coursebook.pdf

PRE-INTERMEDIATE coursebook

N G L

Lindsay Clandield

with additional material by Amanda Jeffries

gl o bal

Hopes & Fears

Part 1

Vocabulary

Adjectives &

synonyms

Vocabulary

1 Look at the phrases below. Put them

in order from most important (1) to least

important (4). Compare your answers with a

partner.

Reading

1 Read the text When I grow up . What are

the children talking about?

a Their hopes for their own lives and their

families

b Their hopes for the world

c Both a and b

Reading

When I grow up …

Grammar

Future hopes & plans

being good-looking being intelligent

being rich having good health

Speaking

My hopes & plans

2 Match the words in bold in exercise 1 to

the words in the box with similar meanings.

There are two words in the box that you

don’t need.

2 Read the text again. Which quotes are

the most interesting for you? Choose two

quotes and tell a partner.

3 Work in pairs. Choose two of these

questions and then discuss them.

• Do you think these children are

optimistic or pessimistic about the

future?

• Do children in your country have similar

hopes?

• Did you have similar hopes when you

were a child?

awful beautiful clever excellent

handsome smart terrible wealthy

well-off wonderful

3 Look at the two extra words. What are

they synonyms of?

4 Look at your list from exercise 1. Do you

think your order was different in the past?

How about in the future? Complete the

sentences and then compare with a partner.

When I was younger I probably thought … was

more important.

… will be more important when I’m older.

g r o w u p …

WHen I

n .

h ing

nte

that p

e p la

ave l

w a

o p u

n gu

’m

I’d l

meo ne a

Unit 4 Hopes

Grammar

2 Complete the text using the correct form

of the words given.

I hope to have a lot of money.

I would like to be super intelligent.

I am looking forward to being older.

I ’m going to be a fun but good teacher.

The hopes of children

In a survey of English schoolchildren, researcher Cathie Holden found that,

for their personal future, the majority of boys and girls hope to go / going to

university or college. They also all hope getting / to get a good job. More boys

are planning to pass / pass their driving test than girls, and more girls are

looking forward to have / having children.

For their local area, children in the report said they hope for less violence and

fewer poor people. They also said that they would like have / to have more

parks and places to play. The majority of boys and girls are looking forward

to living / live in a world without wars and an important number of them said

they would like things to get / getting better in the developing world.

• use hope, plan, want and would like to

talk about future hopes that aren’t

deinite

• use the ininitive after hope, plan, want

and would like

• use look forward to to talk about deinite

future plans

• use be going to to talk about things you

have already decided to do

G Grammar focus – explanation & more

practice of future tenses on page 138

1 How many correct sentences can you

make with the words in the table? Use the

text to help you.

Speaking

1 Choose three of the ideas in the box that

you would like to talk about.

’m

hope

going

looking

forward

planning

want

would like

to get

getting

a good

job.

• A place you hope to visit one day

• Something you hope you don’t do in the

future

• Something you’re not looking forward to

• A person you’d like to meet one day

• A person you’re going to see today

2 Work in pairs. A: tell B about your ideas.

B: ask for more information.

3 Swap roles and repeat.

I w ant

sp en

wa rs b

un but g

I’d l ike to h

m y

I’m l o

want to be wi

be m

Hopes Unit 4

Hopes & Fears

Part 2

Speaking & Listening

A profession of hope

Speaking and Listening

1 Study the graph about foreign aid

below. Then work in pairs and discuss the

questions.

• Does anything about the graph surprise

you?

• Do you know any aid organisations?

What are they?

• Have you ever given money to an aid

organisation?

• Do you think rich countries should give

more money in foreign aid?

• Do you know anyone who works for an

aid organisation?

Vocabulary and Pronunciation

1 Match the words in the box to the

deinitions below.

Vocabulary & Pronunciation

Global issues, word

stress

disease homelessness hunger

natural disasters pollution poverty war

Grammar

Future plans & intentions

( be going to , present

continuous)

1 people do not have enough money

2 people do not have a place to live

3 people do not have enough food

4 people are sick

5 countries are ighting each other

6 weather or environmental problems

such as loods (too much water) or

earthquakes (when the earth moves)

7 the air, water or land is dirty

Reading & Speaking

Pandora’s box

2 1.48 Listen to two aid workers talking

about their next job. Put the interviewer’s

questions and comments in the correct order.

How did you become aid workers?

What is the most important thing in

your job?

So, tell us about yourselves.

2 Complete the pronunciation chart with

the words from exercise 1.

Ooo oOo

war natural

Thanks for your time.

What are you going to do there?

3 1.49 Listen and check your answers.

Then repeat the words.

3 Listen again. What do these words mean

in the listening?

Danish Guatemala

two years ago village

Josh Gross and Helle Hansen are

based in Denmark. In terms of

foreign aid, Denmark is one of the

most generous countries in the

world. There are many NGOs (Non

Governmental Organisations) in

Denmark that work on projects in

Latin America and Africa.

4 Would you like to work for an aid

organisation? Why?

1,00

0,90

0,80

This graph shows the percentage of

GNP (Gross National Product) that developed

countries give to foreign aid. The grey line shows the

average percentage of all OECD countries.

0,70

0,60

0,50

0,40

0,30

0,20

0,10

Unit 4 Hopes

Grammar

Pandora’s box

In Greek mythology, the

character Pandora had a

large box. It contained all the troubles

of the world. When she opened the box, she

let all the troubles come into the world except

one – hope . The Greeks thought that hope

was also very dangerous. But without

We are going to work with the children there.

The organisation is starting a new project in

Guatemala next year.

• use be going to to talk about things you

have already decided to do

• use the present continuous to talk

about future plans, often when they are

already arranged

hope, people were illed with despair.

Finally Pandora opened the box

again and let out hope as well.

1 Read the text and decide if the

underlined parts are correct or incorrect.

Then correct the mistakes.

A new project

Susana works for a Spanish NGO in Madrid.

The organisation is start a project next

month in Ethiopia. Susana is going for work

with a local women’s organisation in the

country. Together they are going to develop

an educational project for pregnant women.

Susana is going to travel to Ethiopia with a

group of doctors. ‘I’m a bit nervous, but I’ve

been to Africa before and I know Ethiopia,’

she says. ‘ It’s going to being a great project.’

2 Complete the questions with the present

continuous or be going to.

1 A: What ( do ) after class?

B: Meeting a friend.

2 A:

you

( go ) away

next summer?

B: No, I’m staying here.

3 A:

you

( read ) an

Reading and Speaking

Work in pairs. Read Pandora’s box

and then discuss the questions.

• Why do you think the Ancient

Greeks thought hope was

dangerous?

• Did people use to have more

hope twenty years ago?

A hundred years ago?

• Are you a person with a lot of

hope? Why or why not?

English book this year?

B: Yes, I am. I have a detective novel I

want to read.

4 A:

you

( work )

tomorrow?

B: Yes, I am. I start at 8am!

5 A:

you

( study )

English next year?

B: Yes, I think so.

3 Work in pairs and ask each other the

questions from exercise 2.

G Grammar focus – explanation & more

practice of future tenses on page 138

Hopes Unit 4

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