask about other
be referring to exercise E and that some answers will be the groups’ projects.
bold phrasal verbs and some will be other words in those Do the task Ss present their building projects and take
sentences. questions from the rest of the class.
Do the task Ss work in pairs to find the expressions in the Review answers Take a class vote on the most interesting
sentences in exercise F. project. Ask Which building would you like to visit and
Review answers Ask volunteers to share their answers. explore?
Ask Ss to use the expressions in their own sentences.
Answers
1 look back on 2 come together 3 weird
4 work out 5 little by little 6 win (someone) over

UNIT
9 SERVING UP ADVICE
Documentary summary
Pratik Master is a restaurant owner with problems. His Indian restaurant is in financial trouble due to his lack of experience as a
restauranteur. Fortunately, two experts advise him on how to turn a profit and make the most of his team. With a properly-priced
menu, the restaurant seems back on track, and the future is looking brighter for Pratik and his family.
Language summary
Unreal conditionals Luck and choice Offer reassurance
Wishes and regrets Commenting on mistakes

A PAIR WORK Introduce the task Direct Ss’ attention to A Introduce the task Play the video.
the picture. Put Ss into pairs to discuss the questions. Do the task / Review the task Ss watch the video and see
Do the task Ss discuss the picture. Circulate and monitor. whether their predictions in exercise D on page 33 were
correct.
Review the task Ask volunteers to share their answers.
B Introduce the task Direct Ss to the title “Back on the Road Answers
to Success” and ask them to guess what the text will be about. 1 Pratik is the restaurant owner.
2 He called in experts in the hotel and restaurant
Do the task Ss work individually to read the text and
industries.
match the phrases in bold with the definitions.
3 Pratik wants the experts to give him advice on how to
Review the task Check answers as a class. make his business a success.
Answers B Introduce the task Ask Ss to read the sentences.

1 life-changing experience 2 learned the hard way Challenge Ss to check any sentences they remember.
3 get your margin 4 get me on the right path
Do the task Ss work individually to check the sentences
5 financially awkward situation 6 deliberate decision
that are true. Play the video. Ss correct the false sentences.
C Introduce the task Ask a volunteer to read the Review the task Check answers as a class.
expressions. Tell Ss their meanings can be found online by
putting them in quotation marks in a search engine. Answers
1 F – Pratik opened a restaurant after years of working
Do the task Ss work individually and complete the
in a shop with his father.
sentences. Ss then discuss their answers in pairs.
2 T
Review the task Ss read the completed sentences aloud. 3 F – Alex and Oliver are giving Pratik advice on how to
improve the restaurant.
Answers 4 F – The price of Pratik’s lamb dish was too cheap.
1 puts it into practice 2 turned her life around 5 F – Pratik has written a new menu, which the chef
3 passed away 4 call in 5 set him on the path hasn’t seen.
6 change direction 7 Thanks to his dedication 6 T
D PREDICT Introduce the task Direct Ss to elicit the type C Introduce the task Ask Ss to answer as many questions as
of business pictured. Read the quote aloud. they can remember.
Do the task Ss work individually to make predictions. Do the task Play the video again. Ss listen to revise and
finalize their answers.
Review the task Ss compare their ideas in pairs.
Discourage Ss from changing their prediction based on Review the task Ss review their answers with a partner
their classmates’ answers. and add details. Then check answers as a class.

Answers H PAIR WORK Introduce the task Tell Ss they should
1 when his mother died number the ideas in the order they happened in Pratik’s
life, not the order they are heard in the video.
2 after two or three months
3 so that Pratik and his family can feel more positive Do the task Play the video. Ss note the order of Pratik’s life
about the future events, then number the sentences.
4 the cost of his menu items and communication with
Review the task Check answers as a class. Then ask Ss to
his staff
use each phrase in a sentence about Pratik to tell his story.
5 nervous
6 “Well done, mate. That food came out really Answers
beautifully.” “Really speedily. … Food was great.”
1 life-changing experience
2 deliberate decision
D Introduce the task Tell Ss they are going to watch an
3 finding himself in a financially awkward situation
excerpt from the video and write the missing words.
4 learn things the hard way
Do the task Play the video from 0:43–0:51. Ss complete 5 back on the right path
the missing words individually, then check the correct
meaning for each phrase.
Review the task Explain that “high and dry” is usually
expressed with the verb left to mean “abandoned and A PAIR WORK Introduce the task Point out that all the
helpless.” However, Pratik seems to mean “free from sentences use unreal conditionals.
problems.” In the expression “It just died,” just means Do the task Ss work individually to complete the verb
“suddenly.” If a place is “dead,” no people are there. forms. In pairs they discuss whether they agree with the
sentences. Monitor for usage of unreal conditionals.
Answers
1 high and dry – The business was financially secure. Review the task Check answers as a class. Ask volunteers
2 it just died – Customers suddenly stopped coming. to share their ideas about the sentences.
Answers
E Introduce the task Read the instructions aloud. Draw Ss’
attention to the names in the chart. Play the video again to 1 passed; have started 2 learned; have needed
remind Ss which expert is which and who the head chef is. 3 priced; have made 4 volunteered; have had to
5 told; done, been
Do the task Play the video. Ss check the boxes.
Review the task Check answers as a class. B PAIR WORK Introduce the task Read the instructions
aloud. Ss read the questions.
Answers
Do the task Ss discuss the questions in pairs.
Pratik Master: 1, 2, 5; Oliver Peyton: 3;
The head chef: 4; Alex Polizzi: 6 Review the task Ask volunteers to share their answers.
C GROUP WORK Introduce the task Ask Ss to read the

F Introduce the task Draw Ss’ attention to the sentences,
questions. Put Ss into groups of three or four.
which are the same as in exercise E.
Do the task Ss discuss the problems.
Do the task Play the video. Ss match the reasons.
Review the task Ask for volunteers to share their answers.
D PAIR WORK Introduce the task Tell Ss they will do a
Answers role-play based on one of the failing businesses in exercise
1 c 2 b 3 e
4 a 5 f 6 d C. Student A is the business owner and Student B is a
business consultant. Ss read the role play cards. Point out
G Introduce the task Read the instructions aloud. Explain the useful language.
that the sentences are all from the video.
Do the task Ss work in pairs and develop ideas for both
Do the task Play the video again. Ss complete the the problems and the advice. Then ask Ss to role play the
sentences with the missing words. conversation when the majority of pairs are ready. Remind
them to use the useful language.
Review the task Choose two or three strong pairs to role
Answers play their conversations or part of their conversation for
1 direction 2 passed 3 inspector
4 turn the class. Provide feedback on usage of language.
5 margin 6 practice 7 dedication

UNIT
10 DIGITAL IMPACT
Documentary summary
Everyone has a social media account these days, and they have become tools which can give individuals an advantage in life.
The documentary explores the ways we can use selfies for self-promotion online. Experts explain how your public profile can
impact your future opportunities both in education and in work.
Language summary
Gerunds after prepositions Describing characteristics Give your impressions
Complements of verbs describing Describing research
cause and effect
BEFORE YOU WATCH p. 37 Answers

1 create a concept of yourself as a good person in other
A PAIR WORK Introduce the task Ask Ss what the
people’s minds
pictures have in common and what differences there are.
2 do things differently from other people in order to
Do the task Ss discuss the questions about the pictures get noticed
in pairs. 3 use social media to enhance your own success
Review the task Ask volunteers to share their answers. 4 do things to make yourself and the things you do
Facilitate a class discussion about taking selfies. more recognizable
B PAIR WORK Introduce the task Ask Ss to call out the D PREDICT PAIR WORK Introduce the task Read the
names of some social media influencers they follow and instructions aloud.
write them on the board. Ask what the people have in
common and how they make their money. Tell Ss they are Do the task Ss work in pairs to guess the meaning of leave
going to read a text about influencers and that the words a trail and digital trail.
in bold will be heard in the video. Review the task Invite Ss to share their guesses but do
Do the task Ss work individually to read the text and not check answers at this stage.
match the words in bold with the definitions. Ask learners
to work in pairs and compare their answers. WHILE YOU WATCH pp. 38–39
Review the task Check answers as a class. A Introduce the task Read the instructions and the
question aloud.
Answers
Do the task Play the video.
1 leverage
2 self-promotion Review the task Check answers as a class.
3 presence
Answers
4 image
5 engage Leaving a trail means showing that you have been
6 use social media to your advantage somewhere by the things you leave behind.
7 vibe According to the video your digital trail consists
8 overnight of everything you’ve ever posted on your social
media accounts, from your photos, to your likes
PAIR WORK Introduce the task Read the instructions and comments.
C
aloud. Point out that the phrases are used in the text.
B Introduce the task Read the instructions aloud. Ss read
Do the task / Review the task Ss read the text again the ideas.
individually and guess the meaning of the phrases. Check
Do the task Ss work individually to put the ideas in order.
answers and then put Ss into pairs. Give them a limited
Play the video. Give Ss time to finalize their answers.
time to discuss their own behavior.

Review the task Call on volunteers to read the correct Answers
order. 1 wield
2 set up
3 fill in
4 Interact
Answers
G Introduce the task Read the instructions aloud. Ss read
3, 1, 2, 6, 4, 5
the summaries.
C Introduce the task Read the instructions aloud. Direct Ss’ Do the task Play the video again. Ss listen closely and
attention to the spaces and that the sentences are all from choose the correct summary.
the video.
Review the task Check answers as a class. Ask Ss to give
Do the task Play the video again. Ss complete the missing reasons why the other summaries are incorrect.
words or phrases in the sentences.
Answers
2
Answers Summary 1 is incorrect because the video never
mentions serious harm to your future.
1 recognizable 2 glamorous 3 self-promotion
Summary 3 is incorrect as the video says that selfies
4 admissions officers 5 advantage 6 digital trails
can help you build a reputation.
7 personal brands
D Introduce the task Read the instructions aloud. Ss read AFTER YOU WATCH p. 40
the questions individually. Explain that they will answer
with words they hear in the video. A PAIR WORK Introduce the task Ask Ss to read the
quotes. Model a response detailing your own feelings
Do the task Play the video. Ss answer the questions. about any one of the quotes.
Review the task Put Ss into pairs to compare their Do the task Ss work in pairs and share their opinions
answers. Then check answers as a class. about each use of online profiles mentioned in the quotes.
Suggested answers Review the task Ask volunteers to share their ideas.
1 Anyone in the world can access information you PAIR WORK Introduce the task Check that Ss are
B
post publicly. familiar with the four platforms. Start by discussing the
2 self-promotion; Photos can help someone become LinkedIn platform. Why would somebody have two
more recognizable LinkedIn profiles? (Because they have most likely have two
3 to build an online reputation separate careers.)
4 visiting the social media pages of applicants
5 the characteristics it demonstrates Do the task Ss work in pairs and discuss the other
6 connect directly with potential employers platforms.
7 think about your digital trail Review the task Ask volunteers to share ideas.
C Introduce the task Direct Ss to identify the main verb
E Introduce the task Read the instructions aloud. Ss look at
in each sentence starter and have them suggest different
the pictures and read the opinions.
ways to complete the sentences using the correct
Do the task Play the video again. Ss match the opinions to complements. Ask Ss to use their ideas from exercise B to
the people. complete the sentences.
Review the task Check answers as a class. Do the task Ss work in pairs to think of reasons and
complete the sentences. Ss then work with another pair to
Answers compare their sentences.
1 d 2 c 3 a
4 b
Review the task Ask volunteers to share ideas. Encourage
self-correction of any errors in the target grammar.
F Introduce the task Read the instructions aloud. Direct
Ss’ attention to the sentences and point out that all are D GROUP WORK Introduce the task Read the
mentioned by the speakers in the previous task. instructions aloud. Ask Ss to read the questions.
Do the task Play the video again. Ss complete the Do the task Ss continue in the group of four they are in
sentences with the expressions in the box. and discuss the questions. Groups choose one S to take
Review the task Check answers as a class. Ask Ss to give notes on their ideas or differences of opinion.
a synonym of wield power (e.g., have influence). Check the Review the task Share ideas on items 1 and 3 as a class.
meaning of the phrase fill in the blanks (find out missing
parts to get more complete information).

UNIT
11 DISHONEST AND DANGEROUS

Documentary summary
People make millions manufacturing and selling fake-branded goods. Counterfeit products can be extremely dangerous, but the
public still continues to buy them, either because they can’t tell the difference or because they want to save money. The video
explores some different types of counterfeit products and looks at how to curb counterfeiting.
Language summary
Passive forms Describing consumer goods Express belief and disbelief
Passive forms with modals and Degrees of truth
modal-like expressions
Passive infinitives

A PAIR WORK Introduce the task Read the questions A Introduce the task Read the instructions aloud. Draw Ss’
aloud and model answering them with your own ideas. attention to the first idea. Ask When is security mentioned?
Ss read the main ideas in pairs and decide what order they
Do the task Ss work in pairs and discuss the questions in are mentioned in the video.
relation to the product types in the pictures.
Do the task Play the video again. Ss finalize their ideas.
Review the task Ask volunteers to share reasons why they
trust different brands and sellers. Review the task Check answers as a class.
B Introduce the task Point out the expressions in bold. Answers

Explain that Ss will circle either a or b to define them. a 4 b 2 c 1 d 5 e 3
Do the task Ss work in pairs to match the expressions in
bold to the definitions. B Introduce the task Read the instructions aloud. Point out
that the sentences are all from the video. Direct Ss to read
Review the task Check answers as a class. the sentences silently, noting keywords to listen for in the
video.
Answers
1 b
2 a
3 b 4 a
5 b 6 b Do the task Play the video. Ss choose the correct options.
Review the task Ss compare their answers in pairs. Then
C Introduce the task Read the instructions aloud. Direct Ss’ check answers as a class.
attention to the spaces in the sentences and the words in
the box. Answers
Do the task Ss complete the sentences with the missing 1 illegal 2 deadly 3 hard 4 genuine
words. Monitor and encourage Ss to use a dictionary to 5 sophisticated 6 fake
check the meaning of any unfamiliar words.
C Introduce the task Direct Ss to read the questions. Point
Review the task Check answers as a class. out that some questions have more than one answer and
that Ss need to circle all of the correct ones.
Answers
1 hazard 2 lead 3 overheat
4 electrocuted Do the task Play the video from 0:00–2:06. Ss circle the
5 choking answers.
Answers
1 b, c 2 a, b, c 3 c 4 a, b

D Introduce the task Draw Ss’ attention to the pictures from C PAIR WORK Introduce the task Read the question
the video. Ask what is happening in each picture (A man aloud. Explain that Ss are to think about making purchases
is making counterfeit car parts; a woman is explaining the in a store and online. Ask How could counterfeiters fool you
security on Super Bowl tickets.). Tell Ss they are going to online? Tell Ss to look at the list in exercise B again and
listen closely to two parts of the video. come up with ideas. Do the first one as a class, if necessary.
Do the task Play each section of the video (0:34–0:54 for Do the task Ss work in pairs to discuss ways to tell
the car parts; 2:06–2:36 for the Super Bowl tickets). Ss work whether items are fake in each context. Circulate, monitor,
individually and use the words in the box to complete the and help with vocabulary.
descriptions for each picture.
Review the task Ask volunteers to tell you about any
Review the task Ss compare their answers in pairs. clever ways they thought of to spot fakes online.
Then check answers as a class.
D GROUP WORK Introduce the task Tell Ss they will do
Answers a role play. Ss read the role play cards. Point out the useful
1 crucial 2 legal 3 fitted 4 inferior language and drill intonation using some ideas around
fake goods, e.g., I’m absolutely positive that it’s a fake/
5 imperfectly 6 risks 7 date 8 graphic
genuine. Believe it or not, I bought these online from (brand
9 ink 10 heat 11 disappear 12 reappear
name). Ss form groups of three and assign roles.
E Introduce the task Read the questions aloud. Tell Ss you Do the task Ss work in groups and develop ideas for
will play the whole video again for them to think about their role plays. Monitor and then ask Ss to role play the
their answers. conversation when groups are ready. Remind them to use
the useful language in the bulleted list.
Do the task Play the video. Ss take notes, then work
individually to write their answers in full sentences. Review the task Choose two strong groups to role play
their conversations for the class. Provide feedback on their
Review the task Ss compare answers with a partner. Read
use of language.
the suggested answers aloud for Ss to check their ideas.
Suggested answers
1 If you buy a fake ticket, you lose money. If you buy fake
cosmetics, toys, or car parts, you could lose your life.
2 Consumers who can’t resist a bargain are more likely
to buy counterfeit goods they know are fake.
3 If you know the security measures used for real
tickets, then you can spot a fake ticket.

A PAIR WORK Introduce the task Ss read the questions.
Do the task Ss work in pairs and discuss their opinions.
Circulate, and ensure Ss are explaining their answers.
Review the task Ask volunteers to share responses to
each question.

aloud. Elicit things the video said could go wrong with toys,
car parts, and cosmetics. Ask Ss to read the list and imagine
who might buy the items and how the products might let
them down. Discuss ideas for designer earrings as a class.
Do the task Ss work in pairs and discuss their ideas. Then
they compare their worst scenarios with another pair.
Review the task Ask volunteers to share ideas.

UNIT
12 A BRIGHTER DAY
Documentary summary
It feels good when you brighten someone’s day. The video visits with four programs that are making a difference to people’s lives
in simple but effective ways. At the Salvation Army, nutritious meals are served to the homeless, while at a Florida hospital, young
patients are treated to staff wearing tutus every Tuesday. In the UK, The Bikes Project gives asylum seekers a life worth living, and
in Copenhagen, elderly residents go out for a bike ride in their community.
Language summary
Adverbs with adjectives and adverbs Skill and performance Describe ambitions
Making non-count nouns countable Describing emotional impact Express optimism and caution
BEFORE YOU WATCH p. 45 C PAIR WORK Introduce the task Read the instructions
aloud and ask Ss to read the items. Ss work in the same
A Introduce the task Ask Ss to look at the title of the text pairs as in exercise B. Elicit an example of a problem
and discuss as a class what community spirit is (friendliness homeless people face., e.g., They can’t get a job.
and understanding between people who live in the same
area). Point out the words in bold and the questions. Do the task Ss discuss the problems. Monitor and
encourage Ss to imagine themselves in each group
Do the task Ss read the text and answer the questions of people.
individually. Monitor and address any questions about
unfamiliar words (except those in bold). Ask Ss to compare Review the task Ask volunteers to share ideas about each
their answers in pairs. category.
Review the task Ask for volunteers to share their D PREDICT Introduce the task Ask Ss to read the
answers one at a time. Check answers as a class. Model the instructions and the list. Direct them to use a dictionary to
pronunciation of phenomenal and asylum. check the meaning of any unfamiliar words.
Suggested answers Do the task Ss work individually to match the groups in

exercise C to the different things.
1 News is passed from one person to another.
2 free food and drink for people who cannot get it Review the task Ss compare their ideas in pairs. Do not
elsewhere confirm or dismiss any of Ss’ ideas at this stage.
3 great; huge / amazing / extraordinary
4 loneliness / feeling different / isolated / WHILE YOU WATCH pp. 46–47
uncomfortable A Introduce the task Play the video.
5 refugees / immigrants (who are forced to flee their
homes) Do the task / Review the task Ss watch the video and see
6 soon whether their predictions in exercise D on page 45 were
7 It improves. / They get happier. correct. Ss complete the details about each project.
8 special
Answers
9 less worried
10 good / joyful 1 the homeless 2 children in hospitals
3 asylum seekers 4 the elderly
B PAIR WORK Introduce the task Ask Ss to read the
questions and spend a moment or two thinking about B Introduce the task Ask Ss to read the sentences
their community now and in the past. individually.
Do the task Ss discuss the questions in pairs. Circulate and Do the task Play the video again. Ss listen and complete
monitor, ensuring Ss are engaged and sharing examples. the sentence with words from the video.
Review the task Ask volunteers to share ideas about

community spirit in their area.

Review the task Check answers as a class. Answers
Answers 1 It made her calm down. / Kids start laughing. /
Parents make jokes. / It’s amusing.
1 brighten up 2 head chef 3 makes; days
2 You don’t need to stay at home and be lonely. /
4 take; mind off 5 raise spirits 6 do good
It’s one of the best things.
3 sensing local community and people / feeling part
C Introduce the task Ask Ss to read the questions aloud. Tell
of it / feeling that you belong
them you will play the video again.
Do the task. Play the video. Ss circle the correct answers.
A PAIR WORK Introduce the task Ask Ss to read the
Answers questions. Address any questions about unfamiliar words.
1 a 2 c
3 c 4 b Do the task Ss work in pairs and discuss the questions. For
item 2, encourage Ss to note the details of how they would
D Introduce the task Read the instruction aloud. Direct Ss’ adapt the services for different groups.
attention to the excerpt. Ask Which project in the video is the
excerpt about? (Salvation Army Community Center). Review the task Ask for volunteers to share their ideas
Do the task Direct Ss to try to complete the excerpt first B GROUP WORK Introduce the task Ask Ss to look at the
based on what they remember from the video. Then play pictures and the descriptions of the projects. Address any
the section of video 0:10–1:01, pausing as necessary for Ss questions about unfamiliar words (i.e., fridge = refrigerator).
to correct their answers. Tell Ss they can plan a community service based on one
of these project ideas or an idea of their own. Explain
Review the task Check answers as a class. that it would be best to pick an idea that is useful for a
community they all know well. Put Ss into groups of three
Answers
or four to choose a project. Direct them to be detailed
1 nutritional 2 value
3 grains 4 proteins about their plans. For example, they should ask themselves
5 cut 6 back 7 soup 8 kitchen 9 sent where the best place for a community fridge would be.
10 phenomenal (A shop? A community center? A place that is open late at
night? Why?)
E Introduce the task Read the instructions aloud. Direct Ss’
Do the task Ss work in groups and develop their ideas for
attention to the quotes. Ask whether they can remember
a project.
who said them. Point out the options, which describe what
the quotes are about. Review the task Ss work individually and write down
Do the task Direct Ss to match the quotes to what each the details of what they discussed in their groups. Remind
person is commenting on first. Then play the video. Ss work them to use the phrases in the box.
individually to finalize their answers. C PAIR WORK Introduce the task Tell Ss they will do a
Review the task Check answers as a class. role play based on the project they discussed in exercise B.
Put Ss into pairs with a S from another group. Student A is
Answers the project organizer and Student B is a journalist. Ss read
1 b 2 e 3 c 4 a 5 d the role play cards. Point out the useful language and drill
intonation using some ideas around community services,
e.g., I’m confident that we’ll be able to get teachers involved in
F Introduce the task Read the instructions aloud. Tell Ss to
their free time. You can’t say for certain if people will volunteer,
listen for the interviewees describing how people respond
can you?
to three of the projects in the video.
Do the task Ss work in pairs to develop ideas for their role
Do the task Play the video (1:02–end). Ss take notes on
play questions. Circulate and monitor and then ask Ss to
each project. Pause between projects.
role play the conversation when pairs are ready. Remind
Review the task Ss compare notes in pairs. Ask for them to use the useful language in their conversations.
volunteers to share the responses they noted with the
Review the task Choose two or three strong pairs to role
class. Check answers as a class.
play their conversations or part of their conversation for
the class depending on time. Provide feedback on use of
language.

UNIT
1 EXPERT SPEAKER: JACQUELINE

Video summaries
In the first video, A Step Forward, Expert Speaker Jacqueline talks about inventions and how they have had a positive or negative
effect on our lives. In the second video, Memory Lane, Jacqueline talks about nostalgia and how things have changed since she
was a child in terms of her favorite activities and the devices she uses or used.
UNIT 1 OPENER: p. 50 UNIT 1: p. 51

Discuss the question in the WHAT DO YOU THINK? box as a class. Discuss the question in the WHAT DO YOU THINK? box as a class.
WHILE YOU WATCH WHILE YOU WATCH

A Read the instructions aloud. Then play the video. Check A Before playing the video, check understanding of nostalgic
answers as a class. (longing for or thinking fondly of the past), which is used in
item 1. Then read the instructions aloud and play the video
Answers until 1:22 (the first three parts). Ss check the true sentences
1 b
2 a
3 c 4 a and correct the false ones.
B Read the instructions aloud. Play the video again. Check

Answers
answers as a class. To extend the activity, Ss can work in 1 T 2 T 3 F – She enjoyed watching music videos.
pairs to add words to the two lists. 4 F – She watched in the afternoon and evening. 5 T
Answers B Read the questions aloud. Then play the rest of the video.
1 beneficial 2 to help 3 sustainable Ss write their answers. Tell them they do not have to write
4 incorrect 5 to hurt 6 to destroy complete sentences. Then check answers as a class.
Answers
AFTER YOU WATCH 1 her Walkman (a portable device for playing music
A Read the instructions aloud. Give Ss time to reflect, and popular in the 80s and 90s)
then ask them to share their ideas as a class. 2 that you could carry your music with you
3 MP3 players, cell phones, tablets, and computers to
B PAIR WORK Explain that the Library of Congress is the stream music
main research branch of the U.S. Congress and the largest 4 that with a Walkman you could only listen to music.
library in the world, and that Carla Hayden was appointed 5 that with the new gadgets, you can be doing
librarian in 2016 for a ten-year term. Put Ss in pairs to
anything and everything at the same time as
discuss the list and the questions. Ask volunteers to share
listening to music – you’re more distracted
their answers with the class.
C Read the questions aloud. Give Ss time to think of their
answers, and then share them with the class. AFTER YOU WATCH
A Read the instructions aloud. Give Ss time to reflect, and
then ask volunteers to share their thoughts. Encourage
active listening by prompting the class to ask questions.
B Read the instructions aloud. Give Ss a chance to think and
write notes about their week.
C PAIR WORK This exercise offers Ss a chance to talk about

past and present habits using the forms in the speech
bubbles. Put Ss in pairs and give them time to discuss.
Ask volunteers to summarize their discussions.
98 Expert Speakers Teaching notes EVOLVE 5 Unit 1

UNIT
2 EXPERT SPEAKER: ODIL

Video summaries
In the first video, Natural Limits, Expert Speaker Odil talks about his feelings about being in nature and the ways in which human
activity affects wildlife and their natural habitat. In the second video, Deep Ocean or Deep Space?, Odil gives his opinion about the
importance of different areas of research and exploration.


A Read the instructions aloud and play the first three parts A Ss take turns reading the sentences aloud. Play the first
of the video (until 1:02). Ss choose answers individually. four parts of the video (until 1:04). Check answers as a class.
Check answers as a class.
Answers
Answers 1 T
1 c 2 b 3 b 4 a 2 T
3 F – There are still a lot of places we haven’t explored.
B Ss read through the questions on their own. Play the rest of 4 F – People tend to explore places that are difficult to
the video. Check answers as a class. get to.
5 T
Answers
1 a doing new research b discovering new places c B In this exercise, Ss have to listen for three areas of research
improving our understanding of science and exploration that Odil mentions. Play the final segment
2 People destroy nature and wildlife’s natural habitat. of the video (start at 1:35). Check answers as a class.
3 Without human activity, it wouldn’t be possible to
carry out research, discover new areas of the world, or Answers
advance science. Antarctica, microenvironments, space
AFTER YOU WATCH AFTER YOU WATCH

A Give Ss time to reflect and take notes. Then invite A PAIR WORK This exercise gives Ss the chance to practice
volunteers to share their experiences with the class. comparative and superlative structures in the context of
extreme environments. Give Ss time to make their lists, and
B PAIR WORK Read the instructions aloud and put Ss
then have them compare experiences with a partner. Ask
in pairs. Give them time to discuss their ideas. Then, as a
volunteers to summarize their experiences for the class.
class, collect ideas on the board. (Note that while the topic
of human-caused climate change is largely agreed upon B GROUP WORK Give Ss time to reflect. They can use items
in the scientific community, there are debates about the from the list in While you watch exercise B or come up with
extent that humans have had an impact on the climate. their own ideas. Then discuss as a class.
Opposing viewpoints have contributed to strong feelings
on the subject, causing some controversy.) C PAIR WORK Put Ss into different pairs and read the
instructions aloud. Set a time limit for brainstorming
C Read the instructions aloud and allow Ss time to reflect and preparing their pitch, which they should keep to 30
before discussing as a class. Alternatively, you could have seconds. Then invite each pair to present their project to
Ss debate the issue in small groups of three or four. Remind the class (the “committee”) and have the class decide which
Ss that there are no right or wrong answers. project should get funding and why.
EVOLVE 5 Unit 2 Expert Speakers Teaching notes 99

UNIT
3 EXPERT SPEAKER: WENDY

Video summaries
In the first video, The Way I Am, Expert Speaker Wendy talks about roller coasters and how they make her feel. She then talks
about other extreme situations that help reveal people’s true character, while giving her own personal example of competing
in a marathon. In the second video, Things and Emotions, Wendy talks about the types of things or situations that make her feel
different emotions.


A Read the instructions aloud and play the first two segments A Read the instructions aloud and ask volunteers to take
of the video (until 0:45). For an added challenge, play it first turns reading the list. Play the video while Ss categorize the
without sound and let Ss guess Wendy’s feeling from her situations individually. Check answers as a class.
expressions. Then play the sections again with sound to
check their guesses. Check answers as a class. Answers
Things she loves: walking her dog, being with family,
Answers eating meals with friends
drop fly risk speed Things that irritate her: getting served the wrong
food, people in the way when she is in a hurry
B Have Ss read the questions on their own. Then play the rest Things that make her feel fabulous: getting a
of the video. Check answers as a class. massage
Things that make her feel tense: taking her sick child
Answers
to the ER, not knowing what’s going to happen
1 b
2 c
3 b 4 b
C Ss might be able to do this vocabulary exercise without AFTER YOU WATCH

watching the video again. If they have trouble, play the A Give Ss time to reflect on how Wendy’s answers are similar
whole video and have them listen for the words, which are to how they would feel. Ss then complete a chart like the
in order of occurrence. Check answers as a class. one in Before you watch exercise A for themselves. Elicit
answers from volunteers and allow others in the class to
Answers
comment.
1 grit 2 endurance
3 commitment 4 patience
B PAIR WORK This exercise encourages Ss to make their
own sentences with relative clauses in the context of their
AFTER YOU WATCH feelings. Put Ss in pairs to compare their answers. Then ask
A Give Ss time to reflect, and then invite volunteers to share for volunteers to share their experiences with the class.
their experiences with the class. C Read the instructions aloud and ask for three volunteers to
read the quotes. Give Ss a chance to reflect on the meaning
B PAIR WORK Read the instructions aloud and put Ss
of the quotes. You might need to point out that to sweat
in pairs. Allow them time to discuss, and then as a class
in the context of the first quote means to worry about,
collect ideas on the board.
and that a molehill is a small mound of earth that’s caused
Suggested answers by moles burrowing in the ground. Discuss as a class and
collect possible quotes Ss mention on the board.
Assembling furniture can show how patient and
determined people are.
Dealing with a serious illness might show how
empathetic someone is and whether they can put other
people’s needs first.
Playing a board game reveals whether people follow
rules or will cheat to win as well as show how good a
loser they are, etc.

UNIT
4 EXPERT SPEAKER: LUCIA

Video summaries
In the first video, Combined Effort, Expert Speaker Lucia first talks about her experience with working on a team and gives her
opinion about its advantages and disadvantages. In the second video, It Takes A Team, Lucia talks about her role on her team at
work and the role she plays with her family and friends. She describes an experience she had as the decision-maker in organizing
an event.


A Have Ss read the six sentences on their own. Play the first A Point out that some sentences have two sets of options,
three segments of the video (until 1:12) and give them and they should listen for key words and context while
time to correct the false ones. Check answers as a class. making their choices. Then play the entire video.
Answers Answers
1 F – Lucia works on a small team of four people. 1 logistics 2 administrative 3 Europe, eight
2 T 4 from different states in the U.S. 5 very little
3 T 6 positive, helpful 7 friends and family, never
4 F – Lucia’s team sometimes struggles a little bit
with deadlines. B Ss should be able to answer the questions from memory,
5 F – One of the advantages of teamwork is that but they can work in pairs to help them or you can replay
everyone is working on different aspects of a project the video if necessary. Check answers as a class.
and it makes things more efficient.
6 T
Answers
1 While arranging the flights, Lucia was nervous about
B This is a vocabulary exercise. Ss should be able to complete the amount of responsibility and worried about
it without watching the video again, especially if they work making mistakes. Afterward she felt good about
in pairs. Check answers as a class. herself and her ability to help.
2 She learned to have more self-confidence and be
Answers willing to do more decision-making.
1 d 2 c 3 e 4 a
5 b 3 She is a good listener and can keep a secret. The
other members of her family always tell each other
about the secrets they learned.
AFTER YOU WATCH
A Invite volunteers to share their thoughts with the class.
What is the class’s consensus about teamwork? Is your class AFTER YOU WATCH
full of team players or lone wolves? A Give Ss time to reflect on the questions. Invite volunteers
B Ss recall how Lucia talked about her team and teamwork. to share their answers with the class.
Invite volunteers to share their thoughts with the class. B Read the instructions aloud. If some Ss are unfamiliar
with the tools mentioned, look up examples online. Then
C GROUP WORK Put Ss in groups of three or four. Ss
invite volunteers to describe the tools they use and how
discuss what each is good at and allocate roles within their
they help.
group. Ask groups to share what they found out about
roles and skills. C PAIR WORK Read the instructions aloud and make sure
Ss understand the two approaches they need to evaluate.
Then, as a class, write the advantages and disadvantages
on the board.

UNIT
5 EXPERT SPEAKER: CAROLINA

Video summaries
In the first video, The Human Factor, Expert Speaker Carolina first talks about intelligent machines and gives her opinion about what
humans and robots can each do better, both in general and with respect to her field of dentistry. In the second video, Imitating
Reality, Carolina talks about virtual reality and explains the ways in which she thinks VR could have an impact in her field.
UNIT 5 OPENER: p. 58 short description. Invite two or three pair to describe their
device. Alternatively, each pair could create a short print ad
Discuss the question in the WHAT DO YOU THINK? box as a class. for their device and post it on the wall.
WHILE YOU WATCH UNIT 5: p. 59

A Play the first four sections of the video (until 1:42) and have Discuss the question in the WHAT DO YOU THINK? box as a class.
Ss answer the questions. Check answers as a class.
Answers WHILE YOU WATCH

1 b
2 a
3 b 4 c A Have Ss read through the items. Then play the first
segment of the video (to 0:24) and have Ss choose the
B Play the rest of the video (from 1:42). Alternatively, Ss could correct answers. Check answers as a class.
work with a partner to predict the right answers before
Answers
watching. Check answers as a class.
1 b 2 b 3 c
Answers
b, c, f B Ss should be able to do this quick vocabulary exercise
without watching the video again but give them the
C Ss read the questions on their own. Then replay the entire option to replay it. Check answers as a class.
video. Pause the video as needed to give Ss time to write
Answers
their answers. Check answers as a class.
1 bucket list 2 comfortable
3 amazing 4 risk
Answers
1 Driverless cars will make the time spent commuting
AFTER YOU WATCH
easier and more comfortable. They will also allow
passengers to do other things while in the car. A PAIR WORK Read the instructions aloud and draw Ss’
2 They will probably benefit everyone, but Carolina attention to the speech bubbles. Encourage them to use
specifically mentions two age groups: young children the phrases when talking to their partner. Invite two or
and the elderly. three volunteers to share their experiences with the class
3 The human component is required in making and how VR might change things.
diagnoses and judgments, teaching, and the arts. PAIR WORK Read the instructions aloud and ask Ss to
B
4 You need to consider a person’s feelings and their find a different partner to work with. Direct them to make
whole environment as factors. a T-chart for organizing the advantages and disadvantages
they brainstorm. Duplicate the T-chart on the board. Then
ask Ss to record their lists on the board.
AFTER YOU WATCH
A Give Ss time to reflect, and then invite volunteers to give
and explain their answers to the class.
B You can have Ss exchange information with a partner or
in small groups before initiating a class discussion. Invite
volunteers to share their experiences with intelligent
machines with the class.
C PAIR WORK Have Ss work in pairs first to brainstorm

ideas for a new intelligent device and then to write a

UNIT
6 EXPERT SPEAKER: BOJAN

Video summaries
In the first video, Expect The Unexpected, Expert Speaker Bojan first tells two stories: one about an unexpected encounter with a
celebrity and the second about unexpected reaction he received when speaking a foreign language. In the second video, Going Viral,
Bojan talks about his possible reaction to sudden fame and the downsides of being famous, especially in the age of the internet.


A Ss have to choose between two options to complete the A Tell Ss to skim the exercise first and make sure they
sentences. Have them skim the exercise quickly, and then understand that some items have more than one correct
play the final three segments of the video (starting at 1:22). answer. Then play the entire video.
Check answers as a class.
Answers
Answers 1 a, b 2 b 3 a, b 4 a 5 b, c 6 a, c
1 likes to plan ahead
2 time slots B Give Ss the chance to try answering the questions before
3 getting an unexpected reaction they watch the video again. Alternatively, direct them to
4 hadn’t yet learned to speak Dutch well read the questions and then replay the final section of
5 drugstore the video (1:25–end). Check understanding of the term
6 smiled nightmare in item 3 (something that is very difficult to
7 mother manage). Then check answers as a class.
Answers
B PAIR WORK In this exercise, Ss show that they have
1 He is online “most of the time” reading the news and
understood the sequence of events in the two stories
Bojan tells, and they get a chance to tell the stories in their using social media.
own words using narrative tenses. Ss might be able to put 2 Celebrities have to be careful about what they put
the events in order without watching the video again, but online (because of the reactions they might get).
replaying the segments with the two stories (0:07–1:22 3 Being famous and having to be so careful about who
and 1:22–end) can help them pay attention to Bojan’s one is with and what one does in public.
storytelling techniques. Ss decide which story they will tell
their partner, and then retell that story. C This exercise focuses on three expressions Ss might have
trouble with. Let Ss write the correct word from memory.
Answers Play the video again, pausing when Ss hear the word.
The airport lounge:
a 4 b 1 c 7 d 2 e 5
f 3
g 6 Answers
The store in the Hague: 1 reach out 2 misinterpreted 3 publicly
a 4 b 6 c 1 d 7 e 3
f 2
g 5
AFTER YOU WATCH
AFTER YOU WATCH A Give Ss time to reflect on the questions. Invite volunteers
A PAIR WORK Read the instructions aloud. Put Ss in to share their thoughts with the class.
pairs, ideally with different partners than the previous B Read the instructions aloud. You might explain to Ss
exercise. They should prepare to tell their story and try to that the phrase was apparently coined in the 1960s by
use a variety of narrative tenses. Ss tell each other their British journalist Malcolm Muggeridge to describe people
stories and then note similarities and differences to what considered famous just for appearing on TV. Give Ss time
happened to Bojan. Invite Ss to share their stories in front to think about how this applies to social media celebrities.
of the class.
C Read the instructions aloud. Check understanding of
B Read the instructions aloud and give Ss time to reflect. consequence in this context (a result or outcome). Invite
Initiate a class discussion. volunteers to share their thoughts with the class.

UNIT
7 EXPERT SPEAKER: ODIL

Video summaries
In the first video, What It’s Worth, Expert Speaker Odil first talks about the things that he feels have the most value and explains
what the word worth means to him. In the second video, Worthy Helpers, Odil talks about what it feels like to help people and to
be helped by others, and he also discusses what makes a good helper.


A This exercise is intended to help Ss understand the gist of A This exercise checks understanding of the first section of
the video before they watch for details in exercise B. For the video. Play the video until 0:32. Check answers.
this reason, there is no requirement to correct the false
sentences, though that could be done with stronger Ss if Answers
desired (corrected sentences are supplied in the key). Read 1 often 2 work-related 3 enjoys; assists
the instructions aloud, and then play the video. Check
answers as a class. B Point out that Ss will need to determine whether each
sentence is true, false, or mentioned in the video. Play the
Answers next two sections of the video (0:32–1:33) if necessary.
1 F – Odil owns a painting that is very valuable to him Check answers as a class.
because it was given to him by a friend.
2 T Answers
3 F – Odil used to place a high value on things that 1 F – Odil recently traveled by plane with his mother to
cost a lot, but now he values more intangible human his home country.
abilities like kindness, charity work, friendliness, 2 T 3 NM 4 T
and positivity. 5 F – The assistant, not Odil, helped her get on
4 T the plane.
5 F – More than anything else he values the people 6 T 7 T 8 NM
that are surrounding him like family, friends, and
his mother. C Read the instructions aloud. Play the final section of the
video (1:34 to the end) and have Ss check the boxes of the
B Have Ss skim the exercise quickly before they re-watch the words they hear. Alternatively, before watching the video,
video. Point out that all items have more than one correct tell Ss that Odil will mention five qualities and see whether
answer. Replay the video once or twice depending on Ss’ they can predict what he will say. Check answers as a class.
needs. Check answers as a class.
Answers
Answers friendliness, kindness, passion, patience, positivity
1 b, c 2 b, c 3 a, c
AFTER YOU WATCH

AFTER YOU WATCH A Give Ss time to reflect on the extent to which they
A PAIR WORK Have Ss work in pairs to discuss the agree with Odil or have other opinions about helpers.
questions. Ask for volunteers to share their thoughts with Invite volunteers to share their thoughts with the class.
the class and encourage class discussion. Alternatively, ask each S to choose the top three qualities
they think helpers should have. Then do a class survey to
B Read the instructions aloud and give Ss time to reflect. see what the class’s top three qualities are.
Initiate a class discussion.
B PAIR WORK Read the instructions aloud and have
Ss work in pairs to discuss the question. Invite a few
volunteers to share their insights with the class.

UNIT
8 EXPERT SPEAKER: JACQUELINE

Video summaries
In the first video, Small Things Matter, Expert Speaker Jacqueline first talks about what kind of small personal objects she has
in her workspace and on her refrigerator and what these personalized items mean to her. In the second video, Side Projects,
Jacqueline talks about her side project of farming and how it benefits both her as a person and her career.


A Read the instructions aloud. Play the rest of the video. Ss A Read the instructions aloud. Then play the first three
should listen for the words Jacqueline mentions in the two sections of the video (until 1:15) once or twice if necessary.
lists. Check answers as a class. Check answers as a class.
Answers Answers
Personal items: pictures of her family, pictures of pets, 1 b 2 b 3 b, c 4 a, c
drawings, pictures of her and her partner
Why she chose them: feel happy, remember, cool, B Ss should be able to do this vocabulary exercise without
reminds, beautiful watching the video again. The intention is to practice some
collocations from the video and to show how certain words
B Have Ss read the questions on their own, and then replay are spelled (e.g., to sow, nutritious).
the video. Give them time to answer the questions, which Answers
they can do with a partner. Check answers as a class.
1 sow seeds
Suggested answers 2 urban agriculture
1 The plants make her feel grounded. They bring the 3 have access; nutritious food
natural world into her workspace. 4 empower people
2 Writing down her thoughts and feelings might make
her feel in control. AFTER YOU WATCH
3 She keeps pictures of people (and pets) on her fridge
because they remind her of her family back in Mexico A Give Ss time to reflect on the questions. Then invite
and other happy times in the past. volunteers to share their thoughts with the class.
4 It tells us that family and friends mean a lot to her, B GROUP WORK Read the instructions aloud. Put Ss in
and she is perhaps a little homesick for Mexico. groups of three. They work together to come up with a
side project and assign roles for beginning work. Ss then
prepare a 30-second pitch that describes what the project
AFTER YOU WATCH will achieve and the steps they need to take to get there.
A Read the instructions aloud. Gives Ss time to reflect on how
C Ss choose a spokesperson to make the pitch. Make
their workspace and their refrigerator look and how they
sure they keep to the 30-second time limit with their
compare to Jacqueline’s. Ask for volunteers to describe
presentation. Take a class vote on the best side project.
what their personal items say about them.
B Read the instructions aloud and make sure Ss understand
the quote from Gretchen Rubin. (There is more on the topic
at https://gretchenrubin.com.) Then give Ss time to reflect,
either alone or with a partner, before discussing as a class.
C PAIR WORK Read the instructions aloud. Put Ss in pairs

to discuss the questions. Then ask volunteers to describe to
the class how they will set up their new ideal workspace.

UNIT
9 EXPERT SPEAKER: CAROLINA

Video summaries
In the first video, Things Happen, Expert Speaker Carolina first tells a story about an unplanned thing that happened to her on a
trip to Italy and changed her life, and then goes on to talk about planning and luck. In the second video, Why Did I Do It?, Carolina
talks about her regrets and life lessons she has learned and tells a story about seeing the funny side of things that go wrong.


A Explain that each item is a question about a person A Read the instructions aloud and play the entire video.
beginning with Who … . Play the entire video. If necessary, Check answers as a class.
explain that Juliet is one of the characters in William
Shakespeare’s tragic play Romeo and Juliet, which takes Answers
place in Verona. Ss complete the exercise individually. 1 soccer 2 desk 3 groceries 4 taxi cab
5 minimalism
Answers
a Carolina’s cousin b Carolina c Carolina’s family B You might need to play the fourth section of the video
d Alexander e Carolina f Alexander again (1:49– 2:37) to help Ss put the events in order. When
retelling the story, Ss should paraphrase. Remind them that
B Read the instructions aloud, and then replay the video. paraphrasing is a way of retelling something that doesn’t
Check answers as a class. use the same words as the original text.
Answers Answers
1 b
2 b
3 a a 7 b 3 c 2 d 8 e 1 f 5 g 6 h 4
C Ss read the questions individually. Encourage them to try

to complete the activity without watching the video. Then AFTER YOU WATCH
play the video again so they can refine their answers. A PAIR WORK Read the instructions aloud. Ss reflect and
take notes to prepare their story. Partners tell each other
Answers
their stories. Invite one or two volunteers to share their
1 If you touch the statue, you will find your true love. experiences with the class. Encourage classmates to listen
2 She met Alexander, the love of her life. actively and ask questions.
3 She likes to leave room for the unexpected because
life always surprises you. B Before Ss reflect on the questions, replay the final section
of the video (starting at 2:38) about the life lesson Carolina
4 Being prepared, working hard, and learning many
learned. How do they think it will change her life? Then
skills makes a person more open to new possibilities.
give Ss time to think of a life lesson they themselves
learned and take notes to answer the questions. Ss then
AFTER YOU WATCH share with a partner or the class.
PAIR WORK C Read the instructions aloud and give Ss time to reflect. Ask
A Read the instructions aloud. Ss work on
for volunteers to share their thoughts with the class.
their own to take notes for an alternative story about
Carolina. Then they use their notes to tell their partner
about Carolina’s new chance encounter. Invite volunteers
to tell their story in front of the class.
B PAIR WORK Read the instructions aloud and put Ss in

pairs. Give them time to come up with other examples of
chance encounters. Partners share their examples with the
class and the impact the encounters made on history.
C Have Ss reflect on their own chance encounters. Encourage
them to describe their stories to the class.

UNIT
10 EXPERT SPEAKER: LUCIA

Video summaries
In the first video, People, Profiles, Expert Speaker Lucia first talks about the types of profile pictures she uses on different social
media and the impression she hopes to make with them. She also talks about how and why people change their appearance for
job interview and dates. In the second video, You, Customer, Lucia explains how and why companies use customer profiles for
marketing purposes and gives her personal and professional opinion about companies collecting customer data.


A Read the instructions aloud. Play the first three sections A Read the instructions aloud and play the entire video. Ss
of the video (to 1:29) once or twice as necessary. Ss do the then choose the correct sentence summarizing Lucia’s
task individually. Then check answers as a class. feelings. Check the answer as a class.
Answers Answer
1 b 2 c 3 a
4 c 5 c 3
B Read the instructions aloud, and then play the rest of the B Ss might not need to watch the video again to do this
video (1:30 to the end). Ss do the task individually. Check exercise (especially if given the option of working with
answers as a class. a partner). But replay the video, if necessary, and pause
when a target word is mentioned so Ss can note how it is
Answers used in context.
1 formal and neat 2 professional 3 attractive
4 sophisticated; clean-shaven Answers
1 target 2 transparent 3 demographics
4 secure 5 audience
AFTER YOU WATCH
A PAIR WORK Before Ss discuss the questions, make
AFTER YOU WATCH
sure they remember what Lucia’s current profile picture
looks like (“It’s a picture of me holding my baby, and you A Read the instructions aloud. Open discussion up to the
can’t really see my baby’s face, but you see just his profile whole class to see what SS think about Lucia’s perspective
and my profile.”). Give Ss a few minutes to discuss the on data collection among companies. Ensure that all Ss
questions with a partner. Then open up the topic to a class participate in the discussion by inviting hesitant speakers
discussion. As an extension, ask Ss to describe (or show) to share their observations briefly.
a current profile picture and elicit the impressions it gives
B PAIR WORK Read the instructions aloud. Check
their classmates.
understanding of to track, Wi-Fi, and GPS. Encourage Ss to
B PAIR WORK Read the instructions aloud and give Ss use cause and effect verbs like allow and enable in their
time to reflect. Many will have social media friends with discussions with partners. Ask for volunteers to share their
default profile pictures, and some Ss might even have ideas with the class.
one themselves. Ss discuss in pairs or small groups before
C PAIR WORK The discussion from exercise B continues
inviting volunteers to share their ideas with the class.
here as Ss now brainstorm other ways companies collect
C GROUP WORK Read the instructions aloud, and then data. Read the instructions aloud and give Ss time to
give Ss time to reflect on the questions. Put Ss in groups jot down their ideas. Draw attention to the speech
of three or four. Tell groups to discuss the advantages and bubbles and encourage Ss to use that language in their
disadvantages (both to the candidates and to the hiring conversations. As a class, collect Ss’ ideas on the board.
managers) of including photos in job applications. Ask Ss
what the practice is where they come from.

UNIT
11 EXPERT SPEAKER: BOJAN

Video summaries
In the first video, Really?, Expert Speaker Bojan first talks about why people edit photos on social media and in fashion magazines
and gives his opinion about the practice. In the second video, Internet Tales, Bojan talks about how he uses the internet now and
what life was like before the internet.


A Play the entire video. Before Ss watch again, tell them to A Read the instructions aloud. Play the first four sections of
read the sentences so they know what to listen for. the video (until 2:12) once or twice. Check answer as a class.
Answers Answers
1 If something seems wrong about a picture online, 1 a, c, d, f, h 2 b, c 3 c, d 4 b
you can zoom in and focus on the detail.
2 In the example about the magazine, editing was done B It might be easier for Ss to work in pairs to answer these
to make the women look slimmer and have better skin. questions. Encourage them to answer the questions before
3 People who want to present themselves in the best they watch again. Then replay the entire video.
light might alter their appearance after the fact
in photos.
Answers
4 When photos are altered in fashion magazines, it is 1 The advantages are that you can do a lot more, do it
usually the editors or people who deal with photos faster than before, and you don’t waste as much time
who do it. doing it; the disadvantages are that we now have less
5 It is important to stay yourself and not go too far. direct, face-to-face interactions with people.
6 Fashion magazines present standards of fashion and 2 He says that how the information is presented and
beauty that are impossible for the average person who presents it influences how we react.
to achieve. 3 Harmful purposes: extreme political groups using
the internet to spread their ideologies
B Ss read the questions. Encourage them to attempt to Good purposes: people organizing drives to collect
answer before watching the video again. Then replay the donations for charity
video so Ss can revise or write their answers.
Answers AFTER YOU WATCH

1 You can zoom in to see more details. A PAIR WORK Read the instructions aloud. Ss discuss the
2 One woman had an extra arm. questions with a partner. Ask for volunteers to share the
3 They are not happy with their appearance; they results of their discussion with the class. To structure the
want to look more attractive; they want to present class discussion, on the board write a T-chart with two
themselves in the best light. headings Things that would be missed / Things that would be
4 They try to show perfection, but it is impossible for better – and add Ss’ ideas to the appropriate categories.
most people to achieve the same standards.
B Read the instructions aloud and gives Ss time to reflect. Ask
for volunteers to share their answers and discuss as a class.
AFTER YOU WATCH C GROUP WORK Put Ss into groups of three or four and
A Read the questions aloud, and then give Ss time to reflect go over the instructions. Give groups a specific amount
on their answers. Allow Ss the option of discussing in pairs of time to come up with a plan and prepare a short
or initiate a whole-class discussion. presentation. A spokesperson presents their group’s plan
to the class. Ask Ss how realistic they think the plans are
B GROUP WORK Check understanding of what the and whether the internet will ever be regulated.
magazine did. Put Ss in groups of three or four to
brainstorm reasons the fashion industry and readers
complained. Then Ss discuss how they would have reacted.

UNIT
12 EXPERT SPEAKER: WENDY

Video summaries
In the first video, Got What It Takes?, Expert Speaker Wendy first talks about her mother and why she is Wendy’s role model. She
then goes on to explain what makes somebody successful and what success looks like for her personally. In the second video,
Wendy talks about the role talent and hard work play in determining someone’s success and what makes people highly successful.


A Read the instructions aloud and ask Ss to read the A Make sure Ss understand that at least one sentence has
questions. Play the entire video once or twice, if necessary. information not mentioned in the video. Play the first
Explain to Ss that each question is going to have more than section of the video (until 1:01) once or twice and give Ss
one correct answer. Check answers as a class. the chance to rewrite the false statements.
Answers Answers
1 a, c 2 a, b, c 3 a, c 1 T
2 F – If someone has a lot of talent, they still need to
B Give Ss the option of answering the questions on their own work hard to be successful.
or in pairs. Play the video again. Check answers as a class. 3 T 4 NM
5 F – Steve Jobs didn’t do well at school, so he found
Answers his own way to be successful.
1 Wendy admires her mother’s energy and her ability to
stick to her plan (perseverance) and hope for the best B Read the instructions aloud and play the second section of
(optimism). She also admires her courage (grit) in the the video (1:02–1:42) once or twice as necessary.
face of difficult situations.
2 Being patient, being intuitive, knowing oneself and Answers
being aware of one’s surroundings helps people be capable of learning from a coach, be talented at their
make the right decisions. sport, work hard, work well on a team
3 For her personally, success means being able to
provide for her children and not having to worry C Read the instructions aloud. Play the final section of the
(too much) about their health. video. Ask Ss to watch before reading the sentences. Ss then
complete the three sentences with words in the box.
AFTER YOU WATCH Answers

A Read the instructions aloud, and then give Ss time to 1 world events and laws; 2 community; 3 the
reflect. Allow Ss to discuss in pairs or invite volunteers to world economy; 4 stockholders/team members;
share their thoughts with the class. 5 team members/stockholders; 6 express themselves
visually; 7 classical and modern art
B PAIR WORK Make sure Ss understand that they are
answering three questions. Point out that Ss can share their
own successes. Put Ss in pairs and give them ample time to AFTER YOU WATCH
discuss. Elicit Ss’ definitions of success and write them on
the board. A PAIR WORK Put Ss in pairs and have them discuss. They
also compare their ideas to Wendy’s.
C Read the instructions aloud. Write the saying on the board
and ask Ss to share their interpretations of it aloud. Then B If Ss are self-conscious talking about their own skills and
hold a class discussion about whether Ss agree with the hard work, allow them to choose a person they know. Ask
sentiment or not. volunteers to share their answers in small groups or with
the rest of the class.
C Ss explain and discuss a quote by Sir Walter Scott (1771–
1832). Ask them what the quote means and to define
attitude in this context (a way of thinking or feeling about
something). Open the topic to class discussion.

VIDEO SCRIPTS DOCUMENTARY
Unit 1: Out of our hands Consumers were saving money, but getting
Narrator Before the early 1800s, everyday items used fewer choices. And Ford underestimated the
to be made by skilled craftspeople. In those public’s demand for options – which they used
days, people accepted that making anything to have when everything was made by hand.
was a time-consuming process. And there was His competitors quickly recognized the desire for
no expectation that similar products would choices and began to sell cars with a variety of
always turn out identical, either. But as the features. Since then, car design has become more
1900s approached, new machines and industrial and more innovative.
processes were introduced. Traditional, hand- J Mays Suddenly at that point is when design was
made products started to be replaced by less born because we had answered the functional
expensive, easier-to-make versions. Consumers attributes of moving the customer from point
adapted quickly and welcomed these changes. A to point B and now we were offering the
After all, mass production made things cheaper. customer a choice of how to go from point A to
But there was a downside. point B. And then you could make the car more
Bob Casey What happens in a mass production system is attractive through colors, through different
that the craftsmanship is actually transferred materials and then eventually through different
from the people who are physically assembling shapes.
the product back up the chain, away from the Narrator Although progress is usually a good thing for
mass of workers who are actually doing the consumers, we shouldn’t forget the importance
assembling. And the labor historians actually of design and the value of craftsmanship.
have a word for it. They call it deskilling. It says
we’re going to take the skill away from the Unit 2: Life in space
majority of people, and we’re going to invest it in Narrator The International Space Station is one of
a smaller group of people. humankind’s greatest achievements. Two
Narrator One of the first people to use mass production hundred thirty people from eighteen countries
methods was Henry Ford, who created the first have spent time on the station since it was
assembly line and used it to build cars. Each launched in the year 2000. The International
person put together just one part of the final Space Station was built to let people live and
product; there were no skilled workers in his perform scientific experiments in space. Their
factories – instead they were filled with unskilled objective? To find out enough information about
laborers. Deskilling his factories in this way was life in zero gravity to allow astronauts to go
bad news for craftspeople because their skills further into space than ever before.
were no longer necessary. Joseph Acaba Well I think the ultimate goal is for us to get
Bob Casey They said instead of having one guy at a bench to Mars and beyond. But Mars has been this goal
make a whole transmission, what if we have that’s been out there for a while. We’ve been
several guys at a bench, and each one does a studying it with the rovers, so it’s time to for us to
little thing on the transmission and then shoves it get humans on Mars.
down the bench to the next guy? Narrator Astronaut Scott Kelly has been preparing for a
Narrator This idea was a huge step forward for the car year away from Earth on the space station. It will
industry because it meant that factories like be one of the hardest things he’s ever done.
Ford’s were capable of producing cars in much Scott Kelly My greatest concern, I think, is just missing the
less time than it used to take. people, you know, your loved ones, your family,
Joe Kerr When the first ones were built, which were built your friends…
conventionally, it took 12-and-a-half man-hours Narrator After months of preparation, it’s finally time to
to make a single car. By the time mass production go. The mood is tense but excited in the flight
was fully implemented, it took 93 minutes. control room on launch day. American astronaut
Narrator Even today, some car parts are still produced on Kelly and Russian cosmonauts Mikhail Kornienko
an assembly line. Although Ford’s production and Gennady Padalka are just minutes away
methods were efficient, he made one crucial from launch.
mistake. Mass-produced things were all alike. NASA Control Ramping up … and lift off. A year in space
starts now. Kelly, Kornienko, and Padalka on their
way towards the International Space Station.
110 Documentary Photocopiable © Cambridge University Press 2020 EVOLVE 5 Video scripts
Narrator The astronauts leave Earth’s surface, and their differently, according to their gender. And so it’s
journey officially begins. Once everyone is settled very hard to say that some of those things are
on the space station, the real work starts. biologically driven or driven socially because
Scott Kelly You know we do a lot of experiments up here, as soon as we start we do interact with them
but I think the most important experiment is the differently.
space station as an orbiting vehicle that keeps Narrator Although scientists still don’t know whether
humans alive in space for long periods of time … gender differences are influenced more by
Narrator After a long year on board the space station, Kelly the way we are raised than by our genes, this
finally leaves his crew and returns to Earth. He particular experiment seems to suggest that
successfully lands in Kazakhstan and is given a our upbringing has a strong impact. Moms were
hero’s welcome when he returns home to Texas. asked to estimate how well their babies could
Scott Kelly I was lucky to spend an incredible year with crawl down a slope. While the mothers of boys
some incredible people that are here to today were very accurate about how well their babies
to greet me back on Earth; crew members that could crawl, the mothers of girls underestimated
are here and people that aren’t here; American their abilities.
astronauts, astronauts from other countries, and Nathan Mikaere-Wallis With a few exceptions, we found
Russian cosmonauts from around the world. It that these moms pushed their boys to crawl at
was a privilege to fly with all of them. a slightly steeper slope than the girls. Whether
Narrator Through their research astronauts like Scott we’re aware of it or not, as parents our beliefs are
Kelly and the other scientists on board the a strong influence on growing brains.
International Space Station are changing what we Narrator But maybe there’s more to the story. Nathan
know about deep space. Who knows? Maybe one heads to Wellington Zoo to meet Bart Ellenbroek,
day some of us will find ourselves on a spaceship a neuropsychologist who studies how the
heading to Mars. brain affects the way we act. They will try an
old experiment with a group of chimpanzees.
Unit 3: How different are we really? They give the chimpanzees some toys that are
Narrator This is Nathan Mikaere-Wallis, a neuroscientist stereotypically associated with boys or with girls
from New Zealand. He wants to know if male and to see which they prefer.
female brains are different, and if so, how this Nathan Mikaere-Wallis Surprisingly the original
affects our personalities. experiment, which has been repeated, did show
Nathan Mikaere-Wallis I’m Nathan Wallis. I’m about to step that male monkeys seem to prefer trucks and the
into one of the most controversial areas in all of female monkeys went for dolls.
neuroscience. We’re doing a documentary on the Professor Bart Ellenbroek The idea that males, even
difference between males and female brains. Do among monkeys, even among chimpanzees,
you think there’s a difference? would prefer wheeled toys and females would
Girls Yeah! prefer stuffed animals … that suggests that it is
Woman 1 I think there is a difference. more biologically determined rather than socially
determined. And that caused quite a stir when
Woman 2 We’re made up of two totally different make ups,
the studies came out.
aren’t we?
Narrator It seems there are both biological and social
Man I reckon that males have different skills sets than
reasons for why boys and girls are different.
females.
But should we be limited by other people’s
Narrator The real question is: do men and women behave expectations just because of the body we were
differently because of their biology or because of born with?
the way they are raised? One expert explains that
Nathan Mikaere-Wallis One of the biggest things
it’s hard to say if our differences are biological
confirmed for me: we really are shaped by the
because people are constantly interacting and
experiences we have and what we do throughout
socializing with us from the day we are born.
our lives. So the challenge for us is how can we
Dr. Annette Henderson Some research suggests that at make the most of that opportunity and not be
birth there are differences between males and limited by it, especially when it comes to gender.
females in terms of their brain structures. But
I don’t know of the research yet that has been
able to link those differences to behavior or what
they are doing. And the problem is, is as soon as
babies come out of the womb, they’re treated
EVOLVE 5 Video scripts Photocopiable © Cambridge University Press 2020 Documentary 111
Unit 4: The Forest Guards Narrator The combination of a remarkable idea and strong
teamwork helped the team make it all the way
Narrator Meet the LEGO® Guards, six children from
Northern California who are working together to the final round of the first LEGO® League
to change the world. They’re taking part in an competition in Copenhagen.
Presenter I now announce who the winners are. The
annual tournament organized by the First LEGO®
League, which aims to get kids interested in winners are … from California, LEGO® Guards!”
science and technology. They’re competing Narrator Since winning the competition, they’ve partnered
against teams from 56 countries to see who can with a major electronics company who has
come up with the most innovative ideas to deal helped them turn their idea into reality. They
with scientific and real-world challenges. This also had the chance to demonstrate their idea
year, competitors have to find new ways to solve at a global climate change conference, receiving
climate problems in their communities. The issue feedback from politicians, scientists, and royalty.
that the LEGO® Guard team feels passionate John Holdren It’s a terrific way to get kids interested in
about is forest fires. science and technology and doing things that
Andrew Wood This summer has been so terrible with the really matter. I mean, I think this initial Forest
fires, that I think we should look at fires. Guard is an example of something that will make
a difference in the world.
Narrator Many of the children couldn’t leave their homes
for over two weeks because of all the smoke. Narrator Such hard work has certainly paid off, and they
can all be proud of their achievements.
Aydan Pots There was just recently a fire up in Forest Hill and
it was pretty big; it was about three miles I think. Alejandro Vega I never would have expected something
that was just, you know, an idea hatched by
Narrator So, what’s their solution to this issue? Faith tells
six kids and a coach in just a little room in a
us more.
school somewhere to be actually going to be
Faith Oaks Forest Guard is an early wildfire detection
implemented. It was really amazing.
system. It uses solar-powered cameras mounted
Narrator By building a strong relationship and working
throughout the forest. From there, they use a
together, this team has shown it’s possible to do
radio frequency to broadcast the pictures of the
great things.
forest to the internet, where anyone can view
through a website or software interface. This
Unit 5: Technology: obstacles and
enables the public to be the forest guards to keep
our forests safe.
opportunities
Narrator Overseeing the group is team coach Heidi Buck, Narrator New technology sometimes helps us in surprising
who is very popular with the children. ways. Here at this hi-tech coworking space in
Sweden, even if you forget your keys, you’re
Andrew Wood Heidi is a good coach. She’s just a regular
not going to be locked out. All thanks to a small
person.
microchip that gets implanted into workers’
Aydan Pots Unlike other people, she doesn’t side with wrists on a voluntary basis.
anybody. If there’s a problem, she’ll figure it out
Sandra Haglof Hopefully I can leave my keys at home and
and make it all right.
just keep this. I usually lose a lot of things, like my
Narrator Heidi has really enjoyed building trust with the keys and everything, so this will give me access
children and seeing how they have matured and help me a lot more.
throughout the process of developing their
Narrator Meanwhile, in Washington, DC, a robot delivery
invention. One of Alejandro’s weaknesses used to
truck is helping people in other ways. It uses
be speaking in front of other people.
sensors and cameras to navigate the sidewalks,
Heidi Buck When he first started he wanted to be behind, cross roads, and pick up and deliver food. The
he didn’t want to talk, he didn’t want to say vehicle helps save money on deliveries, which
anything. And now you see him, he’s the most means more people can benefit from using it.
confident team member, and that has been an
Russell Cook It lets us drive down the cost of delivery by 80
incredible growth that I’ve seen in him, in his
to 90 percent over time, which opens up a whole
confidence.
new class of deliveries where, for people today,
Narrator The students have learned how to work well it wouldn’t be financially viable.
together as a team.
Heidi Buck And being part of a team means that even if
someone asks a question and you know the
answer, sometimes you have to learn to step back.
Narrator But the introduction of robot trucks like these Narrator But what could have been a disaster is now
in other cities could be slow. Some pedestrians known as the “Miracle on the Hudson.” Thanks
are unwilling to share the sidewalks with robots. to the combined efforts of Captain Sully, his
This means local authorities are reluctant to allow crew, and the boats that came to help, all of the
them on the streets, and may not permit them passengers and crew were rescued safely. Sully
to be used at all. Back in Sweden, not everyone might be considered a hero, but he certainly
is eager to accept the wrist implant technology didn’t seek fame and insisted that the rescue
either. effort after the crash was a team effort.
Ben Libberton The data that you can possibly get from Captain Sullenberger We got ourselves safely to the earth,
a chip that is embedded in your body is a but we had to rely on people to get us out of the
lot different from the data that you can get river, and they did. And very quickly, within four
from a smartphone. You could get data about minutes, they had begun to arrive.
your health, you could get data about your Narrator Perhaps not surprisingly, news of the unexpected
whereabouts, how often you’re working, how water landing and rescue made the headlines,
long you’re working, if you’re taking toilet breaks and there was great publicity around the
and things like that. So then, the question is, what event. Soon, Captain Sully was in high demand,
happens to it afterwards, what is it used for? appearing on television, talk shows, and news
Narrator Technology is meant to help us. But in some broadcasts. It wasn’t long before the story also
areas, it comes with disadvantages. This can be caught the attention of Hollywood producers.
seen with prosthetic limbs for children. The rescue was eventually turned into a
Colby Viator Picking up stuff, because I have trouble fascinating movie called Sully, with actor Tom
picking up stuff with my left hand, everyday stuff. Hanks playing the title role.
Jordan Miller If prosthetics are fairly expensive, and kids Tom Hanks Well, you know, look, I think heroes are people
need them, so if they grow and they need to get who voluntarily put themselves in harm’s way.
a bigger prosthetic, they have to spend another And I think by that criterion you could say
few thousand dollars. So, typically, kids are under- anybody who flies an airplane for a living cheats
served in the prosthetics field. death somehow.
Narrator In this case, however, new innovations are also Narrator The heroic actions of the pilot and the rescuers
solving this problem. Parts made by 3D printers that January day mean the flight’s passengers are
are not only much cheaper to replace, but also now forever linked to each other. Together, they
long-lasting and even customizable by the kids. survived this unexpected disaster, and they will
Providing that new advances keep users in mind, always be grateful to Captain Sullenberger.
technology can, and will, continue to improve the
lives of people in many different ways. Unit 7: Hard work pays off
Narrator This is Joel Laguna. He teaches Advanced
Unit 6: A miracle on the Hudson Placement World History and English to a large
Narrator Anyone’s life can change in an instant. This is class of 43 high school students in California
Captain Chesley “Sully” Sullenberger, a pilot for who dream of going to college. Not passing
an American airline, who on January 15, 2009, the challenging final exam may decrease their
faced a terrifying challenge. His plane, carrying chances of achieving their educational goal.
155 people, struck a flock of geese just after Student 1 I really want to go to college. I just really want to,
takeoff and lost both engines. With tremendous like, go somewhere else and see everything.
skill, the captain glided his plane over the river Narrator College work is far more demanding than high
and landed it successfully on the water. But that school classes, and it’s Joel’s job to teach his
wasn’t the whole story: passengers were standing students the skills they need to succeed. He sees
in knee-deep icy water on the wings of the plane this as an opportunity to make a difference in
as they waited for help to arrive. They were not their lives. Joel thinks the best way to help his
out of danger yet. Without immediate help, they students is to challenge them as much as he can
could all freeze to death or drown. Linda Han was and inspire them to reach their own potential.
one of the people aboard US Airways flight 1549 Joel has devoted his life to helping his students
that day. and is determined to have one of the most
Linda Han The plane is really going down, fast, so I looked demanding and engaging classes in the school.
outside the window and there’s the water … Student 2 You’ve got to read. You’ve got to focus more.
Student 3 I give up my life. Pretty much my whole day just Narrator Pete and Toni had the idea to build a house. But
to, like, do his homework. not just any house.
Student 4 The essays, those are, like, really hard. Toni Ann Wing I mean, if you’re going to build a house, it’s
Narrator Joel assigns a lot of homework and is very strict got to look like something. Why not a castle?
about students staying on top of it all. Narrator And that’s exactly what they did. Pete designed a
Student 1 I thought it was going to be like a regular honors castle and, after successfully obtaining a building
class. But it’s not. It’s just … it’s an honors class, permit, they were able to start work in 1970. Yet,
but ten times more work. there was one obvious problem: they didn’t have
Narrator Unfortunately, as their final exam approaches, the financial resources necessary for a project of
the students are not progressing as much as Joel this size.
would like. Toni Ann Wing We had no money to do this, we just had
Joel I think today, emergency intervention. They are lots of ideas and energy, and really, the thought
definitely not where they need to be in terms that we could do it.
of writing right now. I feel like my students are Narrator Fortunately for Pete and Toni, when they
able to get the content, but then they’re not started work in the early 1970s, a lot of urban
able to explain that on paper. It just wasn’t up to redevelopment was happening. Old buildings
standard of what a college paper needs to be. were being demolished, and Pete and Toni were
Narrator The big day has arrived for Joel and his students. often allowed to take whatever used materials
How will they do? they wanted.
Joel OK. Pass or fail, do not give up. Is this clear? Toni Ann Wing Things that people were discarding, we
Narrator As the students head to the exam room, Joel has could afford basically.
some final words to encourage them. Narrator They began collecting a variety of bricks, stones,
Joel Huddle, huddle, huddle, huddle. I’m really wood, and other building materials for their
proud of you. I love you guys. Do amazing and project.
remember, we are warriors! Peter Wing It is built with 85 percent recycled material.
Narrator But now the students are on their own, and all Narrator Pete and Toni now had everything they needed
Joel can do is wait. to start building at their own pace. Everything
Joel One word that would describe this year? except any knowledge of construction.
Student 5 Epic. Vincent Riccardelli Not that he knew anything about
building, but it just seemed to come naturally.
Student 6 Hard.
Where the pipes go, where the electric will go …
Student 7 Radical.
Narrator Little by little, the castle started to come
Student 8 No sleep. together, thanks to Pete and Toni’s hard work.
Narrator All that hard work and those sleepless nights paid Friends and neighbors were impressed, but
off. Over half of Joel’s students passed the exam, couldn’t really understand their commitment to
with one third of them scoring in the highest their side project.
category in writing nationwide. Despite the Peter Wing They’d look at you like you were totally crazy.
challenges, this truly is an amazing achievement
Margaret A. Doyle He’ll start out sometimes, and I’ll think,
for Joel and his class, and their happy faces say
like, I don’t know what he’s doing now, and it’s
it all.
really weird, and I don’t think this is going to
Unit 8: An iconic side project work out.
Toni Ann Wing They were kind of scratching their heads
Narrator When Pete and his wife Toni started a side
and saying, “Oh! These two!”
project, they had no idea where it was going to
lead them. Narrator However, as the years passed and the castle got
closer to completion, people’s opinions began to
Toni Ann Wing We thought, truthfully, we thought it would
change.
take us two or three years.
Vincent Riccardelli He’s at a point now where, you know,
Narrator But it was going to take them a lot longer than
he’s proven himself. He won people over. But
that.
there’s results. He wasn’t just talking about
Peter Wing Look at this, these views around here. Big ideas, something, he was doing it. Now he’s an icon.
you get big ideas. It’s expansive. You get these He might have been crazy 20 years ago, but now
big ideas. he’s an icon of this area.
Narrator As a result, Pete and Toni’s side project has Pratik Master So, we’ve got our first table coming in
become a business of its own. The castle now at six and I think our last table’s coming in at
serves as a bed and breakfast that steadily nine o’clock.
attracts tourists from all over the world. Visitors Alex Polizzi Good.
can stay overnight and explore Pete and Toni’s Oliver Peyton Wow, that’s a very good spread.
breathtaking creation. But guests should be Alex Polizzi Gosh! So, you’re turning tables?
careful – they just might be inspired to start a
Pratik Master We are.
side project of their own, which isn’t a bad thing,
as long as it’s something they can look back on Oliver Peyton Yet you don’t seem that excited … you seem
and be proud of in the end. nervous!
Pratik Master We want tonight to go fantastic. As a
Unit 9: Serving up advice beginning to the rest!
Narrator After years of working in a shop with his father, Narrator Sure enough, after lots of hard work putting the
Pratik Master made the deliberate decision to new ideas into practice, the first evening is a
change direction and open his own restaurant. success.
But without much experience, why did Pratik Oliver Peyton Well done, mate. That food came out really
decide to do this? beautifully.
Pratik Master Five years ago, my mom passed away, and Head chef Did you enjoy our meal?
we’d always said, “We’ll start a restaurant.” Oliver Peyton Really speedily, you know. Food was great.
Narrator However, recently, things haven’t been going Narrator If only Pratik had known more about the
to plan. restaurant business to start with, he wouldn’t
Pratik Master Business has been, uh, poor to awful. We had have had to learn things the hard way. But, thanks
a really good, sort of, two or three month period to some good advice and his own dedication, the
where I thought, you know, we’re high and dry, restaurant is back on the right path.
we’ll be fine. And then it just died. Alex Polizzi I have to admit, I’m pleased.
Narrator So, after finding himself in a financially awkward Oliver Peyton Do you know what? That went way better
situation, Pratik has decided to call in the experts. than I expected.
Alex Polizzi is a hotel inspector, checking rooms’
quality and cleanliness, and Oliver Peyton is a Unit 10: Digital impact
restauranteur, running a number of successful Narrator Most people with an internet connection also
restaurants. have at least one social media profile. And with
Alex Polizzi Hi Pratik. I’m Alex Polizzi. Very nice to meet you. social media comes a digital trail. This consists
Narrator A life-changing experience set Pratik on the path of everything you’ve ever posted on your social
to opening his own restaurant. Now, Alex and media accounts, from your photos, to your likes
Oliver need to help turn the restaurant around so and comments. The importance of managing this
Pratik and his family can feel more positive about digital trail is clear, since anyone in the world can
the future. So, what exactly needs changing? First access information you post publicly, for better
of all, Alex and Oliver have advised Pratik to look or worse. Controlling social media activity can
at the cost of his menu items. help people build a positive image of themselves
Oliver Peyton I mean the scary thing for me was the lamb. online. One benefit of sharing information on
This dish cost nine pounds thirty-something to social media is self-promotion. Photos, especially
put up. You should be selling this dish at around selfies, are powerful tools that can help an
thirty-four, thirty-five pounds, something in that individual become more recognizable.
variety to be getting your margin. Alyssa Lipsky Selfies are Hollywood. Whether it’s an A-list
Narrator He also needs to improve communication with actor engaging their current audience on a more
his staff. personal level, or a virtual unknown becoming a
Oliver Peyton What do you think of this new menu? star overnight, selfies wield power.
Head chef Uhh, to be honest, this menu, I haven’t seen yet. Narrator Like celebrities, people who post selfies want to
show how glamorous their lives are in order to
Oliver Peyton You haven’t seen the menu you’re about
build an online reputation.
to cook?
Narrator After taking some time to make the changes
suggested by Alex and Oliver, Pratik is getting
ready for a busy night.
Murray Weissman They want to set up what separates me Bruce Foucart Well, it’s extremely dangerous because
from the rest of the pack and now in this selfie every time you get behind a wheel, you’re
world that we live in, through social media, taking your life – you’re putting your life into
they’re able to do this. This is where I went, this is potential danger depending on the quality of
what I ate, this is where I’m going, and they want car or automobile that you’re behind, so you
to set themselves apart. certainly want everything to work properly. And
Narrator However, an online presence isn’t just about so, anytime you have a counterfeit part could
self-promotion and fame. A digital trail can also mean a potential dangerous situation for you in
impact our everyday lives. College admissions that car.
officers decide who will study at their institution. Narrator While counterfeit car parts can be very
Increasingly, admissions officers visit the social dangerous to drivers, even counterfeit children’s
media pages of applicants. toys can be deadly.
Martha Blevins Allman Using social media gives colleges Roland Suliveras You should be looking for toys that would
just another tool, to fill in the blanks, to get a actually cause choking hazards, or hazards where
clearer picture of a student. either being burned or electrocuted.
Narrator Students therefore need to be aware of Narrator And just how safe are counterfeit cosmetics?
their digital trail and the characteristics it Matthew Cridland What we find is that they will be
demonstrates. However, college applicants can containing ingredients such as cadmium, arsenic,
also use social media to their advantage. lead to very dangerous levels, and the worst one
Meghan Stauts Interact with that college that you want to we found is where it contained cyanide.
go to on Instagram, comment on their pictures. Narrator With this in mind, it’s hard to believe people are
If you go to visit a college, post a picture of your willing to risk their health just to save money.
visit. Matt Cope As we know, it’s a vast market and consumers
Narrator Social media and digital trails are also a factor always have an appetite for a bargain. Until they
when it comes to employment. An employer can easily identify whether those goods are
who’s interested in hiring someone may analyze genuine or not, it will be very difficult for them
their online profiles before making a job offer, to make that choice. But even when they can
and professional networking sites allow job identify those goods as genuine or counterfeit,
seekers to connect directly with potential we know that some people will still buy
employers. A profile that clearly shows an counterfeits regardless.
individual’s skills and experience could be the Narrator Spotting whether something’s the real deal, or a
difference between getting a job or not. In second-rate fake, isn’t just difficult for consumers.
fact, sites such as LinkedIn have become such It’s often hard for authorities to tell the difference,
powerful tools that even celebrities use them to too. If counterfeiting is going to be stopped, it
build their personal brands. will need to be done using sophisticated security.
Whitney Port So, LinkedIn is definitely used to leverage my Take Super Bowl tickets, for example.
online presence. It helps me really create my vibe. Anastasia Danias You can see it on the front of the ticket,
It gives a visual to people: what I’m all about, there is a laser-cut date that you can see through
what my brand is all about, and what I strive to the back. It is not simply printed on, it’s
to be. actually cut with a laser. Finally, on the back of the
Narrator So, next time you plan to post something online ticket we’ve got thermochromic ink that’s used
think about your digital trail. You may not know on the bottom graphic, which means if you apply
who’s following it! heat to it, either by rubbing it vigorously or by
putting it to a heat source, it will disappear. When
Unit 11: Dishonest and dangerous it cools off, it’ll reappear.
Narrator What do these shoes, car parts, perfumes, Narrator When it comes to counterfeit goods, knowledge
shirts and sweaters, and children’s toys have in is power. Consumers who know what to look for
common? Well, look a little closer. They’re all can avoid wasting their money on a fake product.
counterfeit goods. And they’re part of an illegal, But for some, the chance to get a good bargain
multi-billion dollar industry that comes at a high might be too much.
price, not only for well-known brands, but for the
consumer, too.
Unit 12: A brighter day Narrator In Copenhagen, Denmark, another group of

Narrator Sometimes, it really doesn’t take much to people are also using bicycles to do good. Cycling
brighten up someone else’s day. Jeff Ansorge is Without Age is a charity that helps the elderly
the head chef at a Salvation Army community get out of their homes in these three-wheeled
center, which provides support to homeless passenger carts. The aim is to help seniors enjoy
people and others who can’t always afford a the fresh air and the community around them.
healthy meal. Pernille Jeppsson If they get out, it might be seldom, or it
Jeff Ansorge What I try and bring is nutritional value. might be in big buses with a lot of people. But
You know, making sure that they’re getting their with this bicycle, this kind of technology, I get to
vegetables and the fruits, and their grains, and get them out on the streets and make them sense
appropriate proteins, and trying to cut back their local community and their local people
the fats and the sugars through desserts, I cut around them in a much different way.
those out. Ole Kassow I think the ability to go outside and experience
John Joyner It is not your old-fashioned soup kitchen, the local community and feeling part of it, feeling
where you get a bowl of soup and a piece that you belong, is so important.
of bread and sent on your way. He makes Narrator From delicious meals and silly outfits to free
phenomenal meals that you would pay quite a bit transportation and elderly outings, a little bit of
of money to go to a restaurant and have. kindness can make a huge difference to people’s
Narrator The amazingly good meals that Jeff makes put lives.
a smile on the faces of diners at the community
center.
Donnie Richardson This is outstanding. You know, I give
this, scale of one to ten, I give him an eight-and-
a-half. Yep.
Narrator Meanwhile, a hospital in Florida makes people’s
days in another way… by running “Tutu
Tuesdays.” It all started when a hospital employee
wanted to take a young patient’s mind off her
upcoming operation.
Tony Smith She was so nervous, and she was scared, and
by me putting on the tutu, it really made her
calm down.
Narrator Word quickly spread through the hospital, and
before long, all the staff were getting involved.
Dr. Bob Kaye The little kids start laughing. And the parents
make jokes about it. They all love your tutu.
Laurel Barnett Seeing everybody in tutus was quite
amusing in the morning. It’s definitely not what
you expected to see.
Narrator In Europe, a few imaginative people are using
bicycles to raise spirits. The Bike Project in
London gives people who have had to leave their
home countries the opportunity to apply for a
free bicycle. The idea for the project began when
the CEO of The Bike Project was mentoring an
asylum-seeker in England. He saw the difference
a spare bike made to the refugee’s life. Ali
Alhasoon is one of the people who has benefited
from the project.
Ali Alhasoon You don’t need to stay at home and feel
lonely. I left my country, but that doesn’t mean
I have no right to live. So, this is one of the best
things, it makes you feel you are alive.
VIDEO SCRIPTS EXPERT SPEAKERS
Unit 1 Opener Jacqueline I really miss them because with that kind of
Interviewer In your opinion, which modern invention has gadget, you could only sit and listen to music,
most positively affected people? and only do that, and now with cell phones or
MP3 players, you could be doing a lot of things.
Jacqueline I think one of the most beneficial invention was
the bicycle. You could be listening to music on the subway,
answering to emails, and you will be doing
Interviewer How has it been positive?
everything and anything at the same time.
Jacqueline The bicycle helps people to move around the
city in a faster way and also in a more sustainable Unit 2 Opener
way, and it has a positive impact in our wellness.
Interviewer Do you like the countryside and being in
Interviewer Which modern invention has had a negative nature?
impact? Why?
Odil Yes, I do very much. To be in countryside is bit like
Jacqueline I think the weapons had a … had and have a in a different world, not like you are in the city.
really negative impact on the humans. Because
Interviewer How does human activity affect the wildlife
they are being used in the incorrect way and they
around us?
hurt people and, like, they destroy lives.
Odil Most of the time human beings they take over
Unit 1 new places, they build up new buildings, they
destroy forests, and unfortunately it affects
Interviewer Do you feel nostalgic for your childhood? Why
wildlife in a bad way.
or why not?
Interviewer Can you give us an example of people and
Jacqueline Sometimes I feel nostalgic about my childhood
animals co-existing?
because I miss to be … to have that freedom of
being a child because when you are adult you Odil For example, when I lived in London, I was very
have a lot of responsibilities, like paying rent, surprised to see foxes in the city, living with
paying taxes, go to work every day even if you’re human beings together. It means despite we
tired. And when you’re a child you are more free, destroyed the natural habit of these animals, we
you are more creative, and I miss that. still can co-exist tog … with each other.
Interviewer When you were growing up, what was your Interviewer What are the benefits of human activity in
favorite pastime? nature?
Jacqueline One of my favorite pastime was to watch Odil The benefits of human activity in such a situation
musical videos on the TV. So I spent, like, all is we do some new researches, we discover new
afternoons and evenings only watching musical places, we improve our sciences.
videos. Interviewer What about the drawbacks? Is the human
Interviewer What kind of music videos did you like to watch? activity justified?
Jacqueline Well, when I was, like, more young, like, I Odil The drawbacks are we destroy the nature
watched videos of pop, pop videos, and I loved, and usual habitat of the animals. But in some
like, Britney Spears and the Backstreet Boys. I had, situations, if we don’t do that, we wouldn’t be
like, fifteen years old so I was all in to that. able to discover new places, do our researches,
and improve our sciences, so in some cases it is
Interviewer Can you think of any objects from your
justified.
childhood that aren’t around anymore? Why
don’t they exist? Unit 2
Jacqueline One of the objects that are not any more
Interviewer Do you think ocean exploration is important?
around, it is the Walkman and it was really cool
that for the first time, you could bring with Odil It is very important. Two-third of the planet
yourself the … your music, your CDs, or even consists of oceans and there are so many deep
cassettes and, yeah. And I think it is not any more places which the human being ever been to, so
around because now we have new gadgets to we have to do some researches and learn lots of
stream music like MP3 players or cell phones or things which the ocean could give to us.
tablets. Even our computers, so, like, it changed. Interviewer What about space exploration?
Interviewer Do you miss them? Odil Space exploration is as important as ocean
exploration. There are so many undiscovered
places in space.
118 Expert Speakers Photocopiable © Cambridge University Press 2020 EVOLVE 5 Video scripts
Interviewer What other environments do people explore? Unit 3

Odil People usually explore places where they cannot Interviewer What little things in life do you love?
get easy access to. It could be highest mountains, Wendy I love being with my family. I love eating,
it could be deepest ocean. It also could be the taking part of dinners with friends and family.
hottest place in the desert. Sometimes just walking around my block,
Interviewer How are these environments difficult or walking my dog. Little things where I’m partaking
dangerous? with others make me really, really happy.
Odil These environments are dangerous because of … Interviewer What little things in life irritate you?
we don’t have easy access to get to these places. Wendy Things that irritate me that are small, would be,
There are so many risks to discover new places like, things when I’m trying to hurry up to catch a
in such places, such as hot temperature, extreme bus or something like that, or a train, and people
environment, dangerous wildlife, lack of oxygen, are sometimes walking very slowly in front of
or simply lack of technical equipment. me. Very small but very irritating. Or sometimes
Interviewer What do you think are the top three areas for when, like, my food order gets confused. They’re
research and exploration that can help the planet? small, it’s like a miscommunication, small ones,
Odil The top three fields for research and exploration, irritate me.
I would say the first one would be Antarctica. Interviewer Think about things that make you feel fabulous.
Currently we have big issue and problem with Tell us about them.
climate change, so the more research we do on Wendy Things that make me feel fabulous, I think my
this field, it would improve our life on the planet. top one would be massages. I love getting a
The second one, I would put micro-environment. body massage. For those 30 to 60 minutes,
We still have so much lack of information about I feel completely pampered and relaxed. It’s
bacterias and small things, so micro-environment just fabulous.
and nano technology is a current field we have
Interviewer What situations make you feel tense?
to improve our knowledge about. And the third
one, it would be space. Wendy Situations that make me feel tense, I think one of
the main ones would be if one of my kids is sick
Unit 3 Opener and I have to take them to the Emergency Room,
or a very unplanned trip to a doctor’s office.
Interviewer Do you like rollercoasters?
Something that I know I don’t have much control
Wendy I love rollercoasters. I really like the risk in them of or I don’t know the outcomes, there’s a lot of
and the speed, that sense of the drop that you uncertainty. Those things make me very nervous.
get from rollercoasters. Yes, I really like them.
Interviewer How do they make you feel? Unit 4 Opener
Wendy Rollercoasters make me feel like I can fly for a Interviewer Do you work as part of a team?
minute, and then, I know it’s not that long but Lucia Yes, I do. I work in a small team. We are, like, four
during that point that it’s taking place, it feels like and each of us has a different role within, you
such a big risk. know, the marketing field.
Interviewer Do you think people reveal who they really are Interviewer What do you like about your particular team?
when placed in extreme situations?
Lucia I like that we work all through the same common
Wendy Yes, I think that extreme situations tend to really objectives. That we support each other very well.
reveal how a person actually is. As a matter of fact, I think that we are pretty
Interviewer What other situations can you think of that complementary and so I think we work together
reveal what people are really like? pretty well.
Wendy I think situations that require some type of grit Interviewer Does your team face any challenges?
or endurance. For example, I ran the marathon Lucia Yes. Sometimes we struggle a little bit with
yesterday and I was not feeling well. I was deadlines or, for example, we work with people
actually a little sick. But I realized that this was a that are living in different parts of the country,
commitment that I made and it was not going so we have to keep in mind different time
to be easy and it was not easy at all, but around zones to organize meeting and to, you know, to
mile eleven I made a determination to just stick collaborate with these people.
through it, go slow, just keep going, that I’ll
Interviewer What are the biggest advantages of teamwork?
eventually get there. And it revealed to me that
I actually had more strength and patience than I Lucia Okay. One of the biggest advantages is that
thought I would. everybody’s working at the same time on the
EVOLVE 5 Video scripts Photocopiable © Cambridge University Press 2020 Expert Speakers 119
same project, for example, but on different Interviewer How did you feel about being a decision-maker?
aspects. And this gives you the opportunity to Lucia I was feeling quite nervous because of the
complete a project in a faster and more efficient responsibility and … but eventually, I got positive
way, and to me personally I think that it’s also feedback from this group of people and from my
a life-learning experience, because you can manager, so I felt quite good and quite helpful.
learn more about different way of working, best Interviewer What’s your role in your family or group of
practices, and why not also about yourself? How friends?
do you present your ideas, and how you express Lucia I am a mother of a beautiful toddler and a wife to
your opinions and share this with others. a wonderful man and among my family and my
Interviewer Are there any disadvantages? friends, I’m considered a good listener and someone
Lucia Yes, sometimes it could happen that you find who can keep a secret. That what … that is
yourself in a team where, like, the other team what is not happening in my family, because
members, for example, are not compatible. So everybody is telling each other things about
this could be challenging because they don’t the others!
get along, for example. Or another disadvantage
could be that people are working at a different Unit 5 Opener
speed than yours. So this can cause delays to the Interviewer What types of intelligent machines can you
project, or a project can be stuck because the think of?
different timings are not in sync. Carolina In my life the most useful intelligent machines
would be the ones that help you with your
Unit 4 household. Like, I really love the vacuum cleaner
Interviewer What is your role in your team at work? robots and I can’t wait for the driverless car. I
Lucia I work with promotion and advertising for think that’s gonna be really life-changing.
conferences and events, and I also take care of Interviewer Why are driverless cars going to be life-changing?
our authors’ relationship in terms of presentations Carolina I think they will make commuting a much more
and sometimes logistics. And within my team, comfortable and useful time. You could use the
I have the help of other two people who are time that you spend in a car doing other things
working more on the administrative side and on and you could, you can have family members,
the marketing and creation of marketing pieces elderly or young children, commuting, getting
like flyers and brochures. around much easier.
Interviewer Have you ever had to make a decision for a Interviewer What tasks might a robot do better than a
group of people? human?
Lucia One time I had to organize travel for a group Carolina In my opinion, a robot can do better than a human
of eight people who were travelling to Europe in tasks that do not involve decision-making. Tasks
and it was quite complicated because they were that require repetitive, precise, and accurate moves.
travelling from different states in the US. And I
Interviewer In your opinion, what things will always be
had to organize all the flights and find, like, the
done by humans?
connections for them.
Carolina In my opinion, things that will always be made by
Interviewer How did planning that travel go?
humans are diagnosis, teaching, and judgements,
Lucia It was quite complicated because I had to find and also the arts. I think there’s a deep, profound
good connections and I had to try to avoid human component to these things.
red-eye flights so they wouldn’t be so, like, too
Interviewer Why can only humans make a diagnosis?
tired to attend their meetings. And at the same
times I was feeling quite nervous because they Carolina When you’re making a diagnosis, you have to take
were flying during a weekend, and during that in to consideration many factors: the person’s
weekend I was thinking, “I hope that nobody’s feelings and the whole environment where that
lost in another airport or they are, like, all on time person fits in. You really need a human to have all
and they arrive safe to Europe.” Well, nobody got this information. In my field of dentistry, we deal
lost and everybody arrived safe, so well! with diagnosis all the time and there are already
softwares that can analyze X-rays and patients’
Interviewer What is a “red-eye” flight?
exams, and they can give you a list of the possible
Lucia A red-eye flight is when you don’t have enough diagnosis. But only a human can really weigh in
time to catch up with your sleep, so you arrive the person’s feelings and the whole environment
on … in the other country, to the other country where this person is in, and to make the final
with, like, a very tired face and literally red eyes. decision of how to treat, not just to diagnose, but
also how to treat that situation.
Unit 5 Interviewer Have you ever received an unexpected

Interviewer Have you had much experience with virtual response when speaking another language?
reality? Bojan Well, before coming to New York I lived in the
Carolina Unfortunately, no, I haven’t had the opportunity Netherlands, in the Hague, for quite a few years,
to try that yet, but it’s certainly on my bucket list and it was kind of expected that I would by then
of things to do. I have many friends who tried it speak the language, which unfortunately was not
and they said it’s so much fun. the case. So I went shopping one day and I went
in to one of the shops which are like chemists, or
Interviewer How can virtual reality be used in dentistry?
a place where you can buy deodorants and stuff.
Carolina I see virtual reality having a big impact in And I was looking for something in particular, so
medicine and dentistry. I think it could make I had to approach the, the shop assistant and ask
the experience at the dental chair much more her the question. So my brave attempt was to do
comfortable for the patients. Nobody likes to it in Dutch.
go to the dentist and being able to use such
Interviewer What happened?
a simple goggle that can take you out of that
stressful situation, that would be amazing. Also, Bojan So I approached her, started asking the question
for training purposes, it could have a huge impact and I got stuck mid-way and I just couldn’t get
because you can practice an entire surgery where I was going, so I switched to English.
without having any risk for anybody just with And she smiled and I asked her why she was
models and the goggles. smiling and she said, “Well, I can see that you
had a problem.” So I explained to her that
Unit 6 Opener unfortunately, I do my best but that’s how it is,
and she said, “Well, it doesn’t really matter. My
Interviewer When was the last time something totally
mother doesn’t speak Dutch also and she’s been
unexpected happened to you?
living here even longer than you have!”
Bojan Well this past June I was travelling back from
Europe, back home here to New York and I was Unit 6
flying from Amsterdam to London, and while
Interviewer How would you feel if you woke up one day
waiting for my flight in Amsterdam, I was sitting
and saw your name in the headlines?
in the lounge and there were just a few of us in
this lounge, and a few tables away from me there Bojan I think I would be shocked! I would be really
was this lady who seemed familiar to me but I was surprised and I don’t think I would be very happy
not sure if I knew her or not. And I didn’t approach about it.
her but I just sat there. And then when we got Interviewer What would you do?
to London, when there was a very short time Bojan What would I do about it? Well, that’s a difficult
between the flights—so a gentleman who was one. It depends in what context my name would
also in the lounge and myself, we were transferred show up. If it’s something bad, I would probably
from one flight to another, so we got the chance reach out and find a lawyer as soon as possible. If
to talk. And then he asked me, “Have you seen the it was something good, then in that case I would
famous celebrity that was sitting in the lounge?” have to sit and think about it.
And I said, “Well, I kind of think I have”, ’cause I Interviewer Can you imagine being asked to appear on a TV
was not sure at the time, “I think that that was Mrs. show? What kind of show would it be?
Janet Jackson.” And he said, “Yes, it was her.” Bojan Well, I guess that it could have been something
Interviewer And how did you react in this situation? like Jeopardy!, where I would ask, not ask, but
Bojan Well at the time, since I was not sure that it was answer questions. And I would be required
her, I didn’t react at all. And in hindsight, even if to know a lot of stuff from certain areas. And
I knew it was her I think I wouldn’t approach her something like that, maybe.
because she needed her peace and quiet. Interviewer Would you enjoy the experience?
Interviewer Do you generally enjoy the challenge of Bojan Well, it depends. If I were good in what I was
something unexpected happening? doing I guess I would enjoy it! If I was not so
Bojan Actually, I don’t. I don’t like surprises, particularly good, I don’t think so.
because when I travel, and I try to travel as much Interviewer Would you like to be famous for a while?
as I can, I like to plan in advance. And when I Bojan No, I don’t think I would like to be famous. Fame
plan in advance, there are time slots. So basically, comes with lots of problems and I think that famous
if I wanna keep up with my plan, anything people cannot live their private lives; they always
unexpected tends to ruin the plan. have to be ready for the big show and, and always
be careful what they do. And any little thing that Odil Recently I travelled to my home country. I had
they do can be misinterpreted differently. my mom with me and she has disability. I was
Interviewer Is it better or worse to be famous in this era of concerned how she would be able to get to
social media? the plane. I asked the member of the airport to
Bojan I guess it’s much worse. There is no privacy provide me help. They gave us an assistant who
whatsoever. People are literally online all the brought wheelchair for my mother, helped her to
time. Everyone is. I mean, I am also online most get to the plane. All the process was very smooth
of the time. I read the news, I put my thoughts on and very helpful.
Facebook, Twitter, whatever, and I expect some Interviewer How did you feel?
reactions to that kind of communication. So I can Odil I feel very relieved because they eased my
only imagine how it must be for someone who is concern about how my mom would be able to
famous. They have to be extra careful what they travel and get to the plane. So they help … made
put online. They also have to be extra careful me really happy and satisfied.
where they show up, who they show up with, Interviewer What makes a good helper?
what context they’re showing up publicly in. It Odil A good helper has to have qualities such as
must be a nightmare. positivity, kindness, patience, friendliness, and,
most of all, he or she has to be passionate about
Unit 7 Opener the work they do.
Interviewer What do you have that has significant personal
value to you? Unit 8 Opener
Odil I have painting at home. It was presented by my Interviewer What does your workspace look like?
friend when I recently visited my home country. It Jacqueline Well, I work from home and I have, like, a space
doesn’t has monetary value, but it’s very valuable in my living room with a little desk. And it looks
for me because it was given by heart, and it really tidy and it’s really ordered and really clean.
reminds me about my home country. Interviewer What type of personal items do you have on
Interviewer What is more valuable: an experience with your desk?
people you love, or an expensive object? Jacqueline I have a couple of plants and I have some Post-
Odil In different period of my life, I had different values. Its with little notes for myself. And I have the
When I was younger, I was … I valued more plants because they make me feel grounded and
expensive stuff such as smart cars, good house, they make me feel, like, calm and peaceful and
nice places to visit. But when I grew older, I start also the Post-Its are, like, with my thoughts or
to value more intangible human abilities such as feelings of the day, so it makes me feel good.
kindness, charity work, friendliness, and positivity. Interviewer Where else do you have small personal items?
Interviewer How do you define “worth”? Jacqueline One other place where I have personal items
Odil “Worth” for me has two different meanings. The is on my fridge. I have posted some pictures of
first one, it could mean monetary value, and the my family back in Mexico and some pictures of
second one it could mean there is something my dogs, and of me and my partner. We have
very valuable for me. some drawings and it’s a really nice place to post
Interviewer Who or what do you value the most? Why? personal things.
Odil At the moment, I value the most the people Interviewer Why did you choose those particular things to
who are surrounding me: my family, my friends, put on your fridge?
my mother. Jacqueline Well, I choose to put pictures because it makes
me feel happy and also reminds me about my
Unit 7 family back in Mexico. And also, like, it is really
Interviewer Does your job involve helping people? If so, in cool to see pictures in the past where you were
what way? happy and you were having a good time and, you
Odil I work in finance department, so every other know, to remember those moments.
department, they are connected with the finance, Interviewer How do those things on your fridge make
so my co-workers, they always need some help you feel?
and assistance with their work-related issues. So Jacqueline They make me feel really happy and also they
I am the one who help them a lot and more than remind me of these moments that we live through,
happy to assist them as much as I can. that were great, and that life is really beautiful.
Interviewer Describe a situation where someone
helped you.
Unit 8 Interviewer Who is the love of your life?

Interviewer Do you have a side project? Carolina The love of my life, who is Alexander, who is my
Jacqueline Yes, I do. My side project is farming. cousin’s friend from a long time. He’s a lawyer
here in New York City and he has the most
Interviewer Can you describe it?
beautiful smile.
Jacqueline Yes, I have access to my roof from my apartment.
Interviewer Do you believe in chance, or are the best things
And I decided to put some farming beds and I
that happen to us always planned?
start to sow in some seeds and suddenly I was
farming on my roof. And from that moment, I Carolina I do believe in chance, but I also really like to plan.
decide to take a certificate in urban agriculture I have five year plans, I have ten year plans, but I
and then I learned the meaning of being a farmer. like to leave some room for the unexpected things
to happen, because life always surprises you.
Interviewer Why did you choose farming, and how does it
make you feel? Interviewer Do you think you make your own luck?
Jacqueline I choose farming but also it happened naturally. Carolina Yes, I do think that you make your own luck.
And I choose it because it’s an activity that makes I mean, life is full of surprises, but if you
me feel really grounded and to have contact with are prepared, if you work hard, if you learn
plants, it gives you a lot of peace. And that makes many skills, you can be more opened to new
me feel really calm and happy. possibilities whenever life presents you with
something different. And it increases your
Interviewer Is farming linked to your career?
chances for a good outcome.
Jacqueline Yes, it’s linked because now I’m trying to find
a way through my Master’s degree to make Unit 9
that link between food productivity and the
Interviewer Do you have any big regrets in life?
development of cities, and how could we
improve that relation with humans, food, and Carolina Yes, I have a huge regret because when FIFA World
environment. Cup took place in Brazil, I did not go to watch any
of the games in the stadium. I really wish I had. So
Interviewer How does farming benefit you as a person?
many of my friends went. I should have planned,
Jacqueline Well, in a personal way it benefits me for having I just did not make it a priority at the time.
access to healthy and nutritious food. And I think
Interviewer What was it like to watch the World Cup in
that farming empowers me to have control of my
New York?
food and like what I’m eating.
Carolina Afterwards, having the opportunity to watch
Interviewer Does it benefit your career?
the FIFA World Cup here in New York was also
Jacqueline Farming is going to benefit my career in an amazing experience. New York is the city that
urbanism because it is going to be a tool for gathers people from all over the world, so I would
me for projects, for future projects, to make … meet everyday people who would come and talk
to people have access to food and also to to me about their teams, about the matches of
empower people to have use of the land to, you their own team, and knowing that I’m Brazilian,
know, to produce all this food inside the cities. they know that we’re great soccer players and we
love soccer, so it was very, very cool. And because
Unit 9 Opener the United States team did not make it to the
Interviewer What’s the best unplanned thing that has ever championship this year, we could all cheer for our
happened to you? own nationalities.
Carolina Some years ago, my cousin who lives in New York, Interviewer Is there any little thing that you’ve done, or
he organized the big trip to Venice and he invited haven’t done, that you regret?
all his friends from New York and his entire family Carolina Last year, my husband and I moved to a very
in Brazil. So we go on this big trip, I go with my small apartment and I made him give away a
mom, my cousins and aunts and we are staying in table. And just this week, we moved to a bigger
Venice. But we go for a day trip to Verona where apartment and I so regret that I made him give
there is a statue of Juliet. And the story says that away the table. We really needed that table now.
if you touch the statue, you will find your true I just wish I hadn’t done that.
love. And I go and I touch the statue, everybody’s
Interviewer Are you usually able to see the funny side of
making fun of me, and oddly enough that same
things?
night, I meet the love of my life. It was an amazing
thing, it changed my whole life. It gave me a new Carolina Yes, I’m actually pretty good at that. Just this
country, a new home, and we’re so happy. week, I moved and I forgot to change my address
on my online delivery and I had an entire grocery
shopping delivered to the old address. And I Unit 10

had to … it was a huge ordeal to go pick up the Interviewer What are customer profiles?
groceries from the old place, bring it back to my
Lucia Customer profiles are descriptions – in terms of
new place, but we just used that opportunity to
demographics, buying habits or main interests
have a good laugh that evening. Me and my step
– that are useful to companies to have certain
daughter, we had a good time thinking about all
categories where to include or not customers.
the boxes and the mean cab driver that we got.
It happens. Interviewer Why are they useful to marketing companies?
Interviewer What life lessons have you learned recently? Lucia Marketing companies are usually using these
customer profiles to target their audience. So
Carolina Recently I watched a documentary about
they have more information, they can be useful
minimalism which is a theory that says you
for them to offer a better experience to the
should have only what you really need in life.
customer and to be in front of the right people.
We live in a society that encourages you to buy,
buy, buy and consume all the time. So for me, Interviewer As a customer, how do you feel about companies
watching that at this moment was very important having so much information about you?
to really evaluate what I need and to value more Lucia I believe that if companies are transparent and
who we are and not what we have. they explain why they need this information and
how they are using this information, then it’s
Unit 10 Opener just your personal choice if you want to share
Interviewer How old is your profile picture on social media? them or not, and I feel quite secure because
I think I understand what is the purpose of them
Lucia Probably two years, and it’s a picture of me
asking me this information. So I think there is no
holding my baby and you can’t really see my
problem with that.
baby in face, but you see just his profile and
my profile. Interviewer As a marketing professional, how helpful is this
information?
Interviewer How often do you change your profile picture?
Lucia I think it’s very useful because you can avoid
Lucia Not very often, but when I do it’s to show, like,
wasting a lot of time and also wasting your
a funny picture or, like, a nice landscape or
customers’ time, because you can be at the right
somewhere where I went.
place at the right time and you can offer a better
Interviewer What do you want your profile pictures to say buying or learning experience to your customers.
about you?
Lucia Depending on the social network platform Unit 11 Opener
that I’m using, like, I want to show that I’m a fun Interviewer How can you tell if someone has edited their
person or a professional. So, for example, if I’m photos on social media?
posting on Facebook, I want to share a picture of
Bojan Well, I guess if you look at the photos
myself having fun with my family to my friends.
superficially, you wouldn’t even care if something
Or if I am on, if I’m using LinkedIn to look for a
was altered, but if there is something obviously
job or to look for something that is related to my
wrong with the picture you would go and focus
work, I want to show that I’m a professional and
in to that detail and, as it is most likely it will be
so it’s, like, a more serious and neat picture of
online, you can zoom in and then see what’s
myself.
going on in that particular picture.
Interviewer What kind of things do people change about
Interviewer Can you give us an example?
their appearance for a job interview?
Bojan So there was this photo recently which showed
Lucia For job interviews, for example, people usually
up in a magazine. It was a photo of several very
want to look professional, so they wear something
famous ladies and they were grouped together.
that is formal and that is neat, so they look tidy.
And obviously there was some work done on the
Interviewer And for a date? photo to make them look slimmer, to make them
Lucia When you are going on a date, instead you are look nicer, to make their skin look brighter and
trying to, you know, to show that you are attractive cleaner and all that. And while they were making
so you are more focused on your physical the alterations, it seems that someone went a bit
appearance, because you want to look good to the too far cause in the end you could see, if you paid
person you are dating. So, for example, women are attention to the photo, that one of the ladies had
wearing a more sophisticated makeup or a nice one limb more than she should have. There was
new dress, and men are clean-shaved and they an extra arm in the photo. So one of the ladies
have their car washed. had three arms instead of two.
Interviewer Why do some people edit their photos? Interviewer How did you do your everyday chores without
Bojan Well I guess people want to present themselves the internet?
in the best light and in doing so, they might go a Bojan How would I go about my everyday chores?
bit too far occasionally, altering their appearance I would walk in to the bank, I would wait in the
not by going to the gym or by applying makeup, queue, I would pay my bills, I would spend a
but maybe after the fact when they take photos lot of time on tasks which nowadays you do in
which they are not really happy with. If you an instant and they happen very fast, and you
look at these fashion magazines, usually the don’t waste time on them as much as you used
alterations done to the photos are done by the to. Then of course, the way we lived then had its
editors or the people who deal with the photos advantages.
and I don’t think that the subjects in the photos Interviewer What were the advantages?
have much to say about it. Bojan While waiting in those queues, you would talk
Interviewer How do you feel about this? to people. While sitting in those restaurants you
Bojan It is … in my opinion, it’s important to stay would talk to people. While doing whatever
yourself, not to go too far. Of course, a bit here, you had to do, you would have to interact with
a bit there, everyone wants to look nice, everyone people, which happens less and less nowadays.
wants to be beautiful, everyone wants to be Interviewer Does the internet spread more truth or lies?
attractive to some extent. Also nowadays we Bojan I think that it all depends on the user. One can
have these standards of looks and standards – read something and think it is true. They can
expected standards – which are exaggerated and also think it’s not true. And it also depends on
hardly anyone can keep up with what they are the source. In my opinion, it’s best to approach
expected, maybe not really expected, but in their the information from different angles and go for
minds expected to look like. All these fashion different sources, try to read as many different
magazines, with the young ladies who are so thin, opinions as possible and in the end, build your
so beautiful, so well made up and so well dressed own truth. Cause nothing is black and white,
and they look immaculate. It’s impossible to there are always shades of gray.
achieve. I mean, someone who works nine to five Interviewer Can you think of an example when something
and spends their time keeping themselves alive wasn’t as it seemed on the internet?
in this modern world, they have definitely a hard
Bojan Well, one thing comes to mind. There was this
time achieving those goals.
photo on, I think it was initially on Facebook, and
Unit 11 it was a photo of a dress. And the question was,
“What color is this dress?” And everyone had
Interviewer How do you use the internet on a day-to-day their own answer. The discussion was whether
basis? that dress which was in the photo was black and
Bojan Well, I can’t imagine my life without the internet blue or white and gold. One would think, “How
at this point. It was not like that, maybe, fifteen, can that even be close? I mean, those are totally
twenty years ago, but nowadays I do my banking different colors.” But it all depends on what
online, I do my shopping mostly online, I do light is shown on that particular dress. It is very
my food shopping online. I get my dinners subjective. It is the way our eyes see things but
from online places. I talk to my friends through it also applies to how we process other kinds of
different kinds of messaging systems and I information.
watch my entertainment, which comes from the Interviewer For example?
internet. Everything is internet-based nowadays.
Bojan If a presenter on the TV station is a person that
Life would be simply impossible without it.
you don’t like listening news from, you will
Interviewer Can you remember life without the internet? perceive that piece of news totally differently
Bojan It is hard to go back and try to remember how from if it is presented by someone you are
it used to be, but yes, I can remember it. I can more likely to enjoy watching. So presenting
remember the first computer I had was maybe information, how you wrap it up, how you
1995 and, of course, the connection to the present it, who presents it, has a huge effect on
internet was quite different. It was through how it is perceived.
dial-up which would or wouldn’t work, always, Interviewer Do you think the internet is a force for good?
and the speed was horrible. It would take ten
minutes, fifteen minutes, to download a single
photo, which happens in an instant nowadays.
Bojan That is a hard one. It can be both. It all depends Unit 12

on how it is governed, who governs the internet, Interviewer Do you think very successful people are born
who puts the control, what the extent of the gifted, or do they practice a lot?
control and what is allowed, what is not allowed
Wendy I think people that are successful may have some
on the internet. We hear about extreme political
type of talent, but it might not be the same talent
groups using the internet as their platform to
that many people think about. Like, for example,
spread their ideologies. We also hear about
if you have a basketball player, he can have that
drives for helping people, which gather a lot of
talent to play basketball and be very athletic,
donations, and fast. So it can be both, really, and
but if he didn’t have that much hard work then
it’s, it’s very good that it exists because as we
he wouldn’t be able to be that successful. On
talked earlier, life without the internet and before
the other hand, people that might have a little
internet was totally different from what it is. How
talent but are very hardworking, you know, can
it’s going to develop and which way it’s going to
actually get to something amazing. Like, for
go, it all depends on us now because it is not that
example, Steve Jobs. He had a talent, but he was
old. It’s been there for twenty years now? Not
even more hardworking because the regular
longer than that. And hopefully it’ll go in a good
school system didn’t work for him. So he found
way and there won’t be too much restriction on
his own way. So I think it’s a mixture of both and
it, but at the same time it shouldn’t be used as a
it depends on the person.
platform for certain things which are not good in
the long run. Interviewer What makes a great sportsperson?
Wendy I think a great sportsperson is a person that is
Unit 12 Opener able to work hard because even though they
Interviewer Who is your role model in your professional or might have talent, for whatever their sports …
your personal life? you know, whatever sports they’re in. They might
not be the best at everything in it, and they’re
Wendy Oh, my role model I would have to say is my
still going to have to work hard to be able to
mom. She was an immigrant coming in to the
overcome any hurdles that they have. But also
United States and she really made the best of
be part of a team, even if it’s just them, they’re
every situation that she was handed, and I just
going to have a coach, so they’re going to have to
love her energy and her perseverance.
be able to be coachable. So I think those things
Interviewer What qualities does your mom have that you make a great sportsperson.
admire?
Interviewer What makes a great politician, a
Wendy My mom had a lot of perseverance, had a lot businessperson, or an artist?
of grit, and she had such a powerful energy to
Wendy I think to be a great politician, you have to be
her that no matter how bad a situation was, she
able to know something about politics. About,
would just stick through her plan, hope for the
you know, worldwide events and laws. Also some
best, and eventually she knew that she was going
national laws as well. Be able to communicate
to make it through.
with your community, I think it’s a very important
Interviewer What does it take to be highly successful in life? part of being a politician. I think to be a
Wendy I think that it takes a lot of patience, intuition, as businessperson, you have to be able to, of course,
in knowing yourself, and being able to see things know something about, you know, the economy
in your surroundings that will help you make worldwide, nationally, the stock market, and be
good decisions in what you’re trying to strive for. able to communicate those findings to stock
And also just being very honest about what you holders or other businesspeople in your team
want to get out of it. or others. I think to be an artist, you would have
Interviewer What does success look like to you? to have the talent to visually express your ideas.
Wendy Success looks like to me just being happy with Maybe have some knowledge of classical art and
myself every day. Just being happy with what I modern art.
can provide for my kids, for my family. Being able
to not have so many worries over money and
health, be it myself or for my children. Just being
happy every day, that’s what success feels like
to me.

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VIDEO RESOURCE BOOK

J.L. Barksdale, Jennifer Farmer,

Cambridge University Press is part of the University of Cambridge.

VIDEO IN THE WORLD – AND IN THE CLASSROOM

“We are basically

THE IMPORTANCE OF VIDEO

AUTHENTICITY: THE IMPORTANCE OF LEVEL AND GENRE

What makes EVOLVE special?

THE EVOLVE VIDEO TYPES

EVOLVE VIDEO RESOURCE BOOK

BEFORE YOU WATCH

EVOLVE 5 Unit 1 Photocopiable © Cambridge University Press 2020 Documentary 1

WHILE YOU WATCH

C Answer the questions based on the information in the video.

3 How did the changes at the Ford factory affect craftspeople?

5 What has happened to car design since mass-production began?

D Complete the sentences with words from the video.

2 Documentary Photocopiable © Cambridge University Press 2020 EVOLVE 5 Unit 1

E What do the words in bold mean? Circle the best answers.

G Complete the concluding idea presented in the video.

H PAIR WORK Answer the questions with a partner.

EVOLVE 5 Unit 1 Photocopiable © Cambridge University Press 2020 Documentary 3

AFTER YOU WATCH

Product One change Your feelings about the change

“Progress is usually a good thing for consumers.”

D GROUP WORK Discuss the questions.

4 Documentary Photocopiable © Cambridge University Press 2020 EVOLVE 5 Unit 1

BEFORE YOU WATCH

Heading for the Stars

2 Why do you think it is called the International Space Station?

EVOLVE 5 Unit 2 Photocopiable © Cambridge University Press 2020 Documentary 5

WHILE YOU WATCH

B Check (✓) the information that is mentioned in the video.

D Complete the sentences with information from the video.

E PAIR WORK Discuss the questions.

6 Documentary Photocopiable © Cambridge University Press 2020 EVOLVE 5 Unit 2

G Match the pictures with the correct words in the box.

flight control center lift off on their way

AFTER YOU WATCH

Differences from Earth Astronauts’ possible solutions/routines

C PAIR WORK Role play the situation with a partner.

D GROUP WORK Discuss the questions.

8 Documentary Photocopiable © Cambridge University Press 2020 EVOLVE 5 Unit 2

B GROUP WORK Discuss the questions.

biologically determined biologically driven differences at birth

EVOLVE 5 Unit 3 Photocopiable © Cambridge University Press 2020 Documentary 9

WHILE YOU WATCH

accurate estimate pushed slope steeper underestimated

associated fluffy repeated stir trucks went for

10 Documentary Photocopiable © Cambridge University Press 2020 EVOLVE 5 Unit 3

cause a stir estimate fluffy go for sth push sb to do sth underestimate

E PAIR WORK Answer the questions.

EVOLVE 5 Unit 3 Photocopiable © Cambridge University Press 2020 Documentary 11

AFTER YOU WATCH

How outgoing you are

How hard you work

Your skill at music or sports

12 Documentary Photocopiable © Cambridge University Press 2020 EVOLVE 5 Unit 3

BEFORE YOU WATCH

caution competitiveness confidence determination