Contents
Plan of the book .......................................................................................................iv
Acknowledgments...................................................................................................viii
To the teacher...........................................................................................................ix
How a unit works .....................................................................................................x
To the student...........................................................................................................xii
Unit

1 .....................................................................................................................1

Unit 2 .....................................................................................................................9Unit 3 .....................................................................................................................17
Unit 4 .....................................................................................................................25
Unit 5 .....................................................................................................................33
Unit 6 .....................................................................................................................41
Unit 7.....................................................................................................................49

Unit 8 .....................................................................................................................57
Unit 9 .....................................................................................................................65
Unit 10 .....................................................................................................................73
Unit 11 .....................................................................................................................81
Unit 12 .....................................................................................................................89

Activities ....................................................................................................................97
Core vocabulary: keywords
Unit-by-unit list ...................................................................................................102
Alphabetical list..................................................................................................103
Credits ........................................................................................................................104

Plan of the book
Unit

1

Title

The World ofAdvertising

Reading texts

Reading skills

Vocabulary

Listening

1 Advertising andConsumerism

Skimming

Identifying a part of speech:
verbs

Discussion
dictation

Word parts: ism
Example: consumerism

Listen toreadings online

Skimming

Word friends (collocations)

Scanning

Word parts: con/com
Example: company

Discussion
dictation

2 You Are What
You Buy

Scanning
Identifying topic andmain idea
Identifying unnecessary
information
Identifying opinions

1 AdvertisingTechniques

23

OnlineAdvertising:
Making Our
Lives Better?

2 How Advertisers
Use the Internet

Identifying topic andmain idea

Listen toreadings online

Identifying unnecessary
information
Identifying opinions
1 Extreme Athletes

Skimming

2 Extreme Activities,
Extreme Risks

Scanning

Going toExtremes

Identifying topic andmain idea

Identifying a part of speech:
verbs and adverbs

Discussion
dictation

Word parts: para
Example: parachute

Listen toreadings online

Discussion
dictation

Logical reasoning
Identifying opinions

4

1 How to Do Better

Skimming

Word friends (collocations)

2 Drugs in Sport

Scanning

Word parts: port
Example: export

Identifying topic andmain idea

Winning at Any
Cost

Listen toreadings online

Logical reasoning
Identifying opinions

5

1 Time to Relax?

Skimming

2 Growing Old

Scanning
Identifying topic andmain idea

Our Aging
Population

Identifying a part of speech:
adjectives and nouns

Discussion
dictation

Word parts: medi
Example: Mediterranean

Listen toreadings online

Discussion
dictation

Finding supportingideas
Making inferences

6

Do You Want toLive Forever?

1 Living Longer

Skimming

Words in context

2 Can We Afford to
Live Longer?

Scanning

Word parts: im
Example: immortal

Identifying topic andmain idea
Finding supporting
ideas
Identifying opinions

iv

Listen toreadings online

Critical thinking
Research skills

Writing

SkillsSpeaking

Information gathering• Analyzing advertisements

Keyword sentence writing

Matching statements with theauthor's opinion

Discussion• Matching slogans with advertisingtechniques• Greenwashing as an advertising technique

Comparing results• Comparing and discussing
advertisements and theireffectivenessInformation gathering• Matching advertisements withadvertising technique
Comparing results• Comparing and discussing
advertising techniques and their
popularity

Information gathering• Ranking how dangerous certain
sports are
Comparing results• Comparing and discussing
popularity of sports

Information gathering• Collecting information on realcases of competition
Comparing results• Comparing and discussing othercases of real-world competition

Information gathering• Comparing the average age of
populations in different countries
Comparing results• Comparing ideas for coping withdifferent population ages

Information gathering• Ranking time spent on everyday
activities in the UK
Comparing results• Comparing and discussing theresults with those of students

The most popular andeffective advertisingtechniques
Writing a short social
media post

Keyword sentence writing
Pros and cons ofadvertising
Writing a short social
media post

Keyword sentence writing
Taking up a sport again
after a serious accident
Writing a short social
media post

Keyword sentence writing
Should dangerous or risky
activities be a question of
personal choice?

Categorizing the effects
of advertising: positive or
negative

Matching statements with theauthor's opinion
Ranking personal informationthat students are willing toprovide online

Matching statements with theauthor's opinion
Finding out and ranking thereasons for people to do
sportsQuotable Quotes• Discussing whether advertising must
always tell the truth

Discussion• Designing an online ad• Presenting the ad to the class andagreeing which is most effective
Quotable Quotes• Discussing the power of advertising to
influence people

Discussion• Should extreme athletes have to pay theirown hospital bills?
Quotable Quotes• Discussing people who live dangerously

Matching statements with theauthor's opinion

Discussion• Where and how people compete in life

Ranking activities in whichdrugs are likely to be used

Quotable Quotes• Discussing how important winning is

Matching statements with theauthor's opinion

Discussion• Considering questions about society andthe elderly

Writing a short social
media post

Keyword sentence writing
What old people fear mostabout growing old

Ranking fears about old age

Writing a short social
media post

Keyword sentence writing
Issues and disadvantagesof living very long lives
Writing a short social
media post

Matching statements with theauthor's opinion
Ranking lifestyles that lead toa long life

Quotable Quotes• Discussing the best age to be rich andpoor

Discussion• Planning life after retirement• Presenting plans to the class
Quotable Quotes• Discussing the meaning of quality of lifevPlan of the book
Unit

7

Title

Reading texts

Reading skills

Vocabulary

Listening

1 Living with Robots

Skimming

2 A New Member of
the Family

Scanning

Identifying a part of speech:
nouns

Discussion
dictation

Word parts: uni
Example: universal

Listen toreadings online

Skimming

Words in context

Scanning

Word parts: auto
Example: automobile

Discussion
dictation

Robots in theHome

Identifying topic andmain idea
Identifying unnecessary
information
Identifying opinions

1 Technology andSociety8

I Lost my Job toa Machine

2 The New
Luddites?

Identifying topic andmain idea

Listen toreadings online

Identifying unnecessary
information
Identifying opinions

9

Animals: Our
ResearchPartners?

1 Animal Testing

Skimming

Word friends (collocations)

2 Is Animal
Research
Necessary?

Scanning

Word parts: dis
Example: disease

Treatment of

Listen toreadings online

Logical reasoning
Identifying opinions

1 Standing Up for
Animals

10 Animals

Identifying topic andmain idea

Discussion
dictation

2 People for Animal
RightsSkimming

Words in context

Scanning

Word parts: sub
Example: subzero

Identifying topic andmain idea

Discussion
dictation
Listen toreadings online

Logical reasoning
Identifying opinions

1 The Shift to Large
Language Models

11

Online(Dis)Information

2 Our Smart Best
Friends

Skimming

Word friends (collocations)

Scanning

Word parts: sur
Example: survey

Identifying topic andmain idea

Discussion
dictation
Listen toreadings online

Finding supporting
ideas
Identifying opinions
1 Online Information:
A Brief History

News: Fact or

12 Fake?

2 Misinformation
Highways

Skimming

Words in context

Scanning

Word parts: interExample: internet

Identifying topic andmain idea
Finding supporting
ideas
Identifying opinions

vi

Discussion
dictation
Listen toreadings online

Critical thinking
Research skills

Writing

SkillsSpeaking

Information gathering• Completing an information chart onmovies starring robots

Keyword sentence writing

Matching statements with theauthor's opinion

Discussion• Designing a new robot in a small group• Presenting the robot to the classComparing results• Discussing different functions ofrobots and which types will exist in
the future

Writing a short social
media post

Information gathering• Brainstorming areas where robots
can replace humans

Keyword sentence writing

Comparing results• Discussing jobs that robots should
not doInformation gathering• Completing an information chart on
animals and medical researchComparing results• Discussing the use of animals tofind cures for diseases

Information gathering• Collecting information on foodproduction in different countries
Comparing results• Comparing and discussing theresults

Information gathering• Questionnaire on internet media
usage by students
Comparing results• Comparing and discussing
popularity of media usage

Should robots have rights?

Pros and cons oftechnology and society
Writing a short social
media post

Keyword sentence writing
Reacting to opinions on
the use of animals in
research

Ranking household activities
that robots could do

Matching statements with theauthor's opinion
Ranking likelihood of jobs for
robots in the future

Matching statements with theauthor's opinion
Ranking which animals shouldhave most rights

Writing a short social
media post

Keyword sentence writing
Should protesters beallowed to stop a circus
performance?

Matching statements with theauthor's opinion
Ranking animals from most
liked to least liked

Writing a short social
media post

Keyword sentence writing
Pros and cons of using
LLMs to do research on
the internet

Matching statements with theauthor's opinion
Ranking different news
sources

Writing a short social
media post

Information gathering• Matching headlines to category ofnews story

Keyword sentence writing

Comparing results• Finding out which news stories aremost popular

Writing a short social
media post

Very unusual news stories

Matching statements with theauthor's opinion
Ranking how probabledifferent news stories are

Quotable Quotes• Discussing whether data on computers
is safe

Discussion• Discussing probable, possible, andimpossible technological inventions
Quotable Quotes• Discussing the role of the teacher andtechnology in the classroom

Discussion• Assessing different arguments for andagainst animal rights• Deciding as a class who wins the vote
Quotable Quotes• Discussing whether cosmetics could betested on prisoners

Discussion• Discussing different opinions on thetreatment of animals
Quotable Quotes• Discussing quotes for and against killing
animals

Discussion• The right to use information available on
the internet• Reporting results of discussions
Quotable Quotes• Discussing AI and its effect on humanity

Discussion• Discussing the differences between
traditional reporting and citizen journalism• Reporting ideas to the class
Quotable Quotes• Discussing if the media can control theway people thinkvii

To the teacher
Welcome to In Focus, a multi-level, corpus-informed course aimed at high school and university
students. In Focus is designed to build all four skills, while also systematically developing knowledgeof core vocabulary and students’ critical thinking skills. Each Student Book contains 12 topic-based
units, which are divided into six general themes. It provides two units in a row on each theme to help
better develop students’ critical thinking skills on these issues.
In Focus is supplemented by a range of free online learning components, which provide great
flexibility and help to speed language acquisition.
We have created a unique lexical syllabus containing the most important words for second language
learners of English. The authors of this series are also the creators of the New General Service List
Project (www.newgeneralservicelist.com), a collection of corpus-based word lists, each providing
the highest coverage in the world for that specific genre. The syllabus for In Focus 1 is based on the
New General Service List (NGSL), a list of approximately 2,800 words that allows them to understandapproximately 92 percent of the words in most texts of general English. These are nearly all thewords learners will ever need (not bad, if you consider there are more than 600,000 words in
English!). In each level of In Focus, 120 of these words are taught in depth (10 per unit). In In Focus 1
and In Focus 2, these words are taken from the NGSL, while in In Focus Academic 1, they are takenfrom the New Academic Word List (NAWL). Students can use the free online tools and resources
developed especially for In Focus to learn additional unknown words from our NGSL and NAWL
word lists.
All readings and written materials are graded to contain a very high percentage (90–95%) of highfrequency words from the NGSL. This helps develop students’ reading fluency and confidence.
Though In Focus can be used as a standalone textbook, dedicated online elements enable students
to personalize and extend their learning beyond the classroom. Among the online components areinteractive flashcards, interactive dictionaries that show the keywords being used in authentic video
clips, crossword and word search puzzles, speed reading exercises, supplemental graded readings
for each unit, vocabulary worksheets, and audio recordings of all reading texts.
In Focus 1 is designed for students at a pre-intermediate level. Each unit is designed to help yourstudents build both their knowledge as well as their ability to think critically about a wide range ofimportant topics. The topics covered are advertising, sports, population changes and life extension,
robots, how people use animals, and the internet and news. Language prompts are provided
throughout to help students express themselves.
The In Focus Teacher’s Manual contains full step-by-step teaching notes, unit-by-unit summaries,
language notes, tips, extension activities, options for assessment, and a complete answer key.
We hope you and your students enjoy using In Focus.

Charles Browne

Brent Culligan

Joseph PhillipsixHow a unit works
All units in In Focus are eight pages long and follow a similar format. An audio icon reminds students
they have the option of listening to the reading texts (available free from the website).

Unit organization
Page 1

Pages 2–3

Objective

SectionWarm up

1 Critical cartoons

Schema building

Warm up

Real world connections

Media link

Vocabulary development

2 Core vocabulary

Reading

Skimming and scanning

Speaking

Words in context: identifying a part of speech;
word friends
Word parts
Discussion dictation

Pages 4–5

Reading

3 Reading skills

Reading skills

Pre-reading

Speaking

Reading
Identifying topic and main idea
Identifying unnecessary information;
Logical reasoning; Finding supporting ideas
Identifying opinions; Making inferences
Discuss it

Page 6Gathering, comparing,
and analyzing information
Speaking

Pages 7–8

Critical thinking skills

4 Find out more
Information gathering
Comparing results
5 Critical thinking

Writing

What does the author mean?

Discussion

Categorizing; Finding reasons and ranking
them; Ranking
Post your opinion
Discussion
Quotable QuotesxUnit sections
1 Critical cartoons
This is a short speaking activity centered on a cartoon related to the topic of the unit. All cartoons areauthentic cartoons, and each was carefully chosen to represent the unit topic. Questions help activate
schema and develop critical thinking skills.

2 Core vocabulary
Each unit teaches 10 important words from the New General Service List (NGSL). The section
begins with a short reading passage (approximately 200 words) on an aspect of the unit topic that
contextualizes the 10 keywords. A series of learning activities focuses on developing knowledge of
collocations and analyzing and understanding word parts. This gives students practice using the words
introduced in the unit. It also develops vocabulary learning skills and strategies that will be useful when
encountering new words not introduced in the unit. A speaking activity rounds off this section.

3 Reading skills
Students work with a longer text (approximately 400 words) that gives a different or expanded pointof view on the topic of the unit. This exposure to multiple points of view is a key aspect of developing
skills in critical thinking. All 10 keywords appear in the second reading as well, providing additional incontext information about how the words are used. This is followed by a series of carefully structured
activities including pre-reading, identifying the topic and main idea, finding supporting details, andlogical reasoning. The section ends with a short discussion.

4 Find out more
Since information from various points of view is crucial to thinking critically about an issue, the pair orgroup activities in this section encourage students to gather further information related to the topic.
This is followed by comparison and discussion of the information collected.

5 Critical thinking
Through pair, group, and open class work, students are encouraged to develop critical thinking skills,
such as making inferences and ranking and categorizing data. Students then complete a writing task to
express their opinion on the topic. The final page brings the content of the unit together in a discussion
about the topic. Useful language prompts help students in each unit.

6 Quotable quotes
This final section introduces a quote by a famous person on the topic of the unit. Several thoughtprovoking questions on the quote conclude the unit. This section can be done in class as a short
discussion activity or as a writing assignment outside the class.

xi

To the student
Welcome to In Focus, a multi-level course for high school and university students. We have designed
this series to help you build your vocabulary, work on all four basic skills (reading, writing, speaking,and listening), and help improve your discussion and presentation skills. In Focus will also help you
think critically, which is a very important general academic skill. In each Student Book you will find 12
topic-based units. In addition to the Student Book, there is a range of free online components, which
will help you focus on what you really need, learn more quickly, and become a more independent
learner.
For In Focus, we have created a unique vocabulary syllabus containing the most important
vocabulary words for learners of English. This list has a total of about 2,800 words, which are nearly
all the words you will ever need. If you know these words, you will understand 92 percent of thewords in most texts of general English (not bad, if you think that English has over 600,000 words!).
You will learn 120 of these words in each book, 10 per unit. You can use the website and online tools
developed especially for In Focus to learn the rest of the 2,800 words efficiently and enjoyably.
Online, you will find a range of activities such as vocabulary puzzles, games, flashcards, and audio
recordings of the reading texts.
In Focus 1 is designed for students at a pre-intermediate level. Each unit will help you build yourknowledge about a wide range of interesting topics as well as help you think critically about these
topics. You will learn about advertising, sports, population changes and living longer, robots, howpeople use animals, and the internet and news. In every unit, we also provide you with usefullanguage and expressions where needed to help express yourself better.
We wish you good luck using In Focus. We are sure that the book and the online materials will help
you to learn English quickly and in a fun way!

Charles Browne

xii

Brent Culligan

Joseph Phillips

1

UNIT

The World of Advertising

In thisIn
i uniit, you willill::

• read an article about
advertising andbrands.
• read an article about
the negative effects ofadvertising.
• discuss some
popular advertisingtechniques.

1 Critical cartoons
A Warm up
Work with a partner or in a small group. Look at the information on this page and the cartoon.
Discuss the questions below.
1 How much advertising do you see in a typical day?
2 What kind of ads do you see most?
3 How do the ads make you feel?
4 What is the message of the cartoon?
What is the connection to the unit topic?

MEDIA link

I see a lot of ads on …

The ads make me feel …

The ads I see areoften about ...

I think the ad is about …

The Greatest Movie Ever Sold (2011) is a funny documentary that asks the question,“Is it possible to fund a movie using only the money you get from advertisingand product placements?” It is directed by Morgan Spurlock, creator of the hit
documentary Super Size Me.
For additional media links, go to www.infocus-eltseries.com
12 Core vocabulary
A Skimming and scanning
1 Find and underline the keywords in the text. The first one is done for you. Then work with apartner, look at the text, and try to guess the meanings of the keywords.

Keywords
assumelabel

behavior
prevent

brand
stock

incometrend

industry
warn

Advertising and Consumerism
Advertising is used in many ways. Healthadvertising to warn the public
experts use adverti
against bad things. For example, they wantpeople from starting toto prevent young p
assume that young people
smoke. They assum
know how bad smoking
won’t start if they khealth organizations want to
is. Sometimes, heal
behavior—getting them tochange people’s beh
exercise more, for eexample.
advertising is more often used by
However, advertisin
things. A company’s income
industry to sell thinmuch money it makes bydepends on how muselling its products and services. Thesefor companies to advertisedays, the trend is fobrand is a mark, a name, or
their brand. A brana label that stands for a company’s products
past, a clothing company
or services. In the pwould advertise a ccoat or clothing.
Nowadays, a company might advertise how people feel when they wear its label. In this way,
the company develops “brand loyalty.” That is when people like to buy only the products
from one brand. Companies with brand loyalty can charge more money for their products.
Investors in companies like brand loyalty very much because the price of their stock goes up
when a company has a strong brand.

5

10

15

20

2 Read the statements below. Which best describes what this text is about? Circle A, B, or C. Then
explain your answer to a partner.
A The uses of advertising in society
B The positive effects of brand loyalty
C How advertising can be used to improve our health2

Unit 1

B Words in context: identifying a part of speech
1 Look at the text on page 2. Three of the keywords are verbs. Verbs describe an action. Find theverbs and write them below.
1_______________________

2_______________________

3_______________________

2 The subject of the sentences is the same for all three verbs. Write it below.
________________________________
3 Use the three verbs to make your own sentences.
1________________________________________________________________________

2________________________________________________________________________

3________________________________________________________________________C Word parts: ism

Example: consumerism

1 Find five words with ism in the puzzle and circle
them. Check their meanings. See page 97 if you
need help.
2 Complete the sentences below with the words
from the puzzle.
1 There have been many acts of__________________ in the twenty-first
century.
2 __________________ is a belief that there isno god.
3 Many universities offer courses in__________________.
4 Advertising encourages _________________
in society.
5 __________________ in Eastern Europe
ended in the 1990s.

D

T

U

W

D

G

R

Z

U

S

W

C

O

N

S

U

M

E

R

I

S

M

C

B

S

N

F

I

U

M

S

S

V

O

N

A

V

O

B

S

F

I

X

F

M

Z

L

N

H

I

P

R

I

D

N

M

L

L

E

E

M

O

F

Y

J

J

U

T

Y

H

O

R

B

U

I

Y

H

N

J

T

V

R

V

K

A

U

R

C

I

A

G

E

E

J

X

M M

K

A

S

Z

T

R

M

F

P

X

O

K

X

M

E

N

F

E

M

I

N

I

S

M

3 Work with a partner. What do you think ism means? Circle the correct answer.
A an outdoor activity
B a belief or system of beliefs
C thinking too much about something

D Discussion dictation
1 Listen and write down the questions.
1 What were _______________________________________________________________ ?
2 What are ________________________________________________________________ ?
3 Are cigarettes ____________________________________________________________ ?
2 Work with a partner. Ask each other the questions. Be sure to ask follow-up questions.
Unit 13

3 Reading skills
A Pre-reading
1 Quickly scan the text and circle the 10 keywords.
2 Have you ever bought a product because of an advertisement you saw? What was it? Why did you
buy it?
3 What is one positive effect and one negative effect of advertising?

B ReadingRead the text. Highlight an interesting idea in each paragraph.

You Are What You Buy
Over the last 70-80 years, consumerism has been a trend in many countries. People buy things they
don’t need, and they replace things before they wear out. 1 We used to repair things when they werebroken, but today we throw out old things and replace them with new models. Indeed, many of thethings we use can’t be repaired. Once, products were made to last for many years. Now, they are
5 designed to last only a few years.
Advertising supports this behavior of buying things that we don’t really need. Advertisements, orads, make us notice products and brands because we see them frequently in our lives, especially on
television. 2 There are many interesting programs on television. The advertising industry tells us that tobe happy, we need their products in our lives. It does this with images that connect the product to happy,
10 successful, or beautiful people. We assume that to be successful or happy, we must buy the product orbrand, or we must wear the same designer label as the beautiful, successful people in the ads.
The negative results of this consumerism are easy to see. 3 As people spend more and more of theirincome on things they don’t need, they have to work more to pay for them. This prevents people fromspending time with their families or spending money on education or healthy food. In America today,
15 there are four times more shopping centers than high schools. Many American parents say that they
don’t spend enough time with their children.
Another negative result is that we may believe things that aren’t true. To
increase profits and stock prices, companies make many false claims
about their products. For example, can we really lose weight simply by
20 taking a pill, without dieting or exercising?
People also warn us of the negative effects of consumerism on theenvironment. 4 We use energy to produce these unnecessary goods,
and that puts more carbon dioxide into the air, which causes climatechange. When we throw away goods, they are either burned or buried,
25 again causing damage to the environment.
Advertisers say that all they do is inform us. But in reality, they havetricked us into working longer hours, buying stuff we don’t need, andthinking we need their products to impress others.
4

Unit 1C Identifying topic and main idea
Read the questions below and circle the correct answers according to the text.
1 Which of the following best describes the topic of the text?
A
B
C
D

Shopping
Consumerism
Fashion brands
Money

2 Which of the following best describes the main idea of the text?
A
B
C
D

Buying fashionable goods affects how people feel.
Modern products are not designed to last.
Advertising influences people’s behavior in negative ways.
Consumerism has effects on the environment.

D Identifying unnecessary information
1 Look at the four numbered sentences in the passage. Which has information that is not related tothe main point of the author?
Sentence number: _____________
Reason it is not necessary:
2 Compare your answers with a partner.

E Identifying opinions
Which one of the following sentences best describes the author’s opinion? Circle A, B, or C.
A Advertising causes us to buy too many things, and this has many negative results.
B Advertising is neither good nor bad; people can choose not to buy things.
C Advertising is a useful way to find out about a product.

Discuss it
Work with a partner or in a small group. Ask and answer the questions below.
1 Look back at the ideas you highlighted. Are they thesame? What are the differences?
2 You have 3 minutes. How many different types ofadvertising can you think of? For example, TV ads.
3 Imagine you want to buy these items: a mobile phone;a pair shoes; a pizza. How important is advertising to
you when you decide to buy these things?

Unit 15

4 Find out more
A Information gathering
Work in small groups. Find at least five advertisements. If you can, go online to search for popular
advertisements. Write notes about each one in the table below.

Advertisment

Product

Target GroupWhy the ad appeals totarget group

3KRWRRI6KRKHL2KWDQL

2DNOH\<RXQJSHRSOH

6KRKHL2KWDQLLV
\RXQJDQGVXFFHVVIXO

B Comparing results
Form new groups and compare your advertisements. Discuss the questions below.
1 How many of these products do you buy? How do you feel about them?
2 What words can you think of to describe the products?
3 Do the makers of any of these products use celebrities to advertise? If so, which?
Does this make you want to buy the product?
4 Do any of the products use humor to sell the product? Which ones? Does this make you feel morepositive about the product?

I think the advertisement for ... isoriginal/funny/memorable/romantic.

Some / A lot of ads use celebrities.
An example is ..., which uses ...

6

Unit 1

The ad suggests / appeals to / features ...

I like the way some advertisements ...

5 Critical thinking
A What does the author mean?
1 Work with a partner. Read the statements below and decide if they aresuggested by the text on page 4. Write down your reasons.

inference (n): a guess thatsomething is true or not fromthe information yo
y u have

Inference?
(Yes/No)Statement

Where(line no.)1 In the past, products were of a higher quality.
2 Consumerism causes parents to spend less time with
their children.
3 Advertisements are a reliable source of information.
4 Advertising makes people assume they will be happy
if they buy something.
2 Compare your answers with a new partner.

B Categorizing
Read the statements below about some of the effects of advertising. Decide if they are positive or
negative. Check (ϑ) the boxes. Then compare your answers with a partner.
Advertising . . .

Positive

Negativecreates more waste.
means people have to work harder.
increases company profits.
leads to less time with family.
gives more information to customers.
changes bad behavior.

C Post your opinion
1 Work with a partner or in a small group. Below are some common
advertising techniques. Explain what you know about each technique.
1 Comparing products
2 Using creativity

5 Selling top-quality products at
a high price

3 Recommendation by a famous
person6 Focusing on lifestyle

4 Using fear

8 Using scientific research

7 Selling at a low pricepost (n, v): (to put) a message
using social media

2 Which techniques are popular in your country? Which do you think
are most effective? Write a post with your opinion.

Here, one popular technique is ...

I think the most effective technique is ...

Unit 1

7

D Discussion
1 Work in a small group. In C, you looked at eight advertising techniques. Read these statements
taken from advertisements. Which techniques do they use? Write 1 to 8 in the table below

Technique(1–8)

Advertising Statement
Tests showed a 69% improvement after using Brand A.
Mouthwash A is better than Mouthwash B.
Lionel Messi loves to use Brand C.
RII%UDQG;WKLVZHHN5OQMKPIUJQTVGPU[QWTNKHGD[[GCTU
>gchreb_^'=kbo^ZgQRSZg]_^^e_k^^'

2 Another advertising technique is called “greenwashing.” This is when a company says its products
or activities are better for the environment than they really are. Look at the advertisement below
and discuss the questions in your groups.
1 What is this ad for?
2 Do you think the ad is effective? Does it make you
more likely to buy the product? What things does
the ad NOT say about this product?
3 Why could this be an example of greenwashing?
4 Can you think of any other examples ofgreenwashing?

Although the ad is probably
telling the truth, I think ...

The ad doesn’t say
anything about ...

This could be an example ofgreenwashing because ...

Another example ofgreenwashing is ...

Quotable quotes
Final thoughts . . .

Advertising is legalized* lying.
H. G. Wells

English writer

1 Do you think that ads sometimes lie? Give examples.
2 Do you think there should be laws on what and how
products are advertised? Give examples.
*legalize (v): to allow by law

8

Unit 1

Fresh from the mountains

Mountain Top
p

Wa
W
aate
er
Water
attte

!""#$%&'(%")*#+%"*(,-.
)*#.'/%(
0112#3'(-#%$4#5-%"&56

Mountain Top

WATER

Activities
Unit 1, page 3, Core vocabulary
C Word parts
Answers: words with ism
atheism

communism

consumerism

feminismterrorism

Unit 2, page 11, Core vocabulary
C Word parts
Answers: words with con/com
combinecompact

company

contemporary

convenient

Unit 4, page 30, Find out more
A Information gathering
Student A: use the table below. Ask your partner for the missing information and complete the table.

Competition

Situation

ResultLewis Hamilton and Nico
Rosberg were Formula 1 race
drivers on the same team.
During the 2014 BelgianGrand Prix race, Rosberg’s
car hit Hamilton’s car, causing
damage, and Hamilton had toretire from the race.

Rosberg finished second in therace, but many people believedRosberg hit Hamilton on
purpose. After the race, people
showed their disapproval of
Rosberg’s action. Hamilton said
Rosberg admitted to hitting him
on purpose.

During the 1960s, the Unionof Soviet Socialist Republics(USSR) and the United States
were in a space race. They
were competing to be the firstto put a man in space and on
the moon.

On April 12, 1961, Russian Yuri
Gagarin became the first man
in space. On July 20, 1969,
the American Neil Armstrong
became the first person to walkon the moon.

1 Apple v. Android

2 Lewis Hamilton v. Nico
Rosberg

3 Scott v. Amundsen

4 USSR v. USA space race97

Core vocabulary: keywords
Unit-by-unit list

102

Unit 1

Unit 4

Unit 7

Unit 10assume

bill

adopt

accusebehavior

competition

aid

basis

brand

delivercareerfeed

incomeincrease

code

generate

industry

mentiondoubt

murderlabel

observeeffortprisonprevent

plus

force

protection

stock

rate

opposerelease

trend

root

potential

sufferwarn

status

serve

suit

Unit 2

Unit 5

Unit 8

Unit 11award

averageapplicationaware

benefitcategory

army

contribution

blame

duty

diseasedebatecampaign

growthequal

definefactorignoregun

editormass

material

replacelegalopportunity

optionsecurity

property

promoteseparate

union

shift

resource

solutionunlikely

surveytechniquesupply

waste

user

Unit 3

Unit 6

Unit 9Unit 12

achieve

divideclaim

commitathleteenvironmental

contract

despitecoachextendemployee

document

complaingain

examinefinancefeaturepensionexperiment

hostfurtherprinciple

issue

penaltyseek

proposalparentrefer

suggestion

relativepatient

rely

typicallyschedule

refusesourcevictimsurvivetraining

voteAlphabetical listA

documentM

seek

accuse

doubt

mass

separateachieveduty

mentionadopt

effortO

statusemployeeobserveapplication

editorathleteaverage
award
aware

environmental
equal
examineexperiment
extendBbasis

Fbehavior

factorbenefit
bill
blame
brand

featurefeedfinanceforce
furtherC

opportunity
opposeoptionPparentpatient
penaltypensionplus
potential
prevent
principle
prisoncampaign

Gpromotecareergain

property

category
claim
coach
code
commitcompetition
complaincontract
contribution
D
debatedefinedeliver
despitediseasedivideshift
solutionE

assumeserve

murderaid
armymaterial

generate
growthproposal

sourcestock
suffersuggestion
suit
supplysurveysurviveT
techniquetraining
trend
typicallyU
union
unlikelyuser

protection
V

gun
R

victim

H

rate

vote

host

refer
refuseW

I

relative

warn

ignoreincomeincreaseindustry
issue
L
label
legal

release
rely

waste

replaceresourceroot
Sschedule
security103