English Journey 9 Workbook Sample

English Aligned with the CEFR & Cambridge Secondary English Curriculum Elizabeth Gordon WORKBOOK B2

Contents Unit 1 ___________________________________________________________ 4 Unit 2 __________________________________________________________ 11 Progress Review 1__________________________________________ 18 Unit 3 __________________________________________________________ 20 Unit 4 __________________________________________________________ 28 Progress Review 2__________________________________________ 35 Unit 5 __________________________________________________________ 37 Unit 6 __________________________________________________________ 43 Progress Review 3__________________________________________ 50 Unit 7 __________________________________________________________ 52 Unit 8 __________________________________________________________ 60 Progress Review 4__________________________________________ 68 Unit 9 __________________________________________________________ 70 Unit 10 ________________________________________________________ 77 Progress Review 5__________________________________________ 83 Unit 11 ________________________________________________________ 85 Unit 12 ________________________________________________________ 91 Progress Review 6__________________________________________ 98

Unit 1 Communication Reading 1 R ead the article about the voice and then answer the questions. What does your voice say about you? It’s not what you say, it’s the way that you say it that voices could prevent them from creating the serious matters. There is a lot of truth in this statement. Your image that they need in public life. Other professionals, voice reveals a lot more about you than you think and for example, teachers, are in danger of damaging their other people are quick to make judgements about you voices if they shout too much. They could also benefit on the strength of your voice alone. Scientists have from learning to use their voices more effectively. discovered that these judgements are surprisingly similar, Of course, people rarely want to change their voices which means that when listeners hear a voice, they often completely, even if it were possible. Our voices are agree on the kind of personality traits they expect that a unique part of us. We recognise familiar voices, person to have. For example, when they hear a person although sometimes members of the same family have with a nasal voice, the kind of voice that sounds as voices that are difficult to tell apart. When you hear if someone has got a cold, they usually agree they are a recording of yourself, you may be surprised how listening to a bored or complaining person. similar your voice is to the voices of close relatives. It has also been shown that both men and women can Friends can also start to speak in similar ways. As they judge physical traits such as a man’s upper body strength spend time with each other, they often pick up accents correctly simply by listening to his voice. It is not clear without even realising it. This helps friends understand what characteristics of the voice convey this information each other better. and although it is often believed that stronger men have Another thing about our voices that may be hard to deeper voices, this is not strictly true. control is the way they are affected by both our health Our voices can also reveal our age. Children have higher- and our feelings. The voice can reveal how people are pitched voices than adults and during teenage years the feeling both physically and emotionally. A strong voice voices of both girls and boys become deeper. In boys, this is usually a sign of health and people will often say that change is greater and can be very noticeable if it happens someone ‘sounds well’ after a telephone conversation, suddenly. This dramatic change is caused when the vocal whereas when a person’s health is failing, their voice may cords which control the voice become longer and thicker. become quieter and weaker. Emotions can clearly affect Sometimes a boy may have difficulty controlling his voice our voices, too. It is obviously hard not to raise your as it ‘breaks’. voice when you are angry and people who experience What if your voice gives the wrong impression and stops strong emotions may actually be speechless! Whatever you communicating as effectively as you would like your voice says about you, it is first impressions that to? Well, voices can be trained and it is true that some really count. Experiments have shown that as soon politicians have trained their voices so that they sound as you open your mouth, your listener makes a snap more powerful. This is perhaps especially important for judgement about your personality. When this is positive, some female politicians, whose high-pitched squeaky the expression, ‘You had me at ‘Hello’!’ is not an exaggeration. 4

Unit 1 2 Now answer the questions. Choose the best answer A, B, C or D. 1 What is suggested in the first paragraph? A Voices are never an accurate indicator of character. B Nasal voices always mean that someone is suffering from a cold. C Particular voices are believed to reveal certain traits. D Voices are considered less important than words. 2 According to the second paragraph, what is true about men’s voices? A Men with deep voices are strong. B They are an indicator of upper body strength. C Women and men judge them differently. D Men have stronger voices than women. 3 How do voices change as children grow up? A Girls’ voices change more quickly than boys’ voices. B Boys’ voices change very suddenly. C Boys’ voices become hard to control. D Teenagers’ voices become deeper. 4 For what reason might people try to train their voices? A They want to improve the impression they make. B They want to change their character. C They want people to listen to them. D They have damaged their voices. 5 What do the final two paragraphs suggest about our voices? A They always express our emotions correctly. B They are the best way for people to recognise us. C We may sound different depending on our health and emotions. D We can change them completely if we want to. 6 What does the writer mean by ‘You had me at ‘Hello’!’ A ‘I liked you when I first heard your voice.’ B ‘Your smile first caught my attention.’ C ‘I had to say ‘Hello.’’ D ‘I would like to meet you.’ 5

Unit 1 a-z Vocabulary 1 1 H ow does each person feel? Complete the statements with a suitable adjective. The first letter is given to help you. 1 ‘I don’t think I have any chance of passing my exams. They’re usually really difficult and I can never understand the questions.’ He feels p . 2 ‘I don’t really have many friends. I don’t know many people in my neighbourhood and nobody ever calls me.’ She is l . 3 ‘You didn’t buy me a present for my birthday and you didn’t even call me to wish me a ’Happy Birthday’. I thought you were my friend.’ She is h . 4 ‘Why did you wake me up? No, I don’t want to go out to the park. And next time, knock before you come in, will you?’ He is feeling g . 5 ‘I definitely believe our team will win on Saturday. They’ve trained hard and the opposition aren’t that good.’ He is o . 6 ‘So I told this girl how my cousin is really stupid and no good at anything and guess what ... she turned out to be my cousin’s best friend! Imagine how I felt!’ She feels e . 7 ‘And I suppose after you scored three goals you went and had a coffee with David Beckham. Yeah, right!’ He is being s . 8 ‘Can you believe it? I came first in the competition! It’s incredible!’ He feels d . 2 Circle the correct words. 1 The students thanked the host families for their hospitality / confrontation and got onto the coach heading for home. 2 Please whisper / gossip because my baby sister is asleep and I don’t want to wake her. 3 The man shouted / sighed sadly, took one last look at the photograph and put it away in his wallet. 4 Jennifer has mixed compliments / feelings about moving – she’s excited, but also a little sad that she’ll be leaving her friends behind. 5 Listen. You know we have to do our household chores this morning, so there’s no point grumbling / laughing about it. 6 Winning the county chess championship is a huge achievement / arrival – congratulations! 7 Harriet is crying / screaming softly because her pet cat has just died. Grammar 1 Write sentences. Use the present simple or the present continuous. Write the sentences in your notebook. 1 my cat / show / his happiness / by purring and kneading 2 you / often / argue / with your sister / ? 3 we / celebrate / her achievement / with a special dinner 4 she / always / gossip / about other people 5 how often / meet up / with your friends / ? 6 what / the children / laugh at / now / ? 7 at the start of the film / the woman / scream / and / run out / of the old house 8 we / not meet / Penny / at the station / tomorrow 6

Unit 1 Use Your English 1 1 Read the text and decide which answer (a, b, c or d) best fits each gap. Visiting Japan So you 1 a trip to Japan, but you 2 to be sure that you will behave correctly. Read on to find out everything you need to know. To Westerners, Japanese people may sometimes seem a little 3 , but this is not at all the case. It’s just that in Japan, people are expected to be quiet and not show their 4 openly all the time as many people in Europe, Canada and the United States 5 . On arrival in a Japanese home, take off your shoes. There may be a pair of guest slippers for you to wear, although many Japanese people bring a pair of their own indoor slippers with them when they 6 friends for the afternoon or evening. In general, you should try not to draw attention to yourself when visiting people. Modesty and a quiet manner 7 extremely important. It is correct behaviour, however, to pay your hostess a compliment on her cooking and to thank her when you 8 her home at the end of your visit. 1 a plans b planning c plan d are planning 2 a are wanting b wanting c want d is wanting 3 a delighted b optimistic c grumpy d lonely 4 a feelings b confrontations c hospitality d achievements 5 a do b does c are doing d doing 6 a visits b visit c to visit d is visiting 7 a are being b are c be d is 8 a leave b is leaving c leaves d leaving 2 Read the text and complete each gap with one word. Smiling – real or fake? How good are you at interpreting body language? 1 you know how to ‘read’ somebody else’s facial expressions, or do you often get it wrong? When a friend laughs at your jokes 2 he really mean it or is he secretly thinking that they’re terrible? If you can tell a genuine smile from a fake one, you’ll probably know who your real friends are. Imagine this situation: you 3 walking along the road in town when you meet a girl you know. She gives you a big smile and says ‘How lovely to see you again.’ But do you 4 her? 5 she telling the truth or lying? How can you tell? Well, first of all, you need to look at her eyes; people usually close their eyes a little when they 6 genuinely happy. And then her teeth – with a real smile, we 7 not usually show our bottom teeth. Now look carefully – when she smiles, does she show all her teeth? If you can see a mouth full of teeth, but her eyes are wide open, then she 8 probably not at all pleased to see you! So next time you’re trying to work out whether somebody is a real friend or a fake, you’ll know exactly what to do! 7

Unit 1 a-z Vocabulary 2 1 How would somebody react? Match the situations (1-5) with the body language (a-e). 1 He made an agreement with his friend. a He shrugged his shoulders. 2 He felt rather tired. b He bit his nails. 3 He didn’t know the answer to a question. c He shook hands with him. 4 He was very worried about something. d He rubbed his eyes. 5 He felt uncomfortable because of his friend’s behaviour. e He crossed his arms. 2 Complete the sentences with these words. aware direct express impress appropriate nod 1 If you agree with me, your head. 2 Daniel wanted to his friends, so he borrowed his brother’s car to take them to the football game. 3 Sally is very , isn’t she? She always says exactly what she means. 4 Wearing shorts to work is not ; staff are expected to wear more formal clothes. 5 You should learn to your emotions – you’ll feel better that way. 6 Are you that this is a non-smoking area? Grammar 2 1 C omplete the sentences with these verbs. Use the present perfect simple or the present perfect continuous. bite express just finish you / ever smile you / hide wait 1 How long your feelings about this problem? 2 Jason reading one of those self-help books – he hopes the advice it gave will improve his pessimistic outlook on life. 3 and laughed when really you felt like crying? 4 Her nails look ugly and red because she them. 5 We in the arrivals hall at the airport all afternoon. 6 Helena her feelings of anxiety and loneliness. The other members of the group will now discuss the problem. 2 Answer the questions about you in full sentences. 1 Have you ever read anything about body language? 2 Have you ever had a big argument with your parents? 3 Have you ever bitten your nails? 4 Have your friends been gossiping about you lately? 5 Have you been feeling cheerful or pessimistic lately? 8

Unit 1 Use Your English 2 1 C omplete the second sentence so that it has a similar meaning to the first sentence, using the word in bold. Do not change the word in bold. Write between two and five words. 1 I started doing a course called ‘The meaning of body language’ two months ago. DOING a course called ‘The meaning of body language’ for two months. I 2 There are several gestures which express the idea of anxiety. OF gestures which express the idea of anxiety. There are 3 Did you know that in Greece nodding your head upwards means ‘No’? AWARE that in Greece nodding your head upwards means ‘No’? 4 Why aren’t you talking to Amanda? STOPPED talking to Amanda? Why 5 I’ve called you lots of times, but you never answered your phone. YOU all day, but you never answered your phone. I 6 There was nobody else in the room. WAS in the room. She 7 He has lots of respect for his new colleagues. HUGE of respect for his new colleagues. He 8 The sign said, ‘Attention! Falling rocks!’. BEWARE falling rocks. The sign said that we should 2 Complete the sentences with the correct form of the words given. 1 You should realise that it’s completely to shout and laugh APPROPRIATE during the meal. DIRECT LONE 2 She has a(n) way of speaking – she never comes out and tells you ACCOMPANY anything to your face. MODEST PERSON 3 Ithink that Mrs Jameson must be very now that her husband has AVOID died and her children have left home. PERSON 4  children are not allowed to enter the museum – they must have a parent or teacher with them. 5 In some countries in the Middle East it is considered for women to show their faces or their hair. 6 Katie got a job with a big company as the manager’s assistant. 7 The accident was completely ; he was driving too fast and should have slowed down. 8 His answering letter was cold and ; his opening greeting was ‘To whom it may concern’! 9

Unit 1 Listening You will hear Linda Taylor, a teacher of children with special needs, talk about a language programme called Makaton. For questions 1-9, complete the sentences with a word or a short phrase. 1 People who can’t communicate using speech can become . 2 The language programme, Makaton, uses signs and . 3 People often use Makaton because their speech is or limited. 4 In some cases, if children’s spoken language improves, they Makaton. 5 Linda mentions as an example of people who share the life of a Makaton user. 6 Linda says there are where people can learn the Makaton language. 7 The signs help children to develop speech because they provide . 8 Young children come across Makaton at nursery school and . 9 Organisations that try to help Makaton users are known as . Writing Read this writing task and use the plan on page 15 of your Student’s Book to help you write your essay. When you have finished your essay, check your work carefully. You have had a class discussion about communication. Your English teacher has now asked you to write an essay. Write your essay using all the notes and giving reasons for your point of view. (140-190 words) It is possible to know someone well, even if you REMEMBER meet them very rarely. • R ead the task carefully to make sure Do you think you can know someone well if you you understand it. mainly communicate from a distance? • U nderline the important parts of the Notes writing task. Write about: 1 communicating face to face • Make notes before you start writing. 2 communicating from a distance • U se topic sentences to introduce 3 ____ (your own idea) each paragraph. • Include your opinion in the first and last paragraphs. 10

English WORKBOOK English Journey is an exciting and complete ten-level English course especially researched and written to appeal to young learners and teenagers alike. Its carefully constructed syllabus gradually and effectively takes your students from Pre-A1 (Beginner) to C2 level (Proficiency) in the CEFR. Each level is of a manageable length and can be completed in one academic year. English Journey 9 Workbook accompanies English Journey 9 Student’s Book. It practises and consolidates the skills, vocabulary and grammar taught in the Student’s Book. The structure of the Workbook unit reflects that of the units in the Student’s Book, providing a valuable tool which allows students to follow up lesson-by-lesson on the Student’s Book content. Its clear and simple format means that it can be used by students at home as well as in class. English Journey 9 Workbook contains • 12 theme-related units, containing Reading, Vocabulary, Grammar, Listening and Writing sections. The vocabulary and grammar taught in each unit of the Student’s Book is further practised in exam-style tasks in the Use-Your-English sections of each unit. • 6 Progress Reviews, providing further consolidation of the vocabulary and grammar. An interactive version of English Journey 9 Workbook, including the audio necessary for the listening activities, can be found on the English Journey 9 Interactive Whiteboard Software. The series follows the Cambridge Secondary English as a Second Language Curriculum Framework developed by Cambridge English Language Assessment. English Journey 9 for the student: English Journey 9 for the teacher: • Student’s Book • Teacher’s Book • Workbook in full colour • Class Audio • Test Book • Interactive Whiteboard Software • Interactive e-book CEFR: B2