Table Of Content

Luke Prodromou with Penelope Prodromou FLASH on English UPPER INTERMEDIATE STUDENT'S BOOK Luke Prodromou with Penelope Prodromou FLASH on English STUDENT'S BOOK Welcome to Flash on English Flash on English is your new English language course. On these two pages you will find some information to help you learn to use your textbook. Flash on English contains 10 units, organised in this way: Double linguistic input Each unit opens with a first presentation text which can be in various formats (article, email, report). The second presentation offers extracts from listenings (interviews, dialogues, reports) which aim at introducing topics, activity types and listening techniques you will need at upper-intermediate level. Examples of grammatical structures and functions are presented in the Grammar and the Functions boxes, in a concise and clear form to allow the student full autonomy in carrying out the activities. The Flashpoint box highlights particular Flash Forward activities language structures that keep fast finishers busy. are commonly used. The Use of English page focuses on the language knowledge structures and patterns you will need to produce written texts. It includes vocabulary and morphology activities, offering genuine practice of the Use of English paper of the First exam. The Flash on Grammar page is dedicated to presenting the grammar structures. Qj Cambridge English: First |] WB p. 8 refers to the correspondent exercises in the Workbook Organic clothing Before you read 7 A Portrait of the Artist as a Young Man 4 \ It) Read the extracts ag Writing Before You Read paguet tohef tmh ei nw roitreder. r Tahceconr dliitntegn b. 8 Q You have seen this lUynefsná Afbrtroiijfth* ArtistSicc hCorleaartsiohnip }C oufse I in ,-irt appreciation «Mpwa«*1 The Flash on Skills section re them with your partners. 2 O stay at home with his parents. helps the students to Reading ie following headings. 6 i^J LB Listen to extracts from I wian'olAApplic'tton» develop their four language skills. Placed at the end of each unit, it alternately (t> and equality. Bui I will Id I yn presents three types of text material. ñ iL Social Media • CULTURE Before you read Focuses on social and 7 Q Look at the photos A and 8. They represent cultural aspects of the different ways of learning at school. Talk to 3 Networking sites leach you about trthe' i edadaovc athhn eotastgheee dsr ifaafebnroedun dt tiw saahcdtyviv aiittni emtasgig.e hTsht. ebFnein diamellycpi,do sretaa ntyh t et o English-speaking world. • CLIL Texts targeted to an interdisciplinary approach Nc» techiH&igio have tv livnof today > kxnagc: to language learning on Erawtammentf lirtormMiou; Sod«" life! contemporary topics of «s. lor example tint Write your answer in an appropriate sty interest to students. ho risk oí bullying and making lun of «ihm a What uses do yottfyour friends make ofsocisl • LITERATURE Texts aimed at Listening 4 @ 104 Listen to five people who read the article ab familiarising students which speakers like/dislike social media? has hi general charged people's lives, for good 5 © I M Q Listen again. Choose from the list A-E wt with literary genres, Paragraph 2: the use ycu and your friends make oI social media and how frequently. <-•>< H.I/ • - I ' Paragraph 3: how social media has changed in both prose and verse. ' practise u.ins paragraph* Effective learning techniques and exam strategies are presented in each unit. Formal letter/email ' Unitl Verb and preposition collocations The main grammar items are STUDENTS OF ENGLISH! presented schematically in Pserotg irne sbseivaeu tEifnugl lgisrohu Cndolsle, gnee aist ltohcea tceedn tirne Coaf nthteisr bbuerayu: tii fmul acganthifiecdenrat l sccithyo. ol i4~ the Grammar Reference at the end of the book, with ler School combines English language learning with fun activities noon and evenings. Musan esci;;;>it excursion schcdulei -J information about grammar rules and extensive examples. tedtitotogy is gentil* Jteoper. so it tot of im 5 She apologised to/for I» r Dear Sir/Martam, Grammar reference I am writing in nesp Drinking lots of w3ter is go< (formation. I am sixteen yean old and my English Proficiency (C2 leveli. If so. how long will the cm Email and spoken English i a day will we he obliged to auend classes? tt* often write emails as if we are speaking. people are buying tablets nowadays.. • thinking: «tue. befé!«, »»pen. fwgef. ftr An extensive Writing Reference The Language offers guidance and examples of Development the writing tasks you are expected section focuses on On Sundays, we new* eat at hum. Do yon play Mvtis on Hlrdm'srfays' to produce at B2 level: formal and and practises we&tw holiday twk* a year. informal letters, articles, essays, collocations, easily stories and reviews. confused words and Tasks are explained with the help idioms you will need in a computer shop hist I'm the of a model answer for each one. in conversation. Contents Unit Grammar Vocabulary Functions Present simple and continuous Technology Agreeing and disagreeing ^ Connect! Present perfect simple and continuous Past simple Past continuous p. 8 Past perfect simple and continuous Feelings Talking about feelings in the 2 Feelings used to and would Relationships past Adjectives ending in -ed and -ing p. 16 Flashback 1-2 p. 24 be going to and will for future Entertainment Talking about plans and J Leisure Future continuous intentions Present simple and continuous for future Future perfect p. 26 Zero, first and second conditional Travel and transport Expressing regret ^ Travel Third conditional wish for regrets Mixed and inverted conditional p. 34 Flashback 3-4 p. 42 Modal verbs: Clothes Giving advice I" Fashion and -obligation and advice Appearance 3 Trends -needn't/don'have to - deduction Degrees of certainty p. 44 Passives Crime Describing a crime scene Crime and Impersonal passive structures Trials \ß Punishment Causatives p. 54 Flashback 5-6 p. 60 4 Language Use of English Skills development Collocations and phrasal verbs Culture-Social media Verb and preposition collocations Reading A survey about teens and social media Email and spoken English Multiple-choice cloze Listening Five people talking about social media Key words transformations Speaking Comparing different learning methods Writing An article about the impact social media had on our life Exam strategies: Writing an article p. 98 Life events CLIL-Psychology really Phrasal verbs with up Reading A text about Abraham Maslow and his idea of self-esteem Speaking The Rosenberg test Open cloze Listening A lecture about Abraham Maslow's theory of self-actualisation Writing A brief biography Exam strategies: Writing a narrative text p. 9 get Literature - A Portrait of the Artist as a Young Man so Phrasal verbs with down Reading A passage from the book Compound nouns: entertainment Listening An extract from the book OOppeenn cclloozzee Speaking A conversation about your dreams for the future Writing A personal statement to accompany an application Exam strategies: Letter of application p. 91 Compound nouns Culture - USA: the beginning Modal verbs in conditional Word building Reading A text about The Mayflower sentences Collocations Listening A radio interview Speaking An interview Word formation Writing A diary page Open cloze Exam strategies: Writing a diary page p. 99 Word building: verbs > nouns CLIL-Natural Sciences actually and adjectives Reading Articles about organic clothing Adjectives and adverbs Phrasal verbs and expressions Listening Five extracts from interviews Vague language p. 99 with keep Speaking Describing pictures Confusing words: fashion Writing An essay about organic clothing Word formation Multiple-choice cloze Exam strategies: Writing an essay p. 100 Collocations: crime and trials Literature - Oliver Twist Confusing words: crime Reading A passage from the book Informal English/Slang Multiple-choice cloze Listening An extract from the book Speaking A police report Writing A book review Exam strategies: Writing a review p. 100 5 Contents Unit Grammar Vocabulary Functions 1 Reported statements Education Reporting commands Jj Learning Reporting verbs Formal vs informal words and requests Reporting commands and requests Prepositions followed by gerunds p. 62 Relative clauses Money idioms Making excuses J Time is Money Relative pronouns and adverbs Prepositions in relative clauses p. 70 Flashback 7-8 p. 78 Inversions Food and health Talking about problems A Health and the such, so... (that) The environment Criticising «7 Environment too, very, quite, enough p. 80 Verb patterns Work and employment Stating preferences 1 ft Work and Verb + -ing Jobs Verb + to infinitive 1 v Employment p. 88 Flashback 9-10 p. 96 Language development p. 98 Word building p. 102 Writing reference p. 108 Grammar reference p. 116 Phrasal verbs p. 126 Irregular verbs p. 130 Audioscripts p. 132 6 Language Use of English Skills development Co ocations:gef ortai/e Culture-Top universities Introducing facts : :~imon phrasal verb Reading interviews with top university students :;::ocations Listening Interviews with top university students Negative prefixes Speaking Ask and answer questions about your education so far Writing A report about education in your country Word formation Exam strategies: Writing a report p. 100 --rasal verbs: about money CLIL - Economics and Finance which Reading Texts about IMF, WTO, the World Bank Colloquial English •'tord formation Listening Two students testing each other Speaking A discussion about the economic world crisis Writing A fact file about an important international institution Exam strategies: Writing a fact file p. 101 Compound nouns Literature - Life stories Food idioms Word building: -ful and -less Reading Book summaries: Eat, Pray, Love and the Adrian Mole series Word building Listening People talking about why they liked a book Suffixes Speaking Talking about books you liked Writing A story Word formation Open cloze Exam strategies: Writing a story p. 101 Collocations Work idioms Culture-Human migration Prepositional phrases Reading Articles about human migration Listening People talking about moving to a new country Open cloze Speaking Comparing photographs Writing An email Exam strategies: Writing an email p. 101 7 Connect! A day in the life of a digital native How many hours a day do you do the following? 1 texting 3 sending emails 2 blogging 4 being on Facebook 2 (°) 1.02 Listen and read the text quickly. Then answer these questions. 1 How many hours do teens spend playing computer games? Terri Thomson lives in a digital world: every day, she texts 2 What can digital natives remember easily? her friends from a television control box, she finds songs on 3 What is Martha's problem? the radio with her mobile phone, she downloads photos from her phone directly onto her blog and she can video-call a television chat show from her mobile phone and participate Read the sentences and choose the best live in the programme. She uses 12 technology services every option A, B or C. day; so her parents have a big bill. Terri is a digital native; she has been using digital devices since her childhood. 1 According to the text, Terri's use of digital For digital natives like Terri, 'digital' is their first language. technology is... Digital natives have grown up with technology, and so they A scientific. B realistic. C expensive. have IT their fingertips. According to a recent survey, in their teens, digital natives usually spend about 100,000 hours playing computer games, they send and receive 2 According to the text, at school, teenagers... 250,000 emails and they spend 10,000 hours on a mobile A spend a lot of time with digital devices. phone. In contrast, they spend only 9,000 hours in school Bonly pay attention in the technology class. (many teens do not take part in lessons, unless the lessons C are not motivated by classroom lessons. have something to do with sport). How is digital technology changing teens' brains? The 3 We have evidence that digital natives... latest research shows that digital natives can recall 90% of images days after seeing them, despite only seeing them for A have better memories than other people. a few seconds. In fact, the eye 'reads' images much faster B remember words better than pictures. C pay less attention to content than to visuals. What is the aim of marketing experts? A To sell more goods to teenagers. Present simple and continuous B To understand how the web works. Every day, she texts her friends. C To increase internet advertising. Right now, I'm writing this message on my iPad. Which of the following define the way digital Find more examples of the Present simple and natives behave? the Present continuous in the text. Underline A They like slow explanations. them. B They talk to more than one person at once. Grammar reference p. 116 C They lose interest quickly. Underline the correct tense. In the last paragraph, the expression 'at my 1 I talk/'m talking on my mobile; can you open fingertips' emphasises that something is... the door for me, please? A easy. B pleasant. C normal. 2 I am always beginning/always begin the day by checking my emails. 3 At the moment, I'm learning/learn to use FLASH FORWARD PowerPoint. 4 Do you use/Are you using a lot of digital Read the text again. Underline the things that devices normally? describe you and your life. Compare with a partner. 8 a Vocabulary: Technology 6 Which of the following words are nouns, verbs than text; moreover, digital natives often ignore content, unless colours catch their attention. or both? Write them in the correct column. Advertisers are working out a way to use the Internet with teens; they want to use internet marketing to meet the Internet download blog IT email needs of young consumers. text message mobile chat megabyte Digital teens: networking store program • need speed in information flow; • look at images and information at the same time; • enjoy hyper-linking; Noun Both Verb • get bored following step-by-step processes; • network simultaneously with many people; • don't want loads of information; • prefer instant pleasure and instant reward; • filter out any information that is not necessary or fun. But digital technology has other advantages; here is what an American teen with special needs, Martha, says: 'I have problems with physical movement - but with digital devices Find words in the text that have to do with I've got everything I need at my fingertips. They've given me digital technology, for example: she texts her more independence. I've had an i Pad for 3 years and now I friends. Add them to the table. can't do without it. Right now, I'm writing this message on it and I'm also learning to keep a blog.' 8 Complete the sentences with words from exercise 6. 1 Do you know it's illegal to films from the Internet? Do you often have online with friends? Do you keep your near your pillow when you're sleeping? Have you sent any on your mobile today? If so, who did you send them to? Do you have classes at school? Do you belong to any social sites? Say it! 9 Work in pairs. Ask the questions in exercise 8 and give answers which are true for you. Present perfect simple and continuous Digital natives have grown up with technology. 10 Talk to your partner about a day in your digital She has been using digital devices since her life. Use these questions to help you. childhood. 1 Did you grow up as a digital native? 2 How many hours a day do you spend using Find more examples of the Present perfect digital devices? simple and the Present perfect continuous in 3 Which digital devices could you not do without? the text. Underline them. Grammar reference p. 116 5 Underline the correct tense. 1 I've been finishing/'ve finished writing my blog - I can go out now. 2 I've used/'ve been using a computer since I was five. 3 She has never been paying/has never paid attention in class. 4 My grandmother has never used/has never been using a laptop.