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LEARNING OBJECTIVES

14IN THIS UNIT YOU WILL …

Watch and listen

watch and understand a video about US basketball stars
bringing the American league to China.

Listening skill

activate prior knowledge.

Critical thinking

analyze and use data in pie charts; use data to support
an argument.

Grammaruse modals of present and past probability.

Speaking skillspresent data; describe a pie chart; draw conclusions
from data.

Speaking task

give a presentation using data from a pie chart.

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GLOBALIZATIONUNIT 1

YOUR KNOWLEDGE
Work with a partner. Discuss the questions below.
1 Do you read any international magazines or watch foreign television
programmes or films? Give examples of your favourites.
2 Do you like fashion or music from other countries? Why / Why not?
3 What international restaurants are there in your city or country?
What do they serve?
4 Do you buy any foods from other countries at thesupermarket? If so, what foods do you buy?

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WATCH AND LISTENPREPARING TO WATCH
ACTIVATING YOURKNOWLEDGE

PREDICTINGCONTENT USINGVISUALS

1 Work with a partner and answer the questions.
1 Do you enjoy watching international sporting events on television,that is, sports that are popular in many different countries? Which ones?
Why do you like these sports?
2 How often do you watch live sporting events? How much does it costto watch them?
3 Do you support a team? Do you have any clothes or anything else with
the name or picture of the team?
2 Look at the pictures from the video. Discuss the questions with a partner.
1 In which country is the game being played? Do you think basketball ispopular there? Why / Why not?
2 What are the players doing when they are not playing basketball?
3 Why do you think they are doing these things?
GLOSSARY

NBA (abbr) National Basketball Association; the men’s professional basketball league inthe United States and Canada
charm offensive (n phr) a strong effort to make people like you
NBA-sponsored facilities (n phr) buildings and equipment that are paid for by the NBA
merchandising and broadcast deals (n phr) agreements to put games on television andsell things associated with the teams, such as T-shirts and hats
go from strength to strength (phr) to become more and more successful
have their way (phr) to get what they want

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WHILE WATCHING
3Watch the video. Write T (true) or F (false) next to the statements
below. Correct the false statements.

UNDERSTANDING
MAIN IDEAS

1 The NBA players were in China to celebrate the opening of a
new sports facility.
2 The NBA players were in China to make basketball morepopular.
3 The NBA teams came to China to play a game during the mainbasketball season.
4 The NBA player, Jeremy Lin, is from China.
5 The Chinese market is of increasing importance to the NBA.
4Read the main ideas. Watch the video again and add supporting
details for each main idea.

UNDERSTANDING
DETAIL1 The NBA players went to China on a charm offensive.
2 The Chinese market is very valuable to the NBA.
3 The players enjoyed themselves in China.

5 Work with a partner. Discuss the questions and give reasons for youranswers.

MAKING INFERENCES

1 Do you think the visits to China and other parts of the world by theNBA will continue? Why / Why not?
2 What kind of impact do you think the visit had on the children whomet the players, and the fans who watched the games?
3 Do you think the NBA will have teams outside North America in thefuture? Why / Why not? If so, what countries might come first?
4 What do you think the players learned during their visit to China?

DISCUSSION
6 Work with a partner and answer the questions.
1 Would you like to attend an NBA game? Why / Why not?
2 Do you think the international popularity of American basketball willcontinue to grow? Why / Why not?
3 What other sports are popular outside the country where they began?
Why do you think they became global?
4 Are there any sports that originated in your country or region that havebecome popular in other places? Which one(s)? Why do you think its
popularity has spread?

WATCH
WATCHANDANDLISTEN
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LISTENING
LISTENING 1
PREPARING TO LISTENUNDERSTANDING
KEY VOCABULARY

1 Read the sentences and write the words in bold next to the definitions.
1 I purchase apples from the local farm shop to help the environment.
2 As an educated consumer I often read the labels on my shopping.
3 Some farmers produce fruit and vegetables to sell locally.
4 The UK imports its bananas from other countries and then sells themin local markets.
5 Scientists investigate the reasons climate change is getting worse.
6 According to the label on the pasta sauce, it is made overseas.
7 In cold climates, many types of fruit can be grown in greenhouses.
abcdefg(v) to buy something(adv) in, from, or to other countries(n) someone who buys or uses goods or services(v) to bring products in from another country to sell or use(n) a building used to grow plants that need constant
warmth and protection(v) to create something or bring it into existence(v) to carefully examine something, especially to discover
the truth about it

SKILLS

Activating prior knowledge
Thinking about what you already know about the topic before you listen can help
you connect it to your own personal experiences or past studies. It can also help
you predict what information you might hear or think about what you might like toknow about the topic. You can activate your prior knowledge by asking questions
about the topic, looking at photos related to the topic, thinking about the title of thelecture or talk, or talking with a classmate about the topic.
You can ask questions such as:• What do I already know about this topic?
• What experiences have I had that relate to this topic?
• What have I read or heard about this topic before?
• What do I think about this topic?
Activating prior knowledge will make it easier to understand key information when
you listen the first time. It can also help you evaluate the information, based on what
you already know.

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2 You are going to listen to a radio programme called The 48,000-km fruit
salad. Before you listen, work with a partner. Think about the programme
name and look at the photo below. Choose the topics that you think will
be included. Give reasons why.
1 Supermarkets

5 Specialist food shops

2 Environmental pollution

6 UK businesses in other countries

3 Job creation

7 Shipping food by aeroplane

4 International companies

8 Ways to make healthy food

USING YOURKNOWLEDGE

WHILE LISTENING
3

1.1 Listen to the interview between a customer and a reporter andcheck your answers to Exercise 2.

LISTENING FOR
MAIN IDEAS

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TAKING NOTESON DETAIL

41.1 Listen again and complete the student’s notes. Then comparenotes with a partner.

Name of programme: The world close up
Main topic: (1)Customer interviewed: (2)and (4)
Customer is buying more (3)(5).
ItemCountry

Tomatoes (6)Morocco Colombia

Kilometres 3,500(9)Grapesin order to eat more

(8)

Blueberries
Argentina

(10)

(11)

(7)

New
Zealand18,800, but the farm it came from could have (13).
The lettuce is (12)Fruit and vegetables from hot countries must be grown in greenhouses, and this(14)Total kilometres travelled (15)Problems with food travelling: long food (16)and a huge carbon(17)

5 Read the statements. Write T (true) or F (false). Then correct thefalse statements.
1 Most of the food David is buying is imported.
2 David usually tries to eat foods that are grown locally.
3 The global food industry limits the types of fruit people eat.
4 You can be sure that locally grown food has not travelled.
5 Locally grown food is always environmentally friendly.

POST-LISTENING
LISTENING FOR
OPINION6

1.2 Listen to the extracts from the radio programme. Choose thestatement (a–c) which best matches the reporter’s opinion.
1 a Cheap food can have hidden negative effects.
b Cheap food costs less for consumers.
c Cheap food is better for the environment.

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2 a Shipping fruit by air is a good thing.
b Shipping fruit by air is not environmentally friendly.
c Shipping fruit by air is cheap and easy.
3 a Shipping fruit around the world might contribute to global warming.
b The price of fruit at the supermarket is too high because of air travel.
c If we don’t eat enough locally grown fruit, we won’t be healthy.

PRONUNCIATION FOR LISTENING

SKILLS

Consonant clusters
A consonant cluster is a group of consonants without a vowel between them, forexample /gr/ or /spl/.
Mixtures of consonant sounds can cause problems with note-taking. If you mishear
the speaker, you might write the wrong word. Consonant clusters can be heard at
the start of words (grow, fly, cross) or at the end of words (cost, past, find ).
7

1.3 Listen to the consonant clusters in these sentences. Write theword the speaker says.
1 These agricultural products are already going.
2 We
many kinds of tea on this plantation.
3 The police regularly
illegal imports.
4 The company
more crops overseas last year.
5 The bananas are
so that they ripen together.
6
the crops causes air pollution.
7 The products
through customs easily.
8 I want to know why these routes
more.

8

1.4 Listen and complete the student’s notes. Then read the notes andcheck that the words make sense in the context.
There hasn’t been much (1)from the government over the issue
issues with this.
of imported agricultural crops. There are (2)(3)(4), nearly aof all imported fruit cannot grow
(5)
(6)
. Secondly, theshould help our own
in ourfarmers rather than foreign growers. Finally, we should not fall into the(7)of not (8)enough food. What (9)happen(10)
and we were left with a food shortage?
if it didn’t

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DISCUSSION
9 Work with a partner. Discuss the questions.
1 What kind of fresh foods are available in your country? Are they
produced locally or overseas?
2 Are these fresh foods available all year or only at specific times? Why?
3 Do you check the origin of food when you buy it by reading the label?
Where does it come from?
4 Do you think most people in your city or country buy food that has
travelled long distances? Why / Why not?

LANGUAGE DEVELOPMENTMODALS OF PRESENT AND PAST PROBABILITY
You can use modals to show how sure or unsure you are of something in the present or past.
In the present, use a modal + infinitive. In the past, use a modal + have + past participle.
It might be a British company. (present)
It might have been a British company. (past)

GRAMMARUse must when you are certain that something is true because there is strong evidence, or
when you think there is only one logical conclusion.
These avocados must be from Mexico. The label says ‘avocados from Mexico’. (present)
These avocados must have come from Mexico. I saw the shipping box come in yesterday
from Mexico. (past)
Use can’t or couldn’t when you are absolutely certain that something is not true.
Abdul can’t be from Oman. He has an Egyptian passport. (present)
His flight can’t have arrived in Dubai yet. It’s only nine o’clock. (past)
This jumper can’t be from Japan. The tag says ‘made in Scotland’. (present)
She couldn’t have bought her car in the UK. She was living in Turkey at the time. (past)
When you think something is possible, but you are not sure, use may (not), might (not) or could.
The company could be British, but I’m not really sure. (present)
The supermarket might have imported the bananas from Colombia. (past)
Eun Sook may not have worked in the UK before. (past)
Only use contractions (short forms) with could and can.

22most certainmust (something is true)
couldn’t, can’t (something is not true)

least certainmay (not), might (not), could

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1 Circle the correct modal and verb form. Use the information in brackets
to help you.
1 Alana couldn’t have bought / may have bought tickets to Ecuador lastweek. She asked me about ticket prices. (guessing)
2 Ahmed must be / could be from Oman. I saw his passport earlier. (theonly logical conclusion)
3 I might have lost / must have lost my passport on the way home fromwork. It was in my pocket when I left work, and then it wasn’t there
when I got home. (the only logical conclusion)
4 Jan’s new company might send / must send her to Dubai next week.
They do a lot of international business, and she thinks a large meetingis happening in the next ten days. (guessing)
5 My new smartphone can’t be / must be from Tahiti. There isn’t a bigsmartphone industry there. (impossible)
6 Luis may have lived / must have lived in South Korea for a while. Hespeaks fluent Korean, and I saw a Korean company on his CV. (the only
logical conclusion)
2 Look again at Exercise 1. How would the meaning of each sentencechange if the other modal and verb form was used?
3 Complete the statements with modals of present and past probability.
Use the given verbs and the clues in brackets to help you. Sometimes
more than one answer is possible.
1 These fruit and vegetables(be) grown locally –I bought them at the farm shop. (present – logical conclusion)
2 Your phone(be) made overseas and exported
to be sold in other countries. (past – logical conclusion)
3 Your lunch(contain) only food products thatwere produced in this country. (present – guess)
4 Fifty years ago, goods that were produced locally(be) cheaper than goods that were produced
overseas. (past – guess)5 This film(be) based on an older British film.
The writer said it was American! (past – impossible)
4 Discuss these questions with a partner. Use the structures could be /may be / must be or could have / may have / must have in your answers.
1 Where do you think the clothes you are wearing today were made?
2 Think about the kind of car you would like to buy. Where do you think
it was made? What other countries buy that car?
3 Do you have friends from other countries? Where are they from? Whatother countries have they visited or lived in?

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