Английский язык. 11 класс (базовый уровень)

АНГЛИЙСКИЙ ЯЗЫК

Москва
«Просвещение»
Pearson

2022

БАЗОВЫЙ УРОВЕНЬ

Допущено 
Министерством просвещения 
Российской Федерации

2-е издание,
стереотипное

Учебник 

11 КЛАСС

З © АО «Издательство «Просвещение» для коллекции ООО «ЗНАНИУМ »

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УДК 373.167.1:811.111+811.111(075.3)
ББК 81.432.1я721
 
А64

Серия «Вместе» основана в 2021 году

Авторы: А. В. Мишин, И. А. Громова, К. И. Ёлкина, Б. Гастингс, Д. Брейшоу, Л. Эдвардс

Authors: Bob Hastings, Daniel Brayshaw, Lynda Edwards, Andrey Mishin, Irina Gromova and Kseniya 
Yolkina

Учебник допущен к использованию при реализации имеющих государственную аккредитацию 
образовательных программ начального общего, основного общего, среднего общего образования 
организациями, осуществляющими образовательную деятельность, в соответствии с Приказом 
Министерства просвещения Российской Федерации № 766 от 23.12.2020 г.
Эксперты, осуществлявшие экспертизу учебника: Виноградова С. А., Киселева Е. Н.,  
Рязанцева С. Б., Титова С. В.

 — задание рекомендуется выполнять в личной тетради учащегося

Английский язык. 11 класс : базовый уровень : учебник / А. В. Мишин, 
И. А. Громова, К. И. Ёлкина [и др.]. — 2-е изд, стер. — Москва : Просвещение : 
Pearson, 2022. — 212, [4] с. : ил. — (Вместе).

ISBN 978-5-09-087423-6.
Учебник построен в соответствии с требованиями Федерального государственного образовательного 
стандарта и Примерной основной образовательной программой среднего общего 
образования. Содержание учебника направлено на достижение личностных, метапредметных и 
предметных результатов освоения основной образовательной программы, а также на развитие 
компетенций XXI века и учитывает все сложности, с которыми сталкивается учитель в современной 
российской школе при обучении английскому языку.  Материал отобран с учётом интересов 
учащихся старшей школы.

 
УДК 373.167.1:811.111+811.111(075.3)
 
ББК 81.432.1я721

ISBN 978-5-09-087423-6 
© АО «Издательство «Просвещение», 2021
 
© Pearson Education Limited, 2021
 
© Художественное оформление.
 
 
АО «Издательство «Просвещение», 2021
 
 
Pearson Education Limited, 2021
 
 
Все права защищены

A64

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CONTENTS

 Unit 1  Looking Good   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
6

 Unit 2  The Digital Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
20

 RUSSIAN FILES  Science and Personality   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
34

 LIFE SKILLS  How to Give a Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
36

 Unit 3  Active and Healthy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
38

 Unit 4  Time to Move   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
52

 RUSSIAN FILES  Sports and Travelling   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
66

 LIFE SKILLS  How to Take Part in a Debate   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
68

 Unit 5  The Next Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
70

 Unit 6  Do the Right Thing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
84

 RUSSIAN FILES  Trends in Jobs   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  
98

 LIFE SKILLS  How to Set SMART Goals   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  100

 Unit 7  In the Spotlight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  102

 Unit 8  Consumers’ World   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  116

 RUSSIAN FILES  Money and Charity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  130

 LIFE SKILLS  How to Be More Creative   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  132

 Unit 9  The Power of Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  134

 RUSSIAN FILES  Agriculture   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  148

 LIFE SKILLS  How to Identify Fake News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  150

 CULTURE SPOT   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  152

 MY CULTURE  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  156

 LITERATURE SPOT  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  164

 WATCH AND REFLECT    . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  168

 Grammar Reference and Practice  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  177

 Irregular Verbs    . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  195

 Use of English  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  196

 Communication  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  204

 Word List Exercises  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  209

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UNIT
GRAMMAR
VOCABULARY

1 Looking Good
pp. 6–7 Present Simple and Present 
Continuous,
state and action verbs Grammar Video 
 

p. 12 Articles Pronunciation: /ðə/ and /ði/

pp. 6–7 Verb phrases with dress
pp. 8–9 Appearance, clothes, footwear and accessories, 
fashion p. 10–11 Phrasal verbs
pp. 16–17 Word List 

2 The Ddigital 
Mind

pp. 20–21 Present Perfect Simple and 
Continuous
Grammar Video 
 
p. 25 Verb patterns

pp. 20–21 Scientifi c research p. 22–23 Technology
pp. 24 Science, phrases with think and mind
p. 26 Uses of drones p. 28–29 Health and computers

pp. 30–31 Word List

 
RUSSIAN FILES Science and Personality pp. 34–35   LIFE SKILLS How to Give a Presentation                    

3 Active and 
Healthy

pp. 38–39 Past Simple, Past Continuous and 
Past Perfect
Grammar Video 
 

p. 42 Used to and would

pp. 38–39 Sports collocations
p. 40 Sports, activities, fi tness and exercise
p. 41 Injuries, accidents and emergencies
pp. 43–45 Diet and nutrition

pp. 48–49 Word List 

4 Time to Move
pp. 52–53 Modal and related verbs
Grammar Video 
p. 57 Relative clauses Pronunciation: Intonation 
in sentences with relative clauses

pp. 52–53 Air travel
pp. 54–55 Holiday phrases
p. 56 Travel essentials, travel phrases
pp. 58 Urban transport

pp. 62–63 Word List 

 
RUSSIAN FILES Sports and Travelling pp. 66–67   LIFE SKILLS How to Take Part in a Debate pp. 68–69

5 The Next Step
pp. 70–71 Talking about the future
Grammar Video 
p. 72–73 Future Continuous and Future Perfect

pp. 70 Personality adjectives
p. 72 Phrasal verbs related to studying
p. 75 Work and jobs
pp. 76–77 Future jobs

pp. 80–81 Word List 

6 Do the Right 
Thing

pp. 84–85 The fi rst and the second 
conditionals 
Grammar Video 
p. 89 The zero conditional and alternatives to if

pp. 84–85 Truth and lies pp. 86–87 Communicating
p. 88 Emotions
p. 91 Relationships, confl icts and problems

pp. 94–95 Word List 

 
RUSSIAN FILES Trends in Jobs pp. 98–99   LIFE SKILLS How to Set SMART Goals pp. 100–101

7 In the 
Spotlight

pp. 102–103 Reported speech
Grammar Video 
p. 108 Reported questions

pp. 102–103 TV news
p. 104 Viewing habits, Pronunciation: Syllable stress
p. 105 Success and failure
pp. 106–107 Describing art, fi lms, books and plays

pp. 112–113 Word List

8 Consumers’ 
World

pp. 116–117 The passive
Grammar Video 
p. 123 have/get something done

pp. 116–117 Advertising
p. 118 Spending habits
pp. 119 Money
pp. 120–121 Payments, trading and banking

pp. 126–127 Word List

 
RUSSIAN FILES Money and Charity pp. 130–131    LIFE SKILLS How to be More Creative pp. 132–133

9 The Power of 
Nature

pp. 134–135 The third conditional
Grammar Video 
p. 138 I wish/If only for regrets

pp. 134–135 Water and the ocean
p. 136 Natural disasters and dealing with them
p. 137 Environmental responsibility
pp. 140–141 Urban and rural life
p. 142–143 Sustainable homes

pp. 144–145 Word List

 
RUSSIAN FILES Agriculture pp. 148–149   LIFE SKILLS How to Identify Fake News pp. 150–151

pp. 152–154 Culture Spot   pp. 156–163 My Culture   pp. 164–167 Literature Spot   pp. 168–176 Watch and Refl ect 
  
 
  
(Documentary Video worksheets)

CONTENTS

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READING
LISTENING
SPEAKING
WRITING
REVISION

pp. 10–11 The Power of 
Appearance
Documentary Video 
 

p. 9 A podcast about jobs 
in entertainment
Active Listening: Listening 
effectively

p. 13 Participating in 
conversations
Communication Video 
 

pp. 14–15 An 
informal email
pp. 18–19
Revision 1

Use of English > 
p. 196

pp. 22–23 Science Fiction 
or Science Fact?
Active Reading: Skimming 
and scanning
Documentary Video 
 

p. 26 An interview about 
drones
Pronunciation: /iə/, /i:/ 
and /:/

p. 27 Making choices
Communication Video 
 

pp. 28–29 
A blog post
pp. 32-33
Revision 2

Use of English > 
p. 196

         Life Skills Video 
  pp. 36–37

pp. 44–45 Grow Food, 
Eat Well, Be Healthy
Documentary Video 
 

p. 41 Conversations about 
accidents
Active Listening: 
Identifying the speaker’s 
purpose

p. 43 Being polite
Pronunciation: Linking
Communication Video 

pp. 46–47 
A short story
pp. 50–51
Revision 3

Use of English > 
p. 197

pp. 54–55 How to 
Survive a Holiday with 
Your Parents
Active Reading: 
Identifying author’s 
attitudes
Documentary Video 
 

p. 58 A radio programme 
about urban transport and 
pollution

p. 59 Agreeing and 
disagreeing
Communication Video 

pp. 60–61 
A formal email 
of enquiry

pp. 64-65
Revision 4

Use of English > 
p. 197

pp. 76–77 The World of 
Work in 2030
Documentary Video 

p. 75 An interview about 
the gig economy
Active Listening: Taking 
notes

p. 74 Describing strengths 
and weaknesses
Communication Video 

pp. 78–79 
Personal state-
ment as part 
of a university 
application

pp. 82-83
Revision 5

Use of English > 
p. 198

pp. 86–87 If you Keep It, 
We’ll Be Rich
Documentary Video 
  

p. 88 A radio programme 
about winning a lottery
Pronunciation: The schwa 
/ə/ sound

p. 90 Asking for, giving and 
reacting to advice
Communication Video 

pp. 92–93 
A for-and-against 
essay

pp. 96-97
Revision 6

Use of English > 
p. 198

pp. 106–107 What Is and 
Isn’t Art?
Documentary Video 

p. 105 A radio 
programme about 
promoting your work on 
social media

pp. 109 Describing a 
personal experience
Communication Video 

pp. 110–111 
A review of a 
play

pp. 114-115
Revision 7

Use of English > 
p. 199

pp. 120–121 The Way 
We Pay
Active Reading: Under-
standing links in a text
Documentary Video 

p. 118 A podcast about 
spending and saving money
p. 122 Complaints
Pronunciation: Sounds:
/ei/ and /ai/
Communication Video 

pp. 124–125 
An opinion essay
pp. 128-129
Revision 8

Use of English > 
p. 199

pp. 140–141 How a 
Music Video Changed My 
Life
Active Reading: 
Summarising texts
Documentary Video 

p. 136 An interview about 
surviving an earthquake
p. 139 Expressing and 
responding to regrets
Pronunciation: unstressed 
have/not have
Communication Video 

pp. 142–143 
An article
pp. 146-147
Revision 9

Use of English > 
p. 200

pp. 177–194 Grammar Reference and Practice  p. 195 Irregular Verbs  pp. 196–204 Use of English  pp. 204–208 Communication

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Looking Good

A Night to

“People usually organise their own end-of-year celebrations, 
but this is great fun! It’s nice to get together and everyone 
looks brilliant.”

Emma:

“I decided to wear trainers and a T-shirt with my suit, but 
I regret it now. I feel underdressed. I’m thinking of going 
home and getting changed.”

Guy:

“I didn’t buy a suit because I’m saving for a holiday. This 
one belongs to my brother. I usually dress casually, but 
actually I think smart clothes are OK. Several people have 
told me I look good, although one of them was my 
mum.”

Brandon:

1

VOCABULARY  Appearance, clothes, footwear and accessories, fashion
GRAMMAR  
 Present Simple and Continuous, state and action verbs, articles 
Use of English > page 196
SPEAKING  
Participating in conversations
WRITING  
An informal email
VIDEO 
Grammar 
 Documentary 
 Communication 

It’s 9 p.m. and in the ballroom of a large 
UK hotel, a group of well-dressed secondary 
school students are dancing, gossiping and taking 
selfi es. Exams are fi nished and everyone is waiting 
for their results. However, this is the school’s fi rst 
prom, and no one is worrying about grades 
tonight. 
Proms fi rst became popular in the US in the 
1930s. For some teens, this ‘night to remember’ 
is their fi rst real chance to get dressed up. 
Preparations often cost a fortune, and the average 
US family spends nearly $1,000 per child on 
clothing, accessories, hair, etc.
The high cost of proms and the pressure to look 
good 
mean 
that 
attitudes 
are 
changing. 
Organisations such as Operation Prom, which 
provide low-income students with free formal 
clothing are becoming more and more popular. 
Moreover, an increasing number of students are 
organising their own cheaper, more relaxed 
celebrations. 
At the same time, prom nights are becoming 
more common in the UK, probably thanks to the 
infl uence of American fi lm and TV culture. 
Everyone here in the hotel tonight seems happy 
and relaxed, but what do they really think of their 
fi rst prom night?

1A GRAMMAR AND VOCABULARY

1  In pairs, look at the photo and the title of the text 
and answer these questions.

1 What do you think the people in the photo are 
celebrating?

2 When do you wear formal outfi ts? Do you like 
them? Say why.

2 Read the fi rst paragraph of the text to check your 
answer to question 1 in Exercise 1. Then read the 
rest of the text to answer these questions. 

1 How much does the average US family spend per 
child on prom night?
2 Why are attitudes to prom night changing in the US?
3 Why are proms becoming more popular in the UK 
these days?

Remember
Remember

6

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2 I can use Present Simple and Present Continuous to talk about habits and temporary situations.

1

Present Simple and Present Continuous
3 Match sentences 1–6 with meanings a–f in the 
Grammar box. Then fi nd one more example 
underlined in the text for each rule.

1  Everyone is waiting for their results.
2 I think smart clothes are OK.
3 Preparations often cost a fortune.
4 No one is worrying about grades tonight.
5 Prom nights are becoming more common in the UK.
6  I usually dress casually.

 Present Simple and Present Continuous 

We use the Present Simple for:
a  facts and general truths 

b  routines and habits

c  state verbs (e.g. want, know, prefer, remember, 
understand, mean, imagine, sound, appear, seem, 
own, belong to) 

Time expressions: always, every day, regularly, most 
days, usually, often, sometimes, hardly ever, never 

We use the Present Continuous for:
d  actions happening right now  

e  temporary situations happening around now

f   changing situations

Time expressions: now, at the moment, these days, 
nowadays, this year

Grammar Reference and Practice > page 177

WATCH OUT !
State verbs are usually only used in the Present Simple 
because they express states, beliefs, opinions or feelings. 
However, a small group of these verbs can be used in 
the Present Continuous with a change of meaning, e.g. 
think, have, look, see, for example:
We think proms are a great idea. (think = opinion) 

I’m thinking of going home. (think = mental activity)

4 
 Choose the correct forms to complete the 
sentences.

1 My girlfriend and I take/are taking salsa dancing 
lessons this month and tonight we’re learning/learn 
a new dance routine.
2 It gets/’s getting late but I don’t want/’m not 
wanting to leave the dance fl oor!
3 I’m not really enjoying/don’t really enjoy myself, to 
be honest. It all is seeming/seems a bit too much, 
like a Hollywood movie.
4  I’m thinking/think there’s a lot of pressure to come 
to the prom with a date, but I don’t see/’m not 
seeing anyone at the moment so I just came with 
a friend.
5 My 
best 
friend 
hates/’s 
hating 
dancing 
so 
unfortunately we’re never going/never go dancing 
together.
6 People love/are loving those dancing shows on TV 
and ballroom dancing is becoming/becomes more 
popular because of them.

5  
 1.2 
 Complete the conversation with the 
correct Present Simple or Present Continuous form 
of the verbs in brackets. Then listen and check.

Alice 
 I can’t believe we 1're wearing (wear) the 
same dress! What a nightmare!
Clara  Ha ha! Yep. I 2... (know) how you feel. 
Alice 
 Why didn’t I think? Everyone 3... (wear) pink 
this summer! 4... (you/think) of going home 
and getting changed at all?
Clara  Not really. I 5... (live) quite far from here.
Alice 
Maybe you should. I’ll pay for your taxi. 
Clara  No, thanks … I 6... (begin) to think it doesn’t 
matter.
Alice 
 Really?
Clara  Yeah, it 7... (not seem) worth it. I 8... (not 
think) you should worry. Let's just enjoy 
ourselves.
Alice 
 Yeah, we both 9... (look) great in this dress 
anyway.

6 
 Find four of the phrases from the box in the 
text on page 6. Then use the phrases in the box to 
complete the sentences.

• dress casually • dressed up as • get dressed
• get dressed up • get undressed • overdressed
• underdressed • well-dressed

1 Oh no! I’m the only person not wearing a suit. I’m 
totally underdressed.
2 Oh dear! Everyone else is wearing jeans and I’m in 
a dress. I’m completely ... .
3 These formal clothes are OK but I still prefer to ... .
4 I only ... for weddings and funerals.
5 It’s a shame nobody is ... super heroes. 
6 OK, it’s 11 a.m. and I’m still in bed. I suppose I 
should get up, ... and get going.
7 I was so tired after the prom I didn’t ... and went 
to bed in my suit. It looked terrible in the morning.
8 Appearance is important and I want people to think 
I’m a ... person.

7 SPEAKING Use the phrases from Exercise 6 to 
make three true sentences and one false one about 
yourself. Can your partner guess which one is 
false?

 
 1 Read the questions and watch the video. 
Say what the speakers answer. Then in pairs, ask 
and answer the questions.

1 What’s everyone wearing this year? 
2 What clothes styles are you wearing this season?

GRAMMAR VIDEO

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2 I can talk about physical appearance and clothes.

1B VOCABULARY | Appearance

1 THINK BACK Work in pairs. Add as many words as 
you can to these categories. 

Clothes: trousers, vest, …
Footwear: sandals, wellies, …
Accessories: cap, shoulder bag, …

2 Look at the photos and read the texts below. Why 
are these people unique? 

3 
 Look at the photos again and, in pairs, match 
items 1–14 in the photos with their names in the 
box.

· bow tie 13 
· fake fur jacket
· high-heeled shoes 
· loose-fi tting dress
· matching handbag 
· tie-dye jeans
· plain white shirt 
· trainers 
· shiny suit
· sunglasses 
· shirt with a logo on it
· tight trousers 
· wide leather belt

4 
 Add the highlighted words from the texts to 
these categories.

Materials: cotton, denim, ... , gold, ... , linen, ... , silk, 
wool.
Patterns: checked, ... , striped, ... .
Shape: baggy, ... , narrow, ... .
Other: ... , full-length, ... , ... .

5 In pairs, discuss what you usually wear on school 
days and at the weekend. Use the words from 
Exercises 3–4.

6 Look at the vocabulary map and use the words to 
describe Ashley and Tinie.

7 SPEAKING In pairs, look at the photos of style icons 
and follow the instructions. Student A, go to page 
204. Student B, go to page 207.

8 REFLECT | Society Fashion 
shows 
often 
present 
size-zero models. Do you think this is a problem? 
Say why. Discuss in pairs.

9 Who is your style icon at the moment? Find 
a photo of this person and write a description of 
him/her.

PHYSICAL 
APPEARANCE

Hair/facial hair
· balding · clean-shaven 
· moustache · straight/ 
· curly · wavy/medium-
length · unshaven

Opinions

· elegant · fashionable
· glamorous · handsome
· stunning · stylish

Body 

· broad shoulders · full fi gure · heavily-built
· muscular · overweight · pale/dark/tanned skin
· skinny · slim · thin waist · well-built · wide hips 

GREAT STYLE
HAS NO SIZE

My style icon is Ashley Graham. She is 
stunning and glamorous. She has dark 
eyes, pale skin and long, straight hair. 
She’s also well-built with a full fi gure 
and wide hips. In this photograph, she’s 
wearing an elegant fake fur jacket over 
a loose-fi tting black cotton dress, a 
wide leather belt and stylish black high-
heeled shoes with a matching handbag. 
Ashley is probably the most famous 
plus-size model in the world. She 
believes the fashion industry is wrong to 
use skinny size-zero models and tours 
schools to talk about the importance of 
accepting one’s body shape.

DIFFERENT LOOKS FOR 
DIFFERENT TIMES

My style icon is Tinie Tempah. He is slim and 
handsome with short curly hair. This rapper and 
TV personality often appears on lists of the 
world’s best-dressed men. But Tinie doesn’t 
always dress the same. When he performs on 
stage, he usually wears casual clothes. In the 
photo on the right he’s wearing a red cotton 
shirt with a logo on it, tie-dye jeans, designer 
sunglasses and beige trainers. But in the photo 
on the left, Tinie is all dressed up. He looks 
fashionable in a shiny red suit with tight trousers, 
a plain white shirt and a black bow tie. I love his 
fl exible style!

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2 I can listen effectively and talk about physical appearance.

JARED LETO 
BEFORE & AFTER
MARGOT ROBBIE 

1

1 Look at the photos. In what ways do actors change 
their appearance in fi lms?
They wear a lot of make-up.

2 You are going to listen to a podcast about jobs in 
the entertainment industry. Study the ‘Before you 
listen’ section of Active Listening and the sentences 
in Exercise 5. Then answer questions 1 and 2.

1 What are the names of the people you will hear in 
the podcast?

2 What do you think their jobs are?

ACTIVE LISTENING | Listening effectively

Before you listen

·  Read each question carefully to understand the 
situation.

· Use your experience to predict what the people 
might say.

·  Predict what kind of information you need to answer 
each question – a number, a place, an adjective, etc.

While you are listening

· Listen for key words and phrases to: 
 – help you understand the main ideas, 

 – check your predictions.

3 
 1.3  Listen and check your answers to Exer-
cise 2.

4 In pairs, look at the sentences in Exercise 5 again 
and decide what kind of information you need in 
order to complete each sentence. Can you guess or 
remember any of the missing words?

5  
 1.3  
  Study the 'While you are listening' 
section of Active Listening. Then listen again and 
complete the sentences with one or two words in 
each gap.

1 Blake can’t give too much information about the TV 
series because it’s a secret.
2 Blake’s job is to transform Christine so she appears 
to be ... years old.
3 He wants to make Christine’s lips look ... .
4 He enjoys the  ... part of his job most of all. 
5 Make-up and equipment cost Blake ... pounds every 
year.
6 In the future, Blake would love to do make-up for 
a ... .

6  Would you enjoy Blake’s job? Discuss in pairs. 
I wouldn’t like it because I’m not into make-up, but 
my sister would love it because she’s very artistic. 

7  Which of these features can you see in the photos?

· bags under the eyes · double chin · full lips
· long eyelashes · shaped eyebrows
· smooth skin · wrinkles

8  Work in pairs. Use the phrases in Exercise 7 to 
write seven sentences about people you know.
My grandfather has got a double chin.

9  SPEAKING In groups, say which of these statements 
you agree with.

1 With make-up, less is more.
2 It is not appropriate to wear make-up at school.
3 No one under the age of sixteen should wear make-
up.
4 Make-up is not for men.

1C LISTENING AND VOCABULARY

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1D READING AND VOCABULARY

2 I can understand the main idea and identify specifi c details in an article and talk about stereotypes.

1  SPEAKING In pairs, talk about your favourite/least 
favourite clothes and accessories. Why do you like/ 
dislike them? How do you feel when you wear 
them?
I love my long black coat. It’s really warm and 
fashionable and I feel glamorous when I wear it. My 
friends say it’s really elegant.

2 In pairs, look at the photos, the captions and the 
title of the article. What do you think it is about? 
Then read the article quickly to check your 
predictions.

3 
 Read the article again and choose the correct 
answers. Give a brief summary of the text. (ACTIVE 
READING can help you.)

1 Why did Séan Garnier pretend to be an old man?
a To have the chance to play football with 
teenagers. 
b To show that old people can play football well.
c To take part in a sports match.
d To persuade people to take up sport. 
2 Katherine Quigg started her blog 
a because she wanted to work in fashion.
b as part of her engineering degree.
c in order to shock her fellow engineers.
d to show that fashionable women can be scientists. 
3 In the third paragraph, what does the writer suggest?
a The way you dress affects what you think of 
other people.
b In some fi elds, women who dress like men are 
more successful.
c Teachers know more if they dress well. 
d People who wear uniforms are better listeners. 
4 How can putting on a white coat infl uence you?
a It can make you believe you’re a doctor. 
b It can help you concentrate better.
c It can help you control other people.
d It can make you feel stronger.
5 What would be the most suitable sub-heading for 
this article?
a Some stereotypes are false, but the way people 
look does tell us a lot about them.
b Stereotypes are always wrong: we need to 
challenge them at all times.
c The way we look affects what people think of us 
and how we feel and behave.
d Studies show it’s better to dress well if you want 
to be successful in life.

4 
 In pairs, rewrite these statements using the 
highlighted phrasal verbs from the article. Then 
say if the statements are true for you.

1 I admire people who have their own sense of style.
I look up to people who have their own sense of 
style.
2 I like to take part in conversations about fashion.
3 My sister is stylish but she doesn’t think she’s better 
than people (like me) who don’t care about fashion.

4 I’d like to start my own fashion design company one 
day.
5 My parents often make a mistake when they buy me 
clothes.

5 Study Watch out! and rewrite sentences 1–5 using 
compound adjectives. Then in pairs, use compound 
adjectives to talk about the people you know. 

1 I’ve got broad shoulders and curly hair.

2 I can’t decide whether to wear a shirt with short 
sleeves or long sleeves.

3 I’ve got pale skin but my best friend has dark skin.

4 My hair is short, but my friend has long hair. 

5 My eyes are blue, but my sister’s are brown.

My dad is middle-aged but he isn’t grey-haired, he’s 
brown-haired.

WATCH OUT !
We can use compound adjectives to describe clothes 
and people.

If a person has grey hair, we say he/she is grey-
haired.

If shoes have high heels, we say they’re high-heeled 
shoes.

If a person is neither young nor old, we say he/she is 
middle-aged.

6 SPEAKING How do these things make you feel? 
Discuss in pairs. 

· a uniform · your pyjamas · a football strip 
· a formal dress · a white coat · a suit and tie  
· cool sunglasses · a pair of glasses
· a superhero costume

When you wear a uniform it makes you feel strong 
and important, it makes you feel like a soldier.

7 REFLECT | Values Appearance is not important. It’s 
what inside that counts. Do you agree? Discuss in 
groups.

 
 2  WATCH AND REFLECT Go to page 168. 
Watch the documentary Beauty Belongs to 
Everyone and do the exercises.

DOCUMENTARY VIDEO

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Science, Technology, Engineering, Mathematics  
2 Adam and Galinsky, The Journal of Experimental Social Psychology

1

THE POWER OF APPEARANCE

 1.4  

Studies show that the way people look affects what we 
think of them and how we behave towards them. We 
look up to the well-dressed and look down on those 
who dress badly. It’s a sad fact that if a woman dresses 
in a masculine style, she has a better chance of getting 
a job. People consider teaching assistants wearing formal 
clothes to be more intelligent than those who dress 
casually. We show more respect to people in uniforms 
and are more likely to listen carefully to a doctor when 
he or she is wearing a white coat. 
The clothes we wear affect not only what we think of 
others, but also what we think of ourselves. If we wear 
lovely clothes, we feel more attractive and if we wear a 
suit and tie, we feel more important. What’s more, 
clothes can also change the way we behave. In one 
fascinating experiment scientists showed that if you wear 
a white coat that you believe belongs to a doctor, your 
ability to pay attention increases sharply. However, if you 
wear the same white coat believing it belongs to a 
painter, there’s no improvement in your ability to 
concentrate. As the scientists behind the experiment 
stated, ‘The clothes we wear have power not only over 
others, but also over ourselves.’2 
So our physical appearance and clothes infl uence the 
opinions people have of us and their behaviour towards us. 
This can sometimes make them use unfair stereotypes. But 
it seems that the clothes we wear also have a powerful 
effect both on how we feel and how we act. Perhaps that’s 
worth remembering the next time you’re trying to decide 
what to wear.

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45

50

Some teenagers are playing fi ve-a-side football. A 
man wearing a baggy tracksuit and dirty trainers picks 
up the ball.

He’s skinny, grey-haired and he walks like an old man. 
The boys don’t want him to play because they assume 
he’s no good. However, he insists on joining in. At fi rst, 
he’s useless: he can hardly kick the ball. But then he 
starts playing brilliantly. He runs circles around the boys 
and scores an amazing goal. The thing is, he isn’t really 
an old man. He’s thirty-fi ve-year-old freestyle footballer 
Séan Garnier, who’s disguised to look old for an advert 
encouraging active lifestyles.

This story shows how you can get it wrong if you judge 
people by their appearance. Unfortunately, it’s something 
we often do. We assume overweight people can’t run, 
young people are irresponsible and pretty young women 
are 
not 
interested 
in 
science. 
But 
stereotypical 
assumptions 
are 
frequently 
wrong. 
For 
example, 
Katherine Quigg is a glamorous young woman. She’s 
also an engineer. After graduating, she realised many 
people working in STEM1 were shocked that a stylish 
woman with a passion for fashion could be an engineer. 
So she set up a fashion blog called Engineering In Style 
to prove these people wrong by encouraging stylish 
young women to work in STEM.

the way people look affects what we 
think of them

Freestyle footballer Séan Garnier
Appearances can be deceiving!

Katherine Quigg
Engineers can be elegant too!

Can a white coat make you 
more intelligent?

ACTIVE READING | Summarising texts

When you summarise a text, you should … 
1 mention all the key points (underline them 
and/or make notes), 
2 check you get the key points right, 
3 ignore unimportant information/minor details, 
4 avoid unnecessary repetition, 
5 rephrase the text (don’t repeat it word for word), 
6 use linkers to connect your ideas.

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