"Welcome to EVOLVE, an innovative American English course for adults and young adults! We’ve drawn extensively on insights from language teaching experts and real students around the world to create a course that covers all skills and will support you and your students with the most effective and efficient ways to make progress in English.

INSIGHT FROM STUDENTS: We asked over 2,000 students from all over the world what topics they would like to discuss in English and in what situations they would like to be able to speak more confidently. The ideas are included throughout the Student’s Book, ensuring that EVOLVE is relevant to students’ lives and reflects their realities, thus increasing engagement. Additionally, real students appear in short videos responding to discussion questions. These videos serve as ideas prompts and encourage discussion by giving students something real to react to. These videos also provide more attainable speaking models for students as the students featured in the videos are at the same level as the students using the book. These “peer models” give students confidence that they can achieve something similar, so they’re more likely to engage in the conversation themselves.

INSIGHTS FROM TEACHERS: Teachers repeatedly told us that they value professional development opportunities, but they had difficulty fitting professional development into their busy lives. In order to help them discover techniques which will help their students learn, EVOLVE offers a unique integrated development program for teachers. Each unit of the Teacher’s Edition includes the presentation of a professional development technique which the teacher is then guided through how to incorporate in the lesson itself. In addition, there are opportunities for reflection on the technique they have used, and follow-up reading material to consolidate the theory behind the technique." (Publisher's Website)

CONTENTS

Unit 1 Who we are
LEARNING OBJECTIVES: Talk about people's personalities -- Ask and answer questions about people -- Make introductions and get to know people -- Write an email to get to know someone -- Ask questions to test a leader's personality
GRAMMAR: Information questions -- Indirect questions
VOCABULARY: Describing personality -- Giving personal information
PRONUNCIATION: Stressing new information
FUNCTIONAL LANGUAGE: Make introductions: say how you know someone; end a conversation -- Real-world strategy: Meet someone you've heard about
READING: We're family! An email to a cousin in a different country
WRITING: A message introducing yourself -- An email to a relative in another country -- Paragraphs
SPEAKING: Talk about questions you ask new people -- Ask and answer questions about famous people -- Introduce yourself and ask questions -- Describe someone's personality ; Time to speak: Decide what makes a good leader

Unit 2 So much stuff
LEARNING OBJECTIVES: Talk about things you've had for a while -- Talk about things you own -- Switch from the topic to another -- Write an add for something you want -- Discuss items to take when you move

GRAMMAR: Present perfect with ever, never, for, and since -- Present perfect with already and yet

VOCABULARY: Describing possessions -- Tech features

PRONUNCIATION: Saying /t/ at the start of words -- Listening for /w/ sounds

FUNCTIONAL LANGUAGE: Introduce new topics; change the subject; stay on track -- Real-world strategy: Use short questions to show interest

LISTENING: It's useless right?: A podcast interview with a collector

WRITING: An online advertisement: An ad requesting something you want -- one and ones

SPEAKING: Talk about the ''history'' of personal objects -- Talk about how long you've had items -- Talk about personal interests -- Talk about someone's reasons for collecting -- Time to speak: Discuss things to take in a move

Unit 3 Smart moves LEARNING OBJECTIVES: Ask and answer questions about your city -- Talk about how to get from one place to another -- Ask for and give directions of a building -- Write a personal statement for a job application -- Give a presentation about a secret spot in your city

GRAMMAR: Articles -- Modals for advice

VOCABULARY: City features -- Public transportation

PRONUNCIATION: Saying consonant clusters at the start of a word

FUNCTIONAL LANGUAGE: Ask for directions, give directions -- Real-world strategy: Repeat details to show you understand

READING: Maybe you can help: An ad for volunteer jobs

WRITING: A volunteer application: A personal statement for an application -- Checking punctuation, spelling, and grammar

SPEAKING: Ask and answer city questions -- Talk about your routes to places in your city -- Give directions to places at school or work -- Talk about a volunteer job -- Time to speak: Discuss ''secret spots'' in your city

Review 1 (Review of Units 1-3)

Unit 4 Think first
LEARNING OBJECTIVES: Describe opinions and reactions -- Make plans for a trip -- Offer and response to reassurance -- Write an email describing plans for an event -- Choose activities for different groups of people

GRAMMAR: "be going to" and "will" for predictions -- "will" for sudden decisions; present continuous for future plans -- Describing opinions and reactions -- Making decisions and plans

VOCABULARY: Describing opinions and reactions -- Making decisions and plans


PRONUNCIATION: Saying /p/ at the start of a word -- Listening for linked sounds - final /n/

FUNCTIONAL LANGUAGE: Offer reassurance; response to reassurance -- Real-world strategy: Use ''at least" to point out the good side of a situation

LISTENING: Business and pleasure: Colleagues discussing plans for a fun event for students
WRITING: An email with an event schedule: An email describing plans for an event -- Linking words to show order

SPEAKING: Talk about your plans for the week and weekend -- Make plans for a weekend trip -- Talk about difficult situations -- Choose the best group activity -- Time to speak: Plan a "microadventure"

Unit 5 And then...
LEARNING OBJECTIVES: Talk about lost and found things -- Talk about giving and needing help -- Talk about surprising situations -- Write a short story -- Tell and compare stories

GRAMMAR: Simple past -- Past continuous and simple past

VOCABULARY: Losing and finding things -- Needing and giving help

PRONUNCIATION: Showing surprise

FUNCTIONAL LANGUAGE: Give surprising news, react with surprise -- Real-world strategy: Repeat words to express surprise

READING: Storytelling: An article about how to tell a good story

WRITING: A true story: A story -- Expressions for storytelling

SPEAKING: Talk about things you have lost or found -- Describe a time you helped someone -- Talk about surprising personal news -- Say what makes a story good -- Time to speak: Share "amazing but true" story

Unit 6 Impact
LEARNING OBJECTIVES: Talk about urban problems -- Talk about problems and solutions -- Express concern and relief in different situations -- Write a post giving your point of view -- Decide if a ''green'' plan will work

GRAMMAR: Quantifiers -- Present and future real conditionals

VOCABULARY: Urban problems -- Adverbs of manner

PRONUNCIATION: Unstressed vowels at the end of the word -- Listening for weak words

FUNCTIONAL LANGUAGE: Express concern; express relief -- Real-world strategy: Use ''though'' to give a contrasting idea

LISTENING: Beating the traffic: A podcast about drone deliveries

WRITING: Online comment reacting to a podcast: Comment about a podcast -- Using questions to make points

SPEAKING: Discuss the impact of urban problems -- Talk about city problems and solutions -- Talk about worrisome situations -- Evaluate someone's ideas -- Time to speak: Discuss making cities "green"

Review 2 (Review of Units 4-6)

Unit 7 Entertain us
LEARNING OBJECTIVES: Discuss your changing taste in music -- Talk about TV shows and movies -- Refuse invitations and respond to refusals -- Write a movie review -- Talk about changing tastes

GRAMMAR: ''used to'' -- Comparisons with (not) as...as

VOCABULARY: Music -- TV shows and movies

PRONUNCIATION: Saying /m/ in I'm

FUNCTIONAL LANGUAGE: Refuse invitations; respond to a refusal -- Real-world strategy: Soften comments

READING: Animation for all ages: An online articles about animated movies and TV shows

WRITING: A review of an animated movie: A movie review -- Organizing ideas

SPEAKING: Talk about how musical tastes have changed -- Compare favourite movies/TV shows -- Invite someone to an event and refuse an invitation -- Talk about humor in animated movies -- Time to speak: Discuss changing tastes in entertainment

Unit 8 Getting there
LEARNING OBJECTIVES: Talk about what you've been doing -- Talk about progress -- Catch-up with people's news -- Write a post about managing time -- Decide on better ways to use your time

GRAMMAR: Present perfect continuous -- Present perfect vs. Present perfect continuous

VOCABULARY: Describing experiences -- Describing progress

PRONUNCIATION: Saying /a/ and /ae/ vowel sounds -- Listening for weak forms of didn't

FUNCTIONAL LANGUAGE: Say how long it's been; ask about someone's news, answer -- Real-world strategy: Use that ''would be'' to comment on something

LISTENING: A time-saving tip: A podcast interview about time management

WRITING: A podcast about a podcast: A post about time management -- Time expressions

SPEAKING: Talk about what you've been doing recently -- Explain what you've been spending time on -- Talk to a friend you haven't seen for a while -- Talk about someone's new habits -- Time to speak: Prioritize tasks to improve balance

Unit 9 Make it work
LEARNING OBJECTIVES: Talk about college subjects -- Discuss rules for working and studying at home -- Express confidence and lack of confidence -- Write the main part of the resume -- Decide how to use your skills

GRAMMAR: Modals of necessity -- Modals of prohibition and permission
VOCABULARY: College students -- Employment

PRONUNCIATION: Grouping words

FUNCTIONAL LANGUAGE: Express confidence; express lack of confidence

READING: A job search: An online job ad and a résumé for the job

WRITING: A résumé: Experiences and activities for a résumé -- How to write a résumé

SPEAKING: Talk about subjects in school that prepare you for the future -- Present rules for working or studying at home -- Discuss plans for doing challenging activities -- Identify a job an ad is for -- Time to speak: Describe skills for an ideal job

Review 3 (Review of Units 7-9)

Unit 10 Why we buy
LEARNING OBJECTIVES: Say what things are made of -- Talk about where things come from -- Questions or approve of someone's choices -- Write feedback about company's products -- Design a commercial

GRAMMAR: Simple present passive -- Simple past passive

VOCABULARY: Describing materials -- Production and distribution

PRONUNCIATION: Saying /u/, /au/, and /u/ vowel sounds -- Listening for contrastive stress
FUNCTIONAL LANGUAGE: Question someone's choices; approve someone's choices -- Real-world strategy: Change your mind

LISTENING: Not just customers-fans: A podcast about customers as fans

WRITING: Online customers feedback about products: Feedback about products -- ''However'' and ''although'' to contrast ideas

SPEAKING: describe how materials affect the environment -- Share where things you own were produced -- Talk about things you want to buy -- Talk about companies you like -- Time to speak: Discuss reasons why people buy things

Unit 11 Pushing yourself
LEARNING OBJECTIVES: Talk about how to succeed -- Talk about imaginary situations -- Give opinions and ask for agreements -- Write a personal story -- Talk about a person you admire

GRAMMAR: Phrasal verbs -- Present and future unreal conditions

VOCABULARY: Succeeding -- Opportunities and risks

PRONUNCIATION: Saying ''sh'' and ''dz'' sounds

FUNCTIONAL LANGUAGE: Ask for agreement; agree -- Real-world strategy: Soften an opinion

READING: Outside the comfort zone: An online article about benefits of leaving your comfort zones

WRITING: A story about a challenging new activity: A story about pushing yourself -- Comparing facts


SPEAKING: Talk about a failure and its effects -- Discuss what you might risk for money -- Express opinions about topics with tow sides -- Talk about pushing yourself -- Time to speak: Discuss what makes people successful

Unit 12 Life's little lessons
LEARNING OBJECTIVES: Talk about accidents -- Talk about extreme experiences -- Describe and ask about feelings -- Write an anecdote about a life lesson -- Plan a fun learning experience

GRAMMAR: Indefinite pronouns -- Reported speech

VOCABULARY: Describing accidents -- Describing extremes

PRONUNCIATION: Saying -ed at the end of a word -- Listening for 'll

FUNCTIONAL LANGUAGE: Describe your feelings; ask about or guess others' feelings -- Real-world strategy: End a story

LISTENING: Lesson learned? An expert presentation about life lessons

WRITING: A story about learning a lesson: An anecdote about a life lesson -- Using different expressions with similar meanings
SPEAKING: Talk about a small, amusing accident -- Describe an extreme experience -- Talk about emotions associated with an experience -- Talk about learning from mistakes -- Time to speak: Talk about activities to learn new skills

Review 4 (Review of Units 10-12)

Grammar charts and practice

Vocabulary exercises