Oxford Solutions Advanced Student's Book 2nd Edition

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pl1 DiscussionVocabulary: Phrases for reacting to an opposing view (Ihof's ofair point, I suppose. But in my view, etc )6) React ing to an opposing view

p21 Photo comparisonVocabulary: Phrasal verbs (h1ng out with, kick sb out, etc)Vocabulary: Verb-noun collocations (skip school, etc)Grammar: Speculat ingf i Descr ib ing photos of homeless people

p33 NegotiationVocabulary: Comparat ive phrases

Dictionary work: Finding Vocabulary: Phrases for negoti ating (l'l l go atong with thot, hoveout about verb patterns we come to a decision? eIc.)

6i Talking about the relative merits of different caf6s

p10 Phrasal verhsTypes 1-4Phrasal verbs: passive andinf in i t ive forms

Would, past perfect, futurein the past, etc.Simple and cont inuousforms

l l - i2 ! i :h o: : l l - r .

Verb patterns

p42 Conditionats1st, 2nd, 3rd and mixedcondi t ionalsInversion when f omittedas long as, supposing,prcvided, unless

p54 El l ipsisReduced infinitivesOmission of main verb aftermodal or auxi l iary verb

p54 Report ing structuresReporting verbsAdverbs and reported speechConveying tone andem0tionReporting speech withoutusing precise words spoken

p76 AddingemphasisCleft sentencesFronting phrasesdoldid for emotive orcontrastive emphasis

p86 Modal verbs

Overview of modals

F$$ F.tsslve -r l r r r i l : i i

Part ic ip le phrases

Preposi t ions in relat ivecLausesReLat ive c lauses

Style: Long and short sentencesVocabulary: Similes (os white as snow,etc.)

A film reviewUsing part ic ip le c lauses to improve sty leVocabulary: Aspects of f i lms(so u n dtra ck, sc re e n p lay, etc.)

Vocabulary: Adlect ives to descr ibe emot ionalstates (perplexed, remorseful, d isi llusi on ed, etc.)Dict ionary work: Finding synonyms

Vocabulary: Adject ives descr ib ing f i lms ( low.budget, wackv, x-roted, etc-)Vocabulary: Modify ing adverbs wi th gradable/non-grada ble ad jectives (extre m e ly, fo i rly, etc.)

Descr ib ing a placeStyle: Using more elaborate vocabularyVocabutary: Synonyms (interestin g,coptivoti ng, 9ri ppi ng, fasci nati ng, etc.)

i : i . : t : L:r t , t , - I I

Topic sentencesVocabulary: neither-.. nor, either ... or,not only .., but olso, etc.

Vocabulary: Adject ives for descr ib ing places(bustli n g, touristy, sprowli ng, etc.)Dict ionary work: Dependent preposi t ions (1)(renowned for, reminiscent of, etc.)

Vocabulary: Speculating (lt's bound to hoppen,there's no chance of it happening, etc.)

p43 DiscussionUrban changeO Tatking about pLanned changes to a town centreVocabulary: Expressing opinions (Ihol3 how I see it, tomy mind, etc,)

p55 PresentationFunctional phrasesVocabulary: Changing the subject; Acknowledging an opposingview; Dismissing an opposing view; Referr ing to something saidearlierf) Listening to a presentation

p65 Photo comparlsonVocabulary: Synonyms of prize (award, reword, trophy, etc.)Vocabulary: ldioms for expressingjoy (over the moon, thrilled tobits, jumping for ioy, etc.)Vocabulary: Concession and counter-argument (all the same,granted, mind you, etc.)O Speculat ing about a photo

p77 PresentationEco-friendly tourismfl Listening to presentationsVocabulary: Expressions for describing benefits and drawbacks(hove a detrimental effect, of mutuol benefit, etc.)Vocabulary: Expressing cause, purpose and result (/ead to, etc.)Vocabulary: Generalising (to o gredt ertent, by ond lorge, etc.)

p87 Stimulus-based discussionVocabuLary: Phrases for describing statistics, graphs and chartsVocabuLary: Verbs for describinglends (rocketed, slumped, etc.)Vocabulary: Phrases for giving estimates (in the region of, elc.)5l Talking about different kinds of chart

p99 Drawing conclusionsVocabulary: Phrases for drawing logical conclusionsVocabulary: Vague languagef| Comparing and contrast ing photos

0109 PresentatroFParaphrasing and correct ing yoursel fAvoiding repet i t ionO Listening to presentat ions

Consider ing the target audienceWriting a good openingVocabulary: Personal qualities (altruism,a m i a b i I ity, trustuvo rth i n ess, etc.)Vocabulary: Word families

. , ' l i

Styte: Adverbs, adjectives, etc.Vocabulary: Adverbs and adverb phrases(type and position)Vocabulary: Order of adjectivesVocabulary: Reporting verbs (groan, etc.)Grammar: Punctuating reported speech

Appropriate styleCorrect layoutVocabulary: FormaI language Q trustyouwill ensure, we regret to inform you, etc.)

Recommending local music venues andrestau rantsLayout of a reportVocabulary: Per iphrasis and euphemism

Vocabulary: Phrases for introductions

Grammar: Passive structures withbelieve, consider, etc.Vocabulary: Adiect ive-noun col locat ions

Wri t ing a good conclusion

VocabuLary: Round up of useful phrasesand linkers (lt would be hard to denythot, moreover, etc )

Vocabulary: Linkers for addition (opart from,along with, to boot, etc.)

Vocabulary: Hol iday problems and complaints

Vocabulary: Con notation (attentive/i ntrus ive,bustli n g / c rowded, Ii g ht/ i n s ubsto nti o l, etc.)

Edi t ing your work wi thout damaging the meaningor flow

Grammar: lmpersonal structures for introducingoptnions (lt would be wrong to suggest thot, etc)Style: lJs ing sty l is t icaLly appropr iate language(o d m itted ly, c u rre ntly, i n con ceiva b le, etc )f ) Expressing opinions

VocaBUIARY Bu!f { rFP D131 f) L istening (1 01 = disk 1, t rack 1 / 2 01 = disk 2, t rack 1)

AND THE COMMON EUROPEAN FRAMEWORK

Think about your progress as you work through Solut ions Advonced. After complet ing Ski t ts Round-up 1-4 read each statement andwri te the number of t icks ( / ) that apply to you. Do the same again af ter Ski l ts Round-up 1-10.

/= | need more oract ice. //: I sometimes find this diff icutt. ,/,/./ = No problem!

imaginary

. . . wr i te c lear, wel l -structured texts which expand and support v iews with subsidiary points, reasons andexamptes.4G, 9G, 10G

... select a style appropriate to the reader in mind. 5G

.. . put together information from dif ferent sources and relate i t in a coherent summary. 3G,8G

... write forma[[y correct letters. 7G

c1c1c1 I

In Engt ish lcan.. .SkiltsRound-upt-4

SkiltsRound-up1-10

Listening

82 .. . understand extended discussions on famil iartopics and ident i fy speakerviewpoints. 1A, 1B, 7F,2A,2F,3A,8A

82 ... understand and react to current affairs radio programmes. 1C

82 ... follow complex lines of argument on familiar topics. 3F

82 .. understand detailed and linguistically complex descriptive and narrative passages. 2C, 5A, 8F

c1 ... follow extended speech even when it is not clearly structured. 2C, 4A,5F,7F,9F

c1 ... understand a wide range of broadcast material and identify f iner points of detail. 3C, 4C, 6C,7C,9C,

10c

Reading

82 ... scan quickly through long and complex texts, locating relevant detail. 1D, 2D

82 .. read reviews dealing with the content and crit icism of cultural topics and summarise the main views.

2G

82 .. understand magazine art ic les about current issues in which wri ters adopt part icularviewpoints.3D

82 .. understand factual articles and reports. !D,4E,6E

c1 .. understand long and complex factual and literary texts. 2D, 4D, 6D, 7D, 9D, 10D

c1 ... read reports, analyses and commentaries where opinions and viewpoints are discussed. 5D, 8D, 9G,

10D

c1 ... recognise the social, potitical or historical background of a literary work. 4C, 9C

Speaking

82 . . . presentdetai ted descr ipt ionson avar ietyof fami l iar topics.78,2A,2G,38

82 . . . take an act ive part in a discussion on famil iartopics. 1A, 1C,2D

82 ... develop a clear argument, supporting my views at some length with relevant examples. !t,28,2F,3Ac1 ... engage in conversation on most general topics. 30, 4C, 6A,7C,9A, 98c1 . . . formulate ideas and opinions and present them ski l ful ly and coherent ly to others. 3C,4A,4B.,4F,5A,

5c,6c, 6F,78, gB, gD, 108, 10Cc1 . . . g ive a c lear ly developed presentat ion, h ighl ight ing s igni f icant points and relevant support ing detai t .

3F,5F,7F,8F, 9F, 10F

Writing

82 ... write a review of r fih, book or play. 2G

B2 wri te detai led descr ipt ions of reaI or imaeina events in a c lear connectedtext. 1G. 6Gl -

Check your progress @ Oxford University Press

THtS Ul{ tT | l tCtUDES . .Vocabulary. prefixes. t ime expressions. adverb collocations. adiectives describing emotionalstates. s imi lesGEmmar . phrasal verbs . talking about habitual actionsSpeaking. ta lk ing about chi ldhood memories. ta lk ing about inher i ted character ist ics. ta lk ing aboutthe or ig ins of languages . d iscussion: genet ic engineer ing . react ing to opposing viewsWriting . s description of an event

Match the expressions (1-10) with the synonymous wordsand expressions in the box.

al l the t ime f inal ly for now immediatelyoccasionally never never-ending repeatedlythen very soon

n the photor school.

-1 How do you imagine the chi ld is

4

i : overaweo uneasy

'fr disorientated distraught

feeling? Use the words in the box todescribe his emotions.

overawed uneasy1 t ime after t ime2 at the t ime3 for the time being4 any moment now5 the whole t ime

6 endless7 once in a whi le8 not for a moment9 at once

10 in the end

preoccupied unnervedoverwhelmed circumspectbewildered withdrawn

2 What other si tuat ions mightcause simi lar emotions?

3 What are your own memoriesof your first day at school?

o.N Vocabulary Builder 1.1: Prefixes: p.131

2 O f.Of Listen to four speakers tatking about aspects oftheir childhood. Choose the topic which best matches eachspeaker.

a primary school (classmates, teachers, subjects, etc.)b best friendsc family relat ionshipsd favourites (games, food, clothes, films, W shows, books,

etc.)fears and anxietiesspecial occasions (birthdays, festivals, etc.)

et

723456789

Memories

Speaker r I Speakerz! Speakerr! Speaker4!

3 O f .Of Complete the phrases the speakers use with thewords in the box. Listen again and check.

call evocative hindsight ingrained picturerecall recoIlection reminisce traumatic

As | - , the t rouble started when . . .With - , I suppose i t was . . .I found the whole th ing qui teI can st i l l i t c lear ly.. . . unt i l i t became completeLy in my memory.Chr istmas is a very t ime for me.I can' t - to mind many disappointments.I st i l l have a c lear of that smi le.I t woutd be fun to about the good old days.

t Complete the text with wordsand expressions from exercise 4.

A chLldluad vwerwaryI grew up in central London,where it took two hours toescape from the citg bv car orbus. 1-, dad used to takeus for a drive in the countrgsidebut most of the time, we stagedclose to home. So the first timeI visited mg grandparents' house on the coast, I fell inlove with the seaside 2-. 3-, mg grandparentswere in their sixt ies and quite f i t and healthg, so thegwould come with us to the beach everg dag. I have suchvivid memories of those 4-afternoons that mgsisters and I spent plaging in the sea. The water wasfreezing, but s- did that put us off! Neither did thelarge and powerful waves, which used to knock me offmg feet 6-. I would laugh, jump up and rush backinto the waves 7 -. We wouldn't want to leave thebeach, but 8-, sunset would force us to return to mVgrandparents' house for the night.

6 Choose one topic from exercise 2 to talk about. Think ofthree memories to include.

7 F5{18 Work in pairs. Take turns to be A and B.Student A: Tel l your partner about your memories. Include

as manv words and expressions from exercises1, 3 and 4 as possible. Then try to answer B'squest ions.

Student B: Listen careful ly. Then ask your partner threequest ions about his or her memories.

Work in pairs. Discuss these quest ions.

1 What physical and mental t ra i ts can be inher i ted?2 What physical and mental t ra i ts can onty be aquired?

2 S) r.OZ In pairs, complete the quiz questions using thewords in the box, then choose the correct answers. Listenand check.

bases chromosomes code genome het ix t ra i t

1 DNA is of ten descr ibed as the 'double - ' because:a every cel l contains two genes.

b its structure is arranged in pairs.c there are two different kinds of DNA.

2 How many pairs of - are found in most human cel ls?a 23 b 46 c more than a mi l l ion

3 How many di f ferent chemical , the fundamentalbui ld ing blocks of DNA, are there?a4 b40 c4,000

4 How many genes, approximately, are descr ibed in thehuman , a complete map of human DNA?a 250 b 25,000 c 25 mi l l ion

5 Humans share about 50% of their genet ic - wi th:a chimpanzees. b dolphins. c bananas.

6 A recessive gene shared by both parents causes of fspr ingto have a personal i ty or physical which:a none of their ancestors had.b only their grandparents had.c certain ancestors had, but not their parents.

3 6) 1.03 Listen to a dialogue between three peopte talkingabout fami ly s imi lar i t ies. Which of these things do theyment ion?

a strong physical resemblanceb simi lar personal i ty t ra i tsc s imi lar tastes and hobbiesd a shared chi tdhood habi te s imi lar oot i t icaI v iewsf a shared talent

f) r .of L isten again. What exact words do the speakersuse to express these ideas?

1 I 've got the same kind of nose as my dad.2 I 've inher i ted my mum's personal i ty.

3 We deat wi th stressfuI probtems in a very s imitar way.4 | look extremely s imi lar to my granddad.

5 Other people can see that my sister and I are f rom thesame famity.

6 My brother does not look s imi lar to any other fami lymemoer.

7 | can see clear s imi lar i t ies between me and mv dad.8 The habi t must have been inher i ted.

Write five sentences comparing yourself to family members.Use expressions from your answers to exercise 4.

Study these sentences. Underline the verb forms for talkingabout habitual behaviour. Match the sentences with a-h inthe chart below.

1 My grandmother used to suck the thi rd f inger on her lef thand.

2 I ' l l of ten cal l my mum to tatk about my problems.

3 People were always mistaking us for twins.4 I 'd detiberately wear very different clothes from my

brother.5 My sister w// phone me late at n ight for a chat.6 My brother is forever borrowing my clothes.7 My grandfather would insist on driving without a seatbelt.8 | usual ly t ike the same music as my dad.

past present

neutral a_ D_ d_

expressingdisapproval

e- f- g_ n_

N {: . i i i tx$tai $ i r i i t l * r i t ; } ; l i l i i l r iq t i ; , \ i l t t i i l , ' r i . i r i i r , , i

. i r - t isr ts: i r . i i i i

F|IfilKIIICl Work in pairs. Think of five examples of thingswhich a family member often does or often used to do. Thente[[ your partner, using as many different verb forms aspossible from exercise 6.

Prepare an interview for your partner about mental orphysicat t rai ts inheri ted from parents or grandparents. Usethe tist from exercise 3 to write six questions and try toinclude expressions from exercise 4.

' , t i i , i , i t , i i r r t ' l i l l l l - , ; , ] i r . , l 'a i r r r , r

{ t I , I i , r i i ' i l

Work in pairs. Take turns to be A and B.

Student A: Intervlew B using your quest ions from exercise B.Student B: Answer A's quest ions. Use expressions and verb

forms from exercises 4 and 6 where appropriate.

6

I

Twins Ryan and Leo were born in Germany in 2008.

-

unr l i .Begrnnings

Work in pairs. Lool< at excerpts 1-5 and match them with theworks of English l iterature (a-e) from which they are taken.Which words gave you the clues?

1 ' l never had one hour 's happiness in her society, and yetmy mind a[ [ round the four-and-twenty hours was harpingon the happiness of having her wi th me unto death. '

2 'O! she doth teach the torches to burn br ight . '3 'Hwat l We Gardena in geardagum,

peodcyn inga,hu da apel ingas

prym gefrunon,el len fremedon. '

4 ' l t was the day my grandmother exploded. '5 'With us ther was a Doctour of Phisik,

In atthis world ne was ther noon hym l ik,To speke of phisik and of surgerye,For he was grounded in astronomye.'

a Beowulf, an epic poem composed by an unknown authorsome t ime between 800 and 1200.

b The Canterbury Toles, a collection of stories written in thefoufteenth century by the poet Geoffrey Chaucer.

c Romeo and luliet, a ptay by Witliam Shakespeare, writtenaround 7594.

d Great Expectations, a novel by Charles Dickens, writtenin 1860.

e The Crow Road, a novel by lain Banks, written in 1992.

$ f .O+ Listen to a radio programme about the origins ofthe English language. What are the three main phases in itshistory? Complete the terms.1 O- Engtish (also known as Anglo-Saxon)2 M- English3 M- Engt ish

f) f .O+ Listen again. Complete each sentence with up tothree words.

1 Before the fifth century, the inhabitants of Britain spokevarious Le\ttc \angvagn.

2 When Bri tain was invaded by Germanic tr ibes during thefifth century, the native population went to live in Wales,CornwaIl

3 Many Engtish words derived from Anglo-Saxon are aref lect ion of their- .

4 Along with the word for school, one thing which the Anglo-Saxons borrowed from the Romans was -.

5 The Viking raiders who came to Bri tain around 900 most lysett led in the - parts of the country.

5 From the eleventh century onwards, Engl ish word orderbecame

7 The words beef and mutton reflect the fact that, in theMiddte Ages, the weatthiest peopte in Bri tain were - .

8 The era of Modern Engl ish is general ty accepted tocoincide approximately wi th the invent ion of - .

9 Today, the Engl ish language is being shaped not only bypeople who speak i t as a mother tongue, but increasinglyby the vast number of

I can understqnd and react ta antr t icLe abant the ar iq ins af Enql i t ln

Match words 1-8, which have allentered the Engtishlanguage recently, with their definitions (a-h). Can you workout how the words were formed?

1 neet 5 newoeat2 shedquarters 6 slurb3 peerents 7 glocalization4 moregeoisie 8 locavores

a parents who try to be l ike their chi ldren's fr iendsb a suburban area with very poor housingc a W episode which is shown again with extra material not

previously includedd young people who are not in employment, educat ion

or traininge when mult inat ional companies try to respect local

customs and sensit iv i t iesf consumers who strive to acquire more than othersg people who only eat food which is produced near to

their homeh a home off ice in the garden

How much do you know about the origins of yourown language? Discuss the questions with the class.1 How much has your language changed over the past 1,000

years? Would you be abte to understand a text written1,000 years ago?

2 Which other languages are most closely related to yourown language? Why?

3 Does your language contain words derived from Lat in orGreek? Give examples.

4 Does your language contain many words derived fromEngl ish? Are they old or recent acquis i t ions?

5 Can you think of any words which have been added toyour language in the past 5-10 years?

ll

B A Canadian inventionJames Naismith was a Canadian physical education instructor whoworked at the YMCA (young Men's Christian Association) trainingschool in Springfield, Massachusetts, in the USA. In 1891, he wasa.sked to devise a new sport which the students could play indoorsduring the winter to stave off boredom. Naismith came up witha game which involved two teams of nine players trying to throwa ball into peach baskets which were fixed to the wall ai eitherend of the gym. lt was loosely based on a game from his ownchildhood called 'Duck on a rock'.0n 15 January 1892, he published the rules of his new game,which he called basketball. Naismith's handwritten diaries, whichwere discovered by his granddaughter in 2006, reveal that he

to replace the original baskets. However, it was another ten yearsbefore open-ended nets were developed; prior to that, players hadto climb up and retrieve the ball from the net whenever a basketwas scored.

C An all-American sportIn 1905, a famous sportswriter named Henry Chadwick wrote an

irticle suggesting that baseball evolved from the old English game

of tounait"t. Thii upset Albert Spalding, one of the game's earliestptuy.o and a manufacturer of sports equipment'.He resolutely

Lrir*a to accept that the great American game did not originate in

America, So Spalding organised a commission of seven prominent

and patriotic men tJdetermine the'true origin'of baseball' The

fropa *as widely reported in the newspapers' ln charge of the

iommision was iolonel Mills of New York. He had played baseball

U.tore una during the CivilWar and was the fourth president of

the National teague in 1884. The commission's investigationswere essentially it a dead end until Abner Graves, a mining

.ntin.., from benver who was travelling through ohio at the time'

haipened to see a newspaper article about it' He sat down in his

no[.f ,oo* and wrote a iong letter to the Mills Commission. ln the

letter, Graves stated categoricatly that at Cooperstown in 1859 he

had watched a US army officer called Abner Doubleday scratching

out a baseball pitch on the ground and instructing other young men

how to play baseball with teams of eleven players and four bases'

Graves described how the ball that they used was made of roughly-

stitched horse-hide and stuffed with rags. The Mills commissioners

and Spalding were elated. They promptly proclaimed baseball

was inventei by an American army officer, Abner Doubleday' in

Cooperstowninl8Sg'Theon|yevidenceforthis.wasthetestimonyof Graves, who was perhaps not the most reliable of witnesses' A

year later, he murdered his wife and was committed to an asylum

for the criminallY insane'

5 Match the highlighted adverbs in the text with theirequivalents.

1 by and large2 staunchly3 swiftty4 purportedty5 effectively6 thereby

7 unt id i ly8 paradoxicaily9 extensively

10 unambiguously11 forwards12 vaguely

Words with the same meaning do not always col locatein the same way. For example, we can say This is yourbig chance! but not This is your large choncel, eventhough big and large are synonyms. A good dictionarywi l l inctude information about col locat ions.

6 nead the Lookout! box. Then complete the sentenceswith the adverb (a-c) that collocates best.

1 The practice oftaking drugs to enhance athleticperformance is - agreed to have begun inancient Greece.a largely b generally c chiefly

2 In the 1930s, the f i rst amphetamines were produced,but were not - available for a few decades.a widely b broadly c extensively

3 At the 1952 Otympics, speed skaters who had takenamphetamines became - i l l .a grimly b gravely c solemnly

ln 1968, the Internat ional Olympic Committee issuedits first list of substances that athletes were -proh ibited from taking.a firmly b rigorously c strictty

ln 7997, twenty ex-East German swimming coachesadmitted giving anabol ic steroids to their

former charges during the 1970s.a openly b overtly c plainty

ln 7994, renowned footballer Diego Maradonawas banned from the Wortd Cup for taking drugs.a globally b universally c intemationally

In 2003, a Bri t ish spr inter cal led Dwain Chamberstested positive forTHG, a - invented steroid.a freshly b tatety c newly

8 Today, while the vast majority of people are -opposed to the use of drugs in sport, detectionremains a real problem for the governing bodies.a staunchly b securely c steadily

FiiIIJKIlfd Discuss the question in groups. Thencompare your ideas with the class.

l f you could 'un- invent ' one sport so that i t no [ongerexisted, which would you choose, and why?

Read the text and explain the quest ion in the t i t te. Then sumup the answer the text g ives.

Why do some peopte back down when faced with a threat,while others stand up to it? When given a diff icutt task, whydo some people see it through, white others give up? lt attcomes down to personality But where does that come from?Some scientists believe that most traits are inherited Otherstake the opposite view: personality, they say, is formed by ourenvironment and parents do not pass it on to their children.The truth is probably somewhere in between. Some traitsare ctearty determined by your environment: whatever yourgenetic background, if you grow up in Sweden, you'[[ probabtyspeak Swedish, On the other hand, when it comes to traitslike the colour of your eyes or your blood type, it is clear thatgenetics alone accounts for them. There are also traits whichare partly inherited but partly shaped by environment yourweight, and even your height and skin colour, are examples.Of course, genetics and the environment together are not thefull picture. Your free wil l - your abitity to take decisions - isalso a factor in shaping your identity, but how big a factor?You'tl have to make your own mind up about thatl

- Read the Learn this! box below and match one, two or threeexamples (a-h) with each type.

a How wel l do you get on with your s ib l ings?b Put your jacket on, we're going outside.c Who is going to look af ter me when I 'm old?d l t 's n ine o 'c lock - t ime to get up!e I don' t th ink many guests are going to turn up.f Don't forget to take offyour shoes.g How can you put up with that noise?h I 'd l ike to th ink i t over for a whi le.

riPhrasal verbs

A phrasal verb is when a verb combines with an adverbor preposition (or sometimes both) to create a newmeaning. Phrasalverbs can be div ided into four maintypes:

1 Two-part verbs with no object. Example(s):

2 Two-part verbs whose object can come between ORafter the two parts. (However, when the oblect is apronoun, i t must come between the two parts.)

Example(s):

3 Two-part verbs whose object cannot come betweenthe parts. Exampte(s):

4 Three-part verbs whose object cannot come betweenthe parts. Example(s):

When phrasalverbs are used in passive structures, the two orthree parts stay together.All the lights hod been switched off.The same is t rue for inf in i t ive structures unless the ohrasalverb belongs to type 2.Jane is not easy to get on with. I need to look it up in a

dictionory.

Read the Look out! box. Then find phrasal verbs 1-8 in the textin exercise 1 and decide:

a what each ohrasal verb means.b whether they are type 1, 2,3 or 4.c whether they are act ive, passive or inf in i t ive structures.

1 back down 3 see through 5 pass on 7 account for2 stand up to 4 give up 5 grow up 8 make up

Read the text in exercise 5, ignoring the mistakes. Whatcan identical twins tell us about the effects of genetics andenvironment?

Find and correct eight more mistakes with the word order ofphrasal verbs.

Work in pairs. Discuss these quest ions.

What k ind of peopte do you get on with best?Which famous people do you look up to, and why?Which of your personality traits were passed on by your parentsand which can be accounted for by your experiences?

123

Most people would agree that human behaviour is madeoFnp Lrp of a mixture of genetics and environment. Thequestion is: can we break down it into its constituentparts and decide which influence is stronger in certainsituations? It's an intriguing question, and one whichwill certainly have important consequences for oursociety if the scientists who have been looking it into formany years suddenly come with up a definitive answer.

For example, if drug addiction turns out to be largelygenetic, can we blame a heroin addict for not beingable to give up it? If a man is destined to be a criminalbecause of his DNA, is it morally right to punish himfor his crimes, or should society allow him to get themaway with?

Calculating the relative importance of genetics andenvironment is difficult, but in some situations,it is possible to work out it. Of particular interestto researchers are identical twins who have beenbrought in different families up. It's the differencesbetween these twins which provide the key: only theirenvironments can account them for because identicaltwins share exactly the same DNA.

-

Uni t i .Beginnings

Discussion

^"%"-

Read the f i rst paragraph of the text . What is unusual aboutAndi , the monl<ey in the photograph?

a Before bir th, he was genet icat ly ident icat to a humanembryo.

b His DNA was genet ical ly engineered to mal<e him immuneto certain diseases.

c His DNA includes a gene from another creature.

Read the rest of the text. Which view is closer to vour ownopinion?

f) r .os Listen to a man and a woman disc-ss - : : - : - : : :of genet ic exper iments. Answer the quest iors

a Who is in favour and who is against :b At what point does the woman think t -e - : - : - _ : : - :

ser ious?

Who makes points 1-8, the man orthe woman? Co*pLe:ethe points wi th the adverbs in the box.

ent i re ly f reely genet ical ly moral ly eventuat l , . ,real ist ical ly v i r tual ly widely

1 l t 's - indefensible to use animals in exper iments.2 l f scient ists are al towed to create designer babies, then

one day, people who haven' t been - modif ied wi l l beseen as infer ior .

3 By al ter ing our DNA, scient ists wi l t _ be able toel iminate the most ser ious diseases.

4 There's no reason why parents shouldn' t be able tochoose whether they have a baby gir l or boy.

5 Art i f ic iat a l terat ions to our genes may haveunforeseen side ef fects.

6 - , scient ists wi l l never f ind a cure for cancer unlessexper iments on animals are permit ted.

7 l f th is k ind of exper iment is - permit ted, scient istswi[ [ go on to create monsters by mixing human andanimaI DNA.

8 We have to embrace scient i f ic progress, s ince i t 'simpossible to hold i t back.

O f .Og Complete the usefuI expressions for reacting to anopposing view. Then l is ten again and check.

1 | don' t real ly - wi th that .2 That 's iust an opinion - there's no evidence to - i t .3 But where wi l l i t - ?4 That 's a fa i r point , | - . But in my view . . .5 That argument doesn' t - sense.6 You don' t to - th ings to such an extreme.7 | - what you mean. But . . .8 You can' t ser ious.

Student As work in pairs and Student Bs work in pairs.Student As: You agree with the statement below.Student Bs: You disagree with the statement betow.Each write a [ist of points to support your own position. Usethe points f rom exercise 4 and your own ideas. Compareyour l is t wi th your partner.

Designer babies will lead to ahealthier and happier population.

Worl< in new pairs of one Student A and oneStudent B. Discuss the statement in exercise 6. Useexpressions from exercise 5 to react to opposing points.

Although i t is i l legalin most countries forscientists to alter theDNA of human eggs orembryos, experimentson animals are al lowed.In Apr i l 2001 the f i rs lgenet ical ly-modif iedmonkev was born -he was cal led Andi(representi n g' l nsertedDNA' backwards). Andideveloped from an egginto which scientistshad inserted a jel lyf ish

gene; as a result of which Andi glowed green inultraviolet l ight.

Dave King, a campaigner against human genet icengineering, said yesterday: ' l t is science out ofcontrol and at i ts most irresponsible. People shouldwake up to the fact that genetic engineering ofpeople could be just around the corner. '

Simon Fishel f rom the Park Hospi ta l , Nott ingham,responded: 'We've been str iving for hundreds ofthousands of years to el iminate human diseases. l fwe get to the stage in human development wherethe only way to do that is to at tack the errors in ourDNA, then we have to try to attack those errors. I seethis as oosi t ive research. '

lYjw

Look at the adiectives for describing emotionaI states andf ind pairs wi th s imi lar meanings. Then say when you mightexperience these states.

affioyd apprehensive baffled disenchanteddisil lusioned eager elated enthusiastic ir itatednervous perplexed petr i f ied reluctant remorsefulrepentant tense teni f ied thr i t led unwi l l ing upt ight

al lo\ed - r r f iJaled

Yorr rnigfrl lee\ annoled or rrritaird i i loLrr brothrr p\a1eo iorrd nrLnicwhrl t 1ou $rtrP t f l ing 1o revise

Use synonyms (words with the same meaning) to avoidrepetition. A good dictionary may provide informationabout synonyms.

Read the writing tip. Then look at the extract from the OxfordAdvanced Leorner's Dictionary and answer the questions betow.

SYNONYMS

antrymad . indignant. cross. i rate

All these words describe people feeling and/or showinganger.angry feeling or showing anger: Please don't be ongry

with me o Thousonds oJ ongry demonstrutots Iilled thesQuore

mad [not before nounl (informal, especiolly NAnE) angry:He got mod and walked out o She's mad at me for beinglate EEE3 Mad istheusual word for'angry' in informalAmerican English. When used in British English,especially in the phrase go mad,ilcan mean 'very angry':Dad'll go mad when he sees whot you've done 'Go mad'can also mean 'go crazy'or'get very excited'

indignant feel ing or showing anger and surpr isebecause you think that you or sb else has been treatedunfairly: She was very indignant at the way she had beentreoted

cross (rothet inlormal, espetially Br8 rather angry orannoyed: I was quite cross with him lor being late f,EEThis word is olten used by or to children

irate very angry: irote customers o an irate letterFllfllrate is not usually followed by a preposition: Srhe$€Jim+e-with nekboati+

Which of the four synonym s of angry are you most likely to use1 if you're six years old?2 if you're from New York?3 i f you're descr ib ing unfair t reatment?4 if you're describing an extreme feeting?

Rewrite the sentences using synonyms to avoid repetit ion.Use a dictionary to help you, if necessary.

1 The room was very large with very large windows.2 She was a th in woman with a th in face.3 My ctothes were wet and my hair was wet.4 | could see the beaut i fu l mountains and beaut i fu l lakes.5 When the phone rang, I answered i t immediately and knew

immediately that something was wrong.6 l found my father 's diary and found an old postcard inside i t

an effecttveaf a,w event.

!-*iiIfl l j Work in pairs. Choose two 'firsts'from the tistbelow and discuss your personal memories. Use adjectivesfrom exercises 1-3 where appropriate.1 your f i rst day at a new school2 your first trip abroad3 the f i rst t ime you met a close fr iend4 the f i rst CD or DVD you ever bought5 your f i rst romantic date6 your first day at work7 your first visit to a large city8 the day you got your first pet

You have been asked to write an article for your schoolmagazine. Follow the plan below to describe one of theevents that you chose in exercise 4.

When and where did i t happen? How old were you?Who else was there?

What are your strongest memories? What happened?How did you feel?

What other memories do you have of the occasion?How did i t end?

What happened aftenruards? How do you feel about itnow, looking back?

Work in pairs.

1 Look at your partner's notes from exercise 5 and writedown three quest ions to ask.

2 Ask and answer the quest ions you wrote down.3 Use your answers to your partner 's quest ions to add more

detai ls to your plan.

Write an article of 200-250 words following your plan.Remember to use synonyms to avoid too much repetitionand to include at [east one simile.

Check your work using the list below.

Have you

! fot towea the plan

trTtrT

tr

written the correct

co rrectly?

number of words?

used synonyms?

inctuded at least one simi le?

used at least one short sentence to add emphasis orbui ld suspense?

checked the spel l ing and grammar?

I can wri tedcscrtpttan

EHnn IRead the def in i t ion and think of

arguments for and against c loning.

i klJon; NAmt kloan! noun, verb. noun 1 tbtology't a plant or an animal rhat is produced

naturally or artif icially from the cells of another plant oranimal and is therefore exactly the same as it

t verb lvrtl 1 to produce an exact copy of an animal or aplant from its cells: A team from the UK were the first tosuccessfully clone an animal o Dolly, the cloned sheep

Look quickly through the text in the Reading exam task,ignoring the gaps. What two arguments in favour of cloningare implied by the text? Do you agree with them?

Do the Reading exam task.

Read the text carefully and decide which sentence (A-F)best fits each gap (1-5). There is one sentence that youdo not need.

$t 50,000 for a pet dog,just l ike your last oneSnuppy: the first cloned dog in the world

A Californian dog-lover has agreed to pay $1 50,000 to haveher dead pit bull recreated in the world's first commercial petcloning project. 1 ! South Korean scientists will now use thetissue to attempt to create an exact replica of the pet.

RNL Bio, based in Seoul, said it is already working on theorder. The work will be carried out by a team of Seoul NationalUniversity (SNU) scientists under the direction of professorLee Byeong-chun, a key member of the research team headedby disgraced stem cell scientist Hwang Woo-suk. '! Autthe SNU team was successful in creating the world's first dogclone, an Afghan hound named 'Snuppy'.

Bernann McKunney is the American woman who really missesher dead dog. ' I Specif ic breeds of pi t bul l are banned orrestricted in several countries including the UK, New Zealandand Canada, but not in the USA.

Cho Seong-ryul, RNL's marketing director, said the company'ssuccess rate for producing dogs by cloning was high witharound one out of wery four surrogate mother dogs producingcloned puppies. a l_.lThe scientists and Mrs McKunney arehoping that at least one of these wi l l develop into a healthypuppy.' l f successful , this wi l l mark the f i rst t ime that a dog has beenclonecl in a commercial contract, 'Cho sard 'But i t won't be thelast Clonrng is fast becornrng an rndustry ! ' nruL Bio planseventual ly to {ocus on cloning not only pets, but also specialdogs l ike those trained to sni f f out bombs

4

She is thought to have become especial ly at tachedto i t af ter the pi t bul l saved her l i fe uThsn snslhsr dno

attacked her.The lat ter achieved notor iety tast year when his wel [ -pubt ic ised breakthroughs in c loning human stem cel lswere discovered to be fake.Increasing demand means the cost for c loning a dogmay come down to less than $5o,ooo.The dog, named Booger, d ied a year and a hal f ago buthis owner kept part of the dog's ear in cotd storage.Nevertheless, some people are worr ied that humancloning is an inevi table development.In this case, ce[[s have been extracted from Booger'sear t issue and inserted into the eggs of l iv ing dogs.

Look at the photo of Fran kenstein below. Discuss the q uestions.

1 What do you know about the story?2 How does it portray science and scientists?

Do the Use of English exam task.

Mony people regord fie posibilityof humon clones r- horrorond see il os o sign ftol scienlificprogress is spirolling '-of control. Although this initiolrevulsion is underslondoble, il isperhops toking things'- on exlreme. Afler oll,humon clones olreody exisl in nolure: lhey're colled idenlicol twins,ond o- though some people find idenlicol Mins unnerving,few ore ocluolly disgusted by lhe very ideo of them.Itt oll 5- eosy lo dismiss rloning 6- fte work of modscienlisls frying lo creole Fronkensteinlike monslers. This imogehos very linle m 7- with the truth. 8- reoliry the oimof scienli$s is l0 find new woys lo combol diseose ond repoir thehumon body. Some scienlists hove suggesled thol by cloning ourown cells, we could holt or moybe t- reverse lhe ogeingpro(ess. The ultimote prize would be o kind of immortolity.

lhot would be o good thing in proclice is onolher queslion.

6 Do the Speaking exam task.

Read the following statement. Do you agree or disagreewith i t? Discuss the issue with your partner, responding toany counter-arguments they have.

The cloning of humans should never be al lowed.

l0

Complete the text. Write one word only in each gap.

THIS UNIT I1{CtUDES O'Vocabulary . compound adiectives . compound nouns . verb'noun/adjective noun collocations . phrasal verbs .aspects of f i lms . adjectives describing fi lms . modifying adverbsGnmmar . I ike, unlike and os . narrative tenses . simple and continuous forms . speculatingSpeaklng . 16 11;n* ubout characters in fi lms and books . talking about TV viewi ng habits . reacting to l iterary textsWriting. s fi lm review

1 6i 1.07 Listen to three people descr ibing the kind of f i lmsthey like. What aspects of the fitms do they particularly [ike?

ryrrefi@grytn

2 f) f .OZ Complete the compound adiectives that thespeakers use with the words in the box. Then listen againand check.

act ion t ime engineered heart cool man movingnarrow raising run self witted

How many compound adiectives can you make using theadjectives and nouns below? How many more can you addusing different adiectives and nouns?

big broad cold empty btood eyed hair handfair k ind long narrow head heart teg mindsingle thin wide shoutder skin

Rewrite the text by replacing the underlined words withcompound adiectives. You may need to make other changes.

0f Mice and Men ir a novel b1 tha Nobet ?riza-r^rinninq authorJohn itarnbeck

Of Mice and Men is a novel by the author JohnSteinbeck, who won the Nobel Prize. It is set in1930s California and is the story of two migrantfarm workers, George Milton and Lennie SmaII.George thinks quickl)'. and has a kind heart, andlooks after his friend Lennie Small, who is like achild and has a simple mind. Physically they aredifferent too; George is small, with a slim build.while Lennie is tall and his shoulders are broad.They share a dream that one day they will owntheir own ranch. But it all goes wrong when Lennieaccidentally kills someone. The ending breaks )'ourheart, as George kills Lennie in order to save himfrom a lynch mob. The novel only has 100 pages, butit is a fantastic read.

6 Work in pairs. Think of someone or somethingthat can be described using the compound adiectives below.Explain why they can be described like this.1 cold-blooded 5 t ime-consuming2 absent-minded 6 cut-pr ice3 tight-hearted 7 remote-controlled4 long-last ing

Make notes under the headings below about a characterfrom a story, f i lm or W programme that you know. Use someof the compound adjectives on this page.

1 Character: posi t ive aspects

2 Character: negat ive aspects

3 Aooearance

Work in pairs. Describe the character to yourpartner. Can your partner guess who i t is?

o Vocabutary Bui lder 2.2: Colr$ound nouns: pr. l l i

'%*,-*;+s$&s*

723456

genetically-

--packed--warmingslow--

--madequick--

7 --headed8 alt--9 --down

10 hair--11 --minded72 --assured

I|n

--

Which adjectives in exercise 2 can be used to describe:a character? b aspects of fitms?

Compound adiectives1 Many compound adject ives consist of

a a noun, adiect ive or adverb plus presentparticiple.thirst-quenching easy-going never-ending

b a noun, adject ive or adverb plus past part ic iple.tongue-tied left-handed well-paid

2 When the f i rst element of the compound is anadjective, the past participle can be formed from anoun rather than a verb.thick-skinned tight-fisted thin-lipped flat-footed

3 Another common pattern is adiect ive/number +noun. The noun is always singular.deep-sea last-minute ten-storey

Compound adject ives

a Vocabulary Bui lder 2"1: Compouni 3a!;e6t iys5' "" . l l t .

Ww I tqn discu.r.r t lac ctfcct.r

at TY ar. chi lc i rut .What's on the box?

1 Complete the text with appropriate words. Write one wordonly in each gap.

Ioo nrurh IU rnoy resuh t- qrademic foilure

Ieenogers who wotrh severol hours '-lelevision o doy doworse ol school ond ore less likely lo groduole t- their peers, onew study suggesls. The 20-yeor sludy involving neorly 700 fomilies infie USA found thot those wotching more fton lhree hours of TV o doywere holf os likely o- conlinue lheir educolion post high school.

In fie mid-I980s scienlists begon inlerviewing l4-yeor-olds from6/8 fomilies oboul lheir television viewing hoblts. They olso oskedlhe leens' porenls os t- whether lhe youngslers hud onybehoviourol or orodemic diffirulties. The reseorchers conlinuedcollecling informolion from the porenfs ond inlerviewed the teensogoin ot oge 16, ond ogoin ut oges 22 ond 33.

Al oge 14, mo$ of the rhildren wokhed '- one ond lhree hoursof television eorh doy, while l3% wotched more thon four hours, ondl0% wolrhed less lhon one hour. The scienlisls found thot 30% ofsludenls who wolched more lhon three hours of television ol oge 14hod ottenlion problems '-subsequenl yeors, ond fell behindor foiled to groduofe by oge 22. t- compurison, only l5% oflhose who wotrhed less thon one hour of TV ol oge 14 showed thesome ottenlion deficits loter n-.

0fher experls, however, soy the link is uncleor ond mointoin lhol lhesludy does nol provide slrong evidence 'o- o cousol relotionshipbetween lelevision viewing ond subsequenl otlenlion difficulties. Teens

"_ leorning disorders might simply be more likely to wotch olot of TV becouse they find ocfivilies "-os reoding lexlbookstoo rhollenging.

Discuss this question: Should parents restrict theamount of TV their children watch? justify your opinions.

O f .OA Listen to three people discussing television. Whatreasons for watching TV do they mention? Choose from:

boredom relaxation escapism fill ing timeself-education getting news sociaI activitysatisfying curiosity and general interest seeking advicecultural and aesthetic enjoyment family activity

Complete the questions with the words in the box. Use thecorrect form ofthe verbs.

portray rubbish set s lushy unwind we[[-drawn

Do you watch W -?Do you agree there's a lot of - on TV?Do you t ike - romantic comedies?Are you critical of the way women on TV?Can you think of a real ly character in a TV series?Do you prefer fantasy series to W dramas - in therealworld?

6

Flil:llKltlGl nsk and answer the questions in exercise 4. Givereasons and examples.

6) f .OA Complete these sentences from the listening withIike, unlike or as. Then listen again and check.

a And she's - , 'Why are you watching that rubbish?'b My parents are a bi t - that too.c I don' t have a TV in my bedroom, Chris does.d We watch dramas and f i lms mainly, and series,

Heroes.e The stories are fascinating, - are the characters.f - Heroes, lost is set in the realworld.

Read the Learn this! box. Match gaps 1-6 with the sentences(a-D from exercise 6.

like, unlike and asWe can use like or as to describe similarities.7 l ikeis a preposit ion and comes before a noun or

oronoun.You're like a child!

2 asis a coniunct ion and comes before a clause(subject and verb / auxiliary).She's scared, os we oll are.

3 We often use llke as a conjunction instead of as. lt 'sless formal.He fooled me, like he fooled everybody. 3 -

4 We sometimes invert the subject and verb after as(but never after like).He's tall, os is his fother.We use the preposition unlike to describe differencesUnlike you, I love Americon comedies. 5 -ln very informal speech, we can use be + like tointroduce somebody's words.He was like,'l'm so happy!' 6

$ { i r i inrrr i i r Sir i l r i r , r . ) " i i ss;r i i r : i i ! ic : t r . i i t i

Discuss with a partner. Do you think men andwomen have different tastes in films and W programmes?Give reasons and examples.

1_

2_

4_

723456

t-- . .u Uni t 2. stor ies

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I a: l r i r i i l f l ' f l , t tqn/ "1t ' t .1 t ' ( ( t

la i t . . \ t r t i ( l h i t r , , l l ,1y

Read the definit ion of the 'Great American Dream'. To whatextent do you betieve that the dream is (a) admirable and (b)achievable?

The Great American Dream is the belief that every citizen canachieve prosperity and happiness through their own effortsand abilities, irrespective of class or race.

Complete the text with the correct form of the words inbrackets.

Arthur Mi[ [er (1915-2005) isuniversatly recognised as one of thegreatest '_ (DRAMA) of thetwentieth century. Mi[te/s fatherhad emigrated to the USA fromAustria-Hungary, drawn like so manyothers by the 'Great American Dream'.

However, he experienced severe '_ (FINANCE) hardshipwhen his family business was ruined in the Great Depressionof the early 1930s.

Mitte/s most famous ptay, Death of a Salesman, is apowerful attack on the American system, with its aggressivebusiness tactics and its '_ (INSIST) on money andsocial status as 4_ (INDICATE) of worth. In WiLtyLoman, the hero of the ptay, we see a man who has fattenfoul of this system. WiLty is'burnt out'and in the ruthlessworld of business there is no room for sentiment: if hecan't do the work, then he is no qood to his 5-

(EMPLOY), the Wagner Company, and he must go. WitLy isu- (PAIN) aware of this and bewildered at his lack ofsuccess. He hides behind a smokescreen of [ies and t

(PRETEND) to disguise the fact to himself and others thathe has fai[ed.

When it was first staged in !949, the ptay was greetedwith 8- (ENTHUSE) reviews, and it won numerousn- (PRESTIGE) titerary awards. However, Mitle/s viewsattracted the attention of the Un-American ActivitiesCommittee, which had been set up to investigate Americanartists suspected of having communist sympathies. Mitterwas found to_ (GUILT) by the UAAC of underminingthe American way of [ife. The verdict was, however, lateroverturned and Mi[[er went on to write over fifty ptays.

Make collocations with the words below. Use verbs for 7-4and adjectives for 5-8. Find them in the text.

Make new collocations. Match 1-8 in exercise 3 withthe verbs and adiectives below. Choose three and writesentences.

a reach c causeb serve on d draw

g covetedh considerable

Glossaryshoulder = s ide of the roadStudebaker = a make of canarch supports = things you put in shoes to five support and comfortwindshield = car window

Q f .Of Read the glossary, then listen to the openingof Death of o Salesman. Why does Willy arrive home late?Choose the correct answer.

1 He couldn' t concentrate whi le he was dr iv ing.2 He fel t asleep whi le he was dr iv ing.3 He was involved in a car accident.

$ f .Oe Listen again. Answer the questions, giving reasonsfor your answers when appropriate.

1 How would you descr ibe Wi l ly 's physicat and mental state?2 How would you descr ibe Linda's at t i tude to Wi l ty?3 What reasons does Linda suggest for what happened to

Wil ly in the car?4 What remedies does Linda suggest?

Glossaryto send a wire = send a te legramto show the l ine = show new productsaccommodat ing = wi l l ing to adjust to the needs of other peoplecrest fa l len = sad and disappointed af ter an unexpected fai lureto t ramp around = t ravel around; move about

f) f.rO Read the glossary then listen to the secondextract. What two topics do Linda and Willy discuss at tength?

6) r.ro Listen again and answer the questions.

1 What does Linda suggest that Wit ty should do in order toimprove his working l i fe?

2 How does Wil ty react on the three occasions that Lindamakes this suggest ion?

3 What did Wit ty and his son Bi f f argue about ear l ier?4 Can you ident i fy three occasions when Wit ty is indecis ive

and quickly changes his mind?

triffllflfd Work in pairs. Discuss the questions.

1 Do you feel sympathy for Wi l ty and Linda? Why?/Why not?2 ls there s imi lar pressure on business people to succeed in

your country?3 To what extent do you believe that your future prosperity

and happiness depend on your own ef for ts?4 Do you agree with Wit ly that i t 's good for young people to

move around and try out lots of d i f ferent iobs?

e mari ta lf right-wing

1 - hardship2 - attention3 - a commit tee4 - a verdict

5 - hardship6 - status7 - award8 - sympathies

Unit2.stor ies (}

of the Fl ies

1 Work in pairs. lmagine you and a group offr iends were marooned on a smal l is land in the middle of theocean. Discuss the quest ions:

1 What would you do in order to: (a) survive? (b) get rescued?2 What rules, i f any, would you establ ish? How would you

agree on them?

2 Read the extract from Lord of the Flies by William Golding,ignoring the gaps. Answer the questions.

1 Where are the boys and how did they get there?2 Why is Ratph angry at the start of the extract?3 What was the purpose of the f i re?4 Whose responsibility was it to keep the fire going?5 What was Ralph doing instead of looking after the f i re?6 How does he lust i fy his behaviour?7 Who had the boys chosen as their leader?8 What possession of Piggy's did Jack break?9 Who hetps Piggy to find his glasses?

10 What does Jack apologise for?

t Match the sentences (a-h) with the gaps (1-7) in theextract. There is one sentence that you do not need.

a Piggy grabbed and put on the glasses.b He took a step, and able at last to hi t someone, stuck his

fist into Piggy's stomach.c Jack turned to Piggy and apologised for his cruet

behaviour.d They might have seen us.e They waited for an appropriately decent answer.f He went on scrambl ing and the laughter rose to a gale of

hysterialo.g Jackwas loud and act ive.h Then his voice came again on a peak of feel ing.

4 fxplain in your own words these sentences from the text.

1 The dismal truth was filtering through to everybody.(t ine 23)

2 There was the brill iant world of hunting, tactics, fierceexhi larat ion, ski l l ; and there was the wortd of longing andbaff ted common-sense. ( l ine 32)

3 He resented, as an addit ion to Jack's misbehaviour, thisverbaI tr ick. ( t ine 84)

4 By the t ime the pi le was bui l t , they were on di f ferent sidesof a high barr ier. ( t ine 105)

5 fina examples of the following behaviour in the text:

1 lack's violence and aggressiveness.2 lack's cruelty.3 Ratph's indecis ion.4 Piggy's def iance.5 Ralph's inf texibi l i ty.6 Simon's concern for others.7 the hunters ' quickly changing moods.

Discuss the quest ions. Just i fy your opinions.

Do you think that a group of twelve-year-old boys is t ikelyto behave in the way descr ibed in the extract?l f tef t to their own devices, do you think a group of twelve-year-old boys is capable of l iv ing peaceful ly wi th oneanother?

A group ofboyshave been maroonedon a desert island,following a planecrash, and arewaiting to be rescued.In this extract Jackand Ralph, strongcharacters who bothwant to be leader ofthe group, come intoconflict.

I Ralph flung back his hair. One arm pointed at theempty horizon. His voice was loud and savage, andstruck them into silence.'There was a ship.'

s Jack, faced at once with too many awful implications,ducked away from them. He laid a hand on the pigand drew his knife. Ralph brought down his arm, fistclenched, and his voice shook.'There was a ship. Out there! You said you'd keep the

10 fire going and you let it out!'He took a step towards

Jack, who turned and faced him.'t ! We might have gone home - '

This was too bitter for Piggy, who forgot his timidityin the agony of his loss. He began to cry out, shrilly:

rs'You and your blood, Jack MerridewlYou and yourhunting! We might have gone home -'Ralph pushed Piggy on one side.'I was chief; and you were going to do what I said. Youtalk. But you can't even build huts - then you go off

ro hunting and let out the fire -'He turned away, si lent for a moment. ' I'There was a ship - 'One of the smaller hunters began to wail.r The dismaFtruth was filtering through to everybody. Iack went

r5 very red as he hackedr and pulled at the pig.'The job was too much. We needed everyone.'Ralph turned.

Unit 2 . Stor ies

'You could have had everyone when the shelters werefinished. But you had to hunt -'

30'We needed meat.'Jack stood as he said this, the bloodied knife in hishand. The two boys faced each other. There was thebrilliant world of hunting, tactics, fierce exhilaration,skill; and there was the world of longing and baffleda

35 common-sense. Iack transferred the knife to his Iefthand and smudgeds blood over his forehead as hepushed down the plastered hair.Piggy began again.'You didn't ought to have let that fire out. You said

no you'd keep the smoke going - 'This from Piggy, and the wails of agreement fromsome of the hunters drove Jack to violence. Thebolting look came into his blue eyes.3! Piggy satdown with a grunt. Jack stood over him. His voice was

as vicious6 with humiliation.'You would, would you? Fatty!'Ralph made a step forward and Jack smacked Piggy'shead. Piggy's glasses flew off and tinkledT on the rocks.Piggy cried out in terror:

so'My specs!'He went crouching and feeling over the rocks butSimon, who got there first, found them for him.Passions beat about Simon on the mountain-top withawful wings.

ss'One side's broken.'nI H" looked malevolently at Jack.'I got to have them specs. Now I only got one eye. fus'you wait -'

fack made a move towards Piggy who scrambleds60 away till a great rock lay between them. He thrust his

head over the top and glared at Jack through his oneflashing glass.'Now I only got one eye. )ust you wait - 'Iack mimickede the whine and scramble.

es']uS'you wait - yah!'Piggy and the parody were so funny that the huntersbegan to laugh. Jack felt encouraged. sl__l UnwillinglyRalph felt his lips twitch;tl he was angry with himselffor giving way.

70 He muttered.'That was a dirty trick.'Jack broke out of his gyration and stood facing Ralph.His words came in a shout.All right!All right!'

7s He looked at Piggy, at the hunters, at Ralph.'I'm sorry. About the fire, I mean. There. I - '

He drew himself up.'2' - I apologise.'The buzz from the hunters was one of admiration

80 for this handsome behaviour. Clearly they were ofthe opinion that Jack had done the decent thing, hadput himself in the right by his generous apology andRalph, obscurelp13 in the wrong. oI

Yet Ralph's throat refused to pass one. He resented, as8s an addition to |ack's misbehaviour, this verbal trick.

The fire was dead. The ship was gone. Could they notsee? Anger instead of decency passed his throat.'That was a dirty trick.'They were silent on the mountain top while the

e0 opaque look appeared in Jack's eyes and passed away.Ralph's final word was an ungraciousr4 mutter.All right. Light the fire.'With some positive action before them, a little of thetension died. Ralph said no more, did nothing,

es stood looking down at the ashes around his feet. '!He gave orders, sang, whistled, threw remarks at thesilent Ralph - remarks that did not need an answer,and therefore could not invite a snub;rs and still Ralphwas silent. No one, not even Jack, would ask him to

r00 move and in the end they had to build the fire threeyards away and in a place not really as convenient.Ralph asserted his chieftainship and could not havechosen a better way if he had thought for days. Againstthis weapon, so indefinable and so effective, fack was

tos powerless and raged without knowing why. By thetime the pile was built, they were on different sides ofa high barrier.

GlossaryI ( to) wai l = (make) a long, high cry of pain or sadness2 dismal = miserable3 to hack = cut with roufh, heavy blows4 baffled = confused5 to smudge = make a dir ty mark6 vic ious = cruel and aggnessive7 ( to) t inkle = (make) a l i€ht , h iBh r inging soundI to sramble = move quickly and with diff iculty, using your

hands to helo9 mimic = copy in a funny way the way sb speaks and acts

1 0 a fa le of hyster ia = the sound of people laughinguncontrol lably

11 ( to) twi tch = (make) a sudden, smal l movement wi thoutmeanrng to

12 to draw onesel f up = stand up to one's fu l l hei fht13 obscurely = for a reason that was diff icult to identify14 ungracious = i l l -mannered and unfr iendly15 a snub = an insul t

Unit 2 . Stor ies

.S

rtnr

I Read the Aesop's fable and choose the moral (a-c) whichyou think best fits the story.

a Don't t ry to achieve the impossible.b l t is easy to despise what you cannot have.c Don't underestimate the difficuttv of a task.

The fox and the grapesThere was once a fox thatused to wander far and wideto find food. He wouldsometimes walk for days inorder find a nice meal. Oneday, he came across a vinebranch from which werehanging bunches of ripe,black grapes which no onehad yet picked. The fox hadbeen searching for food formany days and was almostdying of hunger. He stoodon tip-toe and stretched

as high as he could, but he couldnt reach the grapes. Hetried jumping but still without success. The fox had thoughtthat it would be easy to reach the grapes, and to hide hisdisappointment he said to himself,'What a fool I am! Thegrapes are sour. I was going to eat them, but I ve changed mymind.'And with that. he walked off.

Find examples of verb forms 1-7 in the fable in exercise 1.When do we use them?

1 past simple 5 would2 past continuous 6 used to3 past perfect 7 future in the past4 past perfect cont inuous

Explain the difference in meaning in these sentences.

1 a When Joe arrived, I'd made some coffee.b When Joe arrived, I made some coffee.c When Joe arrived, I was making some coffee.d When Joe arr ived, I 'd been baking some bread.

2 a He spoke Japanese because he'd l ived in Japan fortwoyears.

b He spoke Japanese because he'd been l iv ing in Japanfor two years.

3 a What was that book you read on hotiday?b What was that book you were reading on hol iday?

4 a George used to smoke in the office.b George would smoke in the office.

5 a Kim and Ben met in 2001 and were to get marr ied in2005.

b Kim and Ben met in 2001 and were to have got marr ied

.

in 2005.

4 Complete the fable with the correct form of the verbs inbrackets. Sometimes two answers are possible. Justify yourchoices. Then in pairs, write a moral for the fable.

The hare and the tortoiseOne day a hare 1- (run) along a path when he 2-

(come) across a tortoise. The hare 3- (follow) the same

route every day and (never come) across a tortoise

before. The tortoise 5- (walk) slowly and the hare 6-

(begin) to laugh at her. Irritated by the hare, the tortoise 7 -

(challenge) him to a race.The hare 8- (never have) any

doubt that he was the fastest animal around, so he e-

(accept) the challenge. After the hare 10- (run) for a while,he realised that he 11- (leave) the tortoise far behind, andt2- (sit) down under a tree to relax for a while. It wasntlong before he 13- (fall) asleep. Although the tortoise14- (not hurry), she overtook the hare. When the hare1s- (wake up), he 16- (realise) that the tortoise17- (beat) him to the finishing line.The hare 18-

(remember) this experience for the rest of his life.

Use the information below to write the fable lhe boy whocried wolf. Use a variety of narrative tenses and make anynecessary changes to the text. Begin There wos once ... .

The boywho criedwolf

A shepherd boy lived in a village. His family lived there formany years. He looked after a flock of sheep. Every day hewent to the hillside above the village. He was bored. He lefthis sheep. He ran to the village. He shouted,'Wol{l Wolfl'The villagers heard his cries. They ran to help him. Theywasted their time. He laughed at them. He did this two orthree times. A wolf really did come. He shouted'Wolfl Wol{l'The villagers ignored him. The wolf killed the whole flock ofsheep. The boy didnt cry wolf again.

Complete these sentences in your own words. Use as manyverb forms as you can from exercise 2.

1 . . . because i t had been raining.2 I 'd had a terr ible day at school . . .3 When | last spoke to you ...4 | hadn't been feel ing wel l . . .5 I 'd never thought . . .6 As I was walking through the park, ...7 | was to have ...

FEiTffIIfrl Work in pairs or smallgroups. Invent a fable toillustrate one ofthese sayings. Tetl it to the class.

Make hay whi le the sun shines. Look before you leap.Don't judge a book by its cover. A stitch in time saves nine.

O :, ,

6

Narrat tenses

Photo com parison

7

82

Fd|ilfiflfd Work in pairs. Discuss the questions.

1 What problems do homeless people face?2 Why do peopte become homeless?

Work in pairs. lf you had to interview a homeless person,what questions would you ask? Note them down.

f) r.rr Listen to the interview. Were any of your questionsasked? How did the girl answer them?

6) r.rr Complete the phrasalverbs (1-5) with the correctprepositions, and match them with the definitions (a-0.Then listen again and check.

t"?r!n

f) r.rz Listen to someone saying what she thinks l ife isl ike for the person in the first picture and why he might behomeless. Do you agree with her opinions?

f) r.rz Complete the speculative sentences. You can usemore than one word in a gap. Then listen again and check.

1 This man - qui te young.2 l t - he's had a part icular ly hard t i fe.3 l t - he has enough layers to keep warm.4 He's s i t t ing on a bunk bed in what 's a night shel ter

of some kind.5 | - he hasn' t been si t t ing there for long, and he

doesn' t spend his days there.6 He - to have any possessions with him.7 | - l i fe is pretty tough for him.t . ' - i f he's run away from home for some reason.

Work in pairs. Say what you think l ife is l ikefor the person in the second picture and why he might behomeless.

10 In your pairs, turn to page 142 and do thepicture comparison task.

4

1 get sb2 hang3 get - sth4 walk -5 k ick sb -6 hang out -

a start taking (e.g. drugs)b stay in a placec leave suddenlyd spend t ime with (peopte)e make sb leavef depress sb

95 tvtatch 1-5 with a-e to make collocations from the listening.

a one's drug habitb roughc changed one's drug habi te school

When comparing photos start by saying what is s imi larand different about what you can see before you start tooffer opinions or speculate about other aspects ofthephotos.

FJt:nfii lfd Work in pairs. Read the speaking tip and thetask below. Talk about the main similarities and differencesbetween the photos. Use the phrases in the box to help you.

The photos show homeless people. Compare and contrastthe photos, and say what you think t i fe is l ike for thesepeople and why they might be homeless.

Descr ib ing s im i lar i t ies and di f ferencesThe most obvious similarity between the photos is (that) ...The ohotos are s imitar in that . . .The most obvious difference between the photos is (that) ...In the f i rst p icture, . . . whi le/whereas in the other, . . .Photo 1 shows . . . Photo 2, on the other hand, shows . . .

We often use the present perfect s imple and cont inuouswhen speculat ing about photos.

1 skip2 loose3 feed4 kick5 sleep

6

Unit 2 'Stor ies

FItMReview

Work in pairs. Discuss the questions.

1 Have you seen any f i lms recent ly, in the c inema or on theTV? Did you enfoy them? Why?/Why not? Use the ideas inthe box to help you.

soundtrack act ing locat ions specialef fects storyl inescreen play

2 Who are your favour i te f i lm stars? What do you [ ikeabout them?

Read the fi lm review. How would you describe it? Findevidence in the text for your opinion.

1 very positive2 fairly positive3 [ukewarm4 negat ive

ln which paragraph does the writer:

1 ta lk about the f i lm's strengths?2 give a br ief summary of the ptot?

3 give background detai l about the f i tm, such as the t i t leand director?

4 give his/her overal l verdict on the f i lm?5 talk about the f i lm's weaknesses?

Complete the sentences with the words in the box.

adaptat ion box-of f ice del ivered enhanced grosslocat ion miscast sequel sequence sett ingsupport ing twists unfolds

1 As the story - , the pace of the act ion quickens.2 The f i lm is an - of lan Fleming's best-sel l ing novel .3 There is a car chase in the opening of the f i lm.4 The f i tm was shot on - in the mountains of Scot land.5 Keira Knight ley was badly in the role of the v i l la in.6 An instant hi t when i t was released, the f i lm went

on to - over $200 mi l l ion.7 The fitm was let down by below-average performances by

the - cast .8 After numerous and turns, there's a nai l -b i t ing

f inale.9 The back streets of New York provide the perfect

for this film noir.10 Brad Pi t t - a f ine performance in the leading role.11 The movie is beaut i fu l ty f i tmed and by digi tat

technology.72 The Two Towers is the - to the highty-acclaimed

Fellowship of the Ring.

What is the function of the sentences in exercise 4? Put themunder the correct heading.

In a review, we use the present simple tense to descr ibethe plot of a f i lm, book or play.

tffflffi Work in pairs. Read the writingtip, then describethe plot of a film to your partner, without using the names of anyof the characters or actors. Can your partner guess the film?

I 'm a big fan of the Indiana Jones movies, so lwas f i rst in thequeue at the box office when lndiana Jones and the Kingdomof the Crystal Sku// was screened at our local cinema. Like itsblockbuster predecessors, it 's directed by Steven Spielbergand stars Harrison Ford in the tit le role as an archaeologist-adventurer.

Set in 1952 at the height of the Cold War; most of theaction takes place in the jungles of South America. The plotrevolves around the race to find a crystal skull, which thevil lainous Soviet officer lr ina Spalko (Cate Blanchett) wantsto get her hands on in order to harness its mystical powers.

Needless to say, at the end of the fi lm the goodies come outon top, f ind the skull and restore it to its rightful place.

Despite very good performances from Ford and young,upcoming actor Shia LaBoeu[ who plays a leather-jacketedbiker, and some pretty effective state-of-the-art specialeffects, the fllm is let down by the rather convoluted and far-fetched plot. In fact after about an hour; the fi lm abandonsany pretence of a story and descends into a sequence ofhigh-speed car chases, f ights, stunts, and encounters withred ants and quicksand.

As adventure movies go, it 's fairly entertaining, but nowherenear as good as the first three instalments in the Indiana

Jones series. But if it's pure escapism you're after and youcan totally suspend disbelief, this film's probably for you.

In pairs, look at the adjectives for describing films. Whichaspects of films (f -l) can they be used to describe? (Someadiectives can describe more than one aspect.)

big-budget disappoint ing edgy epic far- fetchedfast-moving flawed frightening gripping light-heartedlow-budget moving powerful predictable seriousthird-rate thought-provoking violent wacky X-rated

1 the performance of the actors2 the story3 the f i tm in general4 the screenplay5 special effects

You can describe aspects of a f i lm more accurately andsubt ly by combining adject ives with modifying adverbssuch as:o (little) bit not porticulorly notvery quite fairlypretty rather very extremelyRemember that the adverb quite comes before theindef ini te art ic le:It's quite a slow-moving film.

Read the writing tip and rank the modifying adverbs in order,from the strongest to the weakest. Then find examples ofsome ofthem in the text on page 22.

. . Vocabulary Builder 2.3: Modifying adverbs: p.132

F{:i'ilKftrd Work in pairs. Think of a fitm that you have bothseen. Talk about the fitm using adiectives from exercise 1and modifying adverbs.

' l : ' , , . t '1 r i ' . . . i . l ' ' , ' - r - \ r - ' ' , : ' ' . ' .o"

We can use part ic iple clauses to improve our wri t ingstyle.This film wos released in 2002 and wos an instant success.-)Released in 2002, this film wos on instant success.Hancock stars Wiil Smith and is a superhero adventurethat left me cold.) Starring Will Smith, Hancock is a superheroadventure that left me cold.

Use participle clauses to rewrite these sentences thatintroduce films.

7 Soving Private Ryan was directed by three-time academyaward winner Steven Spielberg and is one of the mostgr ipping war f i lms ever made.

2 The lncredible Hulk was panned by the critics when it wasfirst released, but it was a box office hit.

3 Ti tanic is one of the most successfut f i tms of a l l t ime. andwon eleven Oscars.

4 Forrest Gump features Tom Hanks in the titte role and ismy favourite movie of at[ t ime.

5 The Mistwas adapted from the Stephen King novel and isa terrifying horror f i lm.

Match 1-8 with a-h to make sentences that give overallopinions of f i lms. Which ones are (a) positive? (b) negative?(c) lukewarm?

1 lf you have an aversion to pointless special effects,2 Not the greatest f i lm ever made,3 For hardcore fantasy fans,4 This movie is, qui te s imply, fantast ic and5 There are some nice moments,6 lf l ike me you are a lover of feel-good movies,7 The f i tm is wel l worth seeing,8 Despi te being a low-budget art-house f i lm,

a th is is one of the most impressive movies you' l l see.b th is f i lm is not for you.c but it 's marred by poor a performance from the lead.d th is f i lm won' t I ive up to al l the hype surrounding

its release.e i f only for the dazzl ing special ef fects.f then you won' t regret going to see this f i lm.g but worth the pr ice of admission.h l thoroughly recommend i t .

Make notes about a fitm that you have seen. Follow the planbelow.

1 Background information about the film (title, genre,

director, based on a book? date? other interesting facts?).2 A br ief summary of the ptot.

3 The f i lm's strengths and weaknesses.4 Your overal l verdict on the f i lm and a recommendation

(positive or negative).

Write your review (200-250 words). Use the notes you madein exercise 6.

Check your work using the list below.

Have you

! fotlowed the plan correctly?

! written the correct number of words?

I included at least one modifying adverb?

! checked the spelt ing and grammar?

Unit 2 . Stor ier

r_2wVocabulary

1 Add a prefix to the words in the box and use them tocomplete the sentences.

awed easy occupied orientated nerved

Harry knew he'd made a mistake, so he felt very r.,rri., ,: whenhis boss cal led him into his of f ice.

1 Jack soon became in the narrow streets of theci ty. He real ised he was completely [ost .

2 Ot iv ia was too with her new bovfr iend tonot ice that her mother was i l t .

3 l t was the f i rst t ime she'd sung in pubt ic, so she wascompletely when she walked out on stage.

4 The doctor 's fa i lure to meet her eyes dur ing theappointment Grace considerably.

EE! ]tr2 Use the words in brackets to form compound adiectives

which are synonyms of the first word.

artif icial (make)1 intoterant (mind)2 pleasing (warm)

3 sensible (head)

4 mean (fist)

5 intetl igent (wit)

6 scary (raise)

EE! ]tr3 Match the adiectives (1-5) with their opposites (a-e).

LnrcuAG

1 serious2 bet ievable3 dul t4 perfect5 high-quat i ty

EE! ]tr4 Comptete the sentences with the adverbs in the box.

categorically ironicatly loosely promptty widety

1 The fitm A Beautiful Mind is based on the tifeofJohn Forbes Nash.

2 The athlete f in ished the race and - col taosedonto the t rack.

3 The idea that human act ions are responsible for c l imatechange is now - accepted.

4 Wit t iam's boss - refused to give him a pay r ise.He said i t was impossibte.

5 Van Gogh is one of the wor ld 's most famous painters, yethe only sold one picture when he was at ive.

Grammar

5 Complete the sentences. Use a past or present form fordescribing habituat actions in the first gap and like or osinthe second gap.

1 When my grandfather was younger, he - worka tennis coach every summer.

2 My sister- losing her temper these days, lustour muml

3 Tom's a good tennis player, but he behavea chi td whenever he toses a game.

4 Don't worry. I making mistakesthat when I was your age.

EE! TtrComplete the sentences with the correct form of the phrasalverbs in the box. Where possible use an object pronoun.

look af ter look into make up put on stand up tothink over

1 My sister 's got two chi ldren, so when she goes out Ialways

2 | was going to carry my jacket, but when I saw it wasraining I decided

3 Pol ice have not yet found the person responsible for theburglary but the case - .Her father is very domineer ing, but she's started

and tel l h im what she thinks.The court proved that she had l ied. The story of herhusband's disappearance - to obtain his l i feinsurance money.When Mike asked Hol lv to move in wi th him she said she

EE! ]trComplete the text with the correct past tense form of theverbs in brackets.

Gary was fed up. He 1 - (wait) for his girlfr iend for

over an hour and she st i l t 2 - (not turn up). Justas he I (contemplate) going home, she walkedround the corner looking pleased with hersel f . Her smi le4- (vanish), however, when she saw the expressionon Gary's face.'What 's wrong?' she asked.'You're late again, ' he said.'No, I 'm not, ' she repl ied, 'The clocks 5 - (go back)last night. You 6 - (be) earty!'

EE! ]trt@

6

a gnpprngb flawedc third-rated far-fetchede l ight-hearted 7

EE! Itr

Srcus **" 1-2

Speaking

1 Work in pairs. Decide what the three most importantpersonality traits are for working in a large, office-basedcompany.

2 Compare your ideas with another pair. Can you agree on aioint 'top three'?

Reading

3 Look quickly at the four extracts written by four differentpeople and decide:

a what type of text they are all fromb what the topic of each paragraph is

A r rr t . r l r . . / . r ' nt , i . t t l f 1; bt , i . rc i f ' ' t l " t r tcr ' " ' " l tc c: I t1 . rh6; ' ,

I t i l l . ,11tr i t rJ let t , t2prc7'r t r l f t | . : , t t1 r I l ; i a t i t l t t t 2!r1 ' , ' t r

tL lh i r t t l ler l l c( t l t t l l t t t i i ( t l l Icrr ;k i l j i dtrLl ' .1 i r i l 'L i

11! t ; I1aLl t , \ . r r l tv t r /crertr t ' . t " ' .L i l

inat t" t l t , I " r r t t l " ' i l l -

r ' r l / , r i i . ; t i i r l t11' t ' ,11' ; '1-" ' ; l (1,1 l t ) t ' , ; rk "

to( h ' ; t t ' t ! l tc

" tb i ! t t i , 1a j t1.1t l t iL: | . l . t r , l , . lnt l ccntf i ' :< pi ' : tec! i r^, t ! i t

l l rL , ' f l l i t r l r i l n t ' i iL l . r r h"r t t ,1 Pra, t t i lq! l i ' tprr i t t t l '

!u yr : 'b let t i ( ! " iLILJ ' ' t i b ' l i t t t l l ' t " ! eLnt;rL:^ 'cthrt i t l t 'L

inr i r i i . r tb, ' t ' , 4 i tu, , t let t i '1hf ' :11t ! : ' , ic - ' r r i , tbt l i l i i : .

Although my currenl job offered a degree of chal lenge at the

slar l , I have now reached a slage where I need to broaden my

professional hor izons in order to develop my ski l ls further '

That is why I am keen lo move io a larger company. In

addi t ion, I am arvare that a high level of f luency in Engl ish

is a great assel professional ly, which is why I intend to

spend a minimum of two years in an Engl ish-speaking counlry

lo perfect my language ski l ls '

D Affer graduating with a degree in C,omputer 3cience foomUniversity in my home country of Lifhuania, I completed a post-graduate diploma in web design atthe University of Manchester,This led to a teaching post at lne same institution. AFler fouryears in academia, I decided on a change of direction and appliedfor variousjobs in the commercial sector. I relocated to Madridfo work for a large advertising agency as lneir head of weoaevelopment, a position t found both challenging and enjoyable

"'qk,

4 For questions 1-8, choose the correct extract (A-D).

Which wri ter says that he or she:1 resoonds wetl in di f f icul t s i tuat ions?2 does not f ind his/her current job demanding enough?3 has l ived in severat di f ferent countr ies?4 has the technical ski l ls necessary?5 co-operates welt with other workers?5 ini t iat ty worked in educat ion?7 is keen to raise his/her leveI of Engl ish?8 has a good knowledge of the business as a whole?

Listening

f) r.rf Listen to a iob interview. Which of the extracts inexercise 3 did Edgars write?

f) r.rl Listen again. Answer the questions.

1 What is the main purpose of Edgars'v is i t to the UK?2 What joke does the interviewer make when they're talk ing

about vis i ts to Edgars' hometand?3 Why does the interviewer cont inue the interview when the

f i re alarm f i rst sounds?4 Why does the interviewer offer Edgars the iob and press

him for a response, rather than wait ing for a let ter to besent?

5 What assistance does the interviewer offer Edgars inrelat ion to accommodation?

Writing

7 lmagine you are Edgars. Write an account of your jobinterview as part of an email to a friend. Write about:. your feel ings before the interview.r what happened during the interview.r what happened at the end of the interview.. how you feeI about i t now, tooking back.

t "r f

Having worked at a comparably-sized logistics company InRiga for more than three years. lfirmly believe that I have thenecessary programming skills for this position at lnterpost. I am

English-speaker, I am also fluent in Latvian (my mother tongue)and Russian, and I have a sound knowledge of French

ft-6

\ i i i l . l - ' r r

Exnm 2Can you give any examples of: (a) 'urban myths' (strangewell-known stories that many people believe but are unliketyto be true) and (b) ' lnternet myths'(stor ies spread via theInternet which turn out not to be true)?

Do the Use of English exam task.

Complete the text with the correct form of the wordsin brackets.

ln 2OO7 a rumour spread by chatrooms and text messagehi t the pr ice of bananas from China's Hainan is land. Themessages claimed the frui t contained viruses that bore astrong 1- (SIMILAR) to SARS, the severe respiratory2- ( lLL) which has ki l led hundreds of people wor ldwide.3- (PRODUCE) of the bananas in Hainan sa\/ the4- (RESULI pr ice s lump cost them up to 20 mi l l ionyuan (U5$2.6m) a day. China's Agr icul ture Ministry dismissedthe SARS claim as completely 5- (TRUE). Off ic iatsclaimed that there was no 6- (SCIENCE) evidence tosupport the rumour and that it was /- (TOTAL) withoutfoundat ion. They added that i t was 8- (POSSIBLE) forhumans to contract a plant v i rus. The banana fears come amidinternat ional concerns over ta inted Chinese exports, includinge- (ALLEGE) of poisons in pet food and toothpaste.The state-own ed China Daily newspaper 10- (RECENIcr i t ic ised China's food safety regulators and cal led on thegovernment to do more to protect Chinese consumers.

3 f ) r . r+ Do the Listening exam task.

Listen to a radio programme about an urban myth. Choosethe correct answer (A-D).

7 The New York Times report about all igators stated thatA the f i rst at l igator s ight ing took place in a sewage.B one of those who f i rst saw an al l igator was kiLled.C one was f i rst seen dur ing a per iod of cold weather.D locaI author i t ies refused to invest igate the matter.

2 Some of the people at Brooklyn Museum stat ionA said the animal they'd seen was extremely big.B witnessed an al t igator t ransported on a t ra in.C tr ied to t rap the animal in a rubbish bin.D provided an explanat ion for the animal 's presence.

3 According to a popular myth, a l l igators in the sewerA reproduced and l ived in targe groups.B had been introduced to f ight rats.C were of a type specific to New York.D cl imbed up into people 's to i lets.

4 Scient ists th inkA al l igators grow too big to f i t into sewers.B there's no food for al l igators in sewers.C sewers are too cold for a l l igators to breed.D they need to do more research into the myth.

4 oo the Reading exam task.

Read the text. Decide which sentence part (A-J) best f itseach gap (1-8). There are two options that you do not need.

An article in the Japanese Mainichi Daily News (which

claims merely to ' - that appeared in a magazrnecalled Fushigi Knuckles) tetts the story of the attempt tointroduce Worm Burgers in Japan. A food company, sothe story goes, t r ied to marl<et worms as food for humanconsumption because of their h igh nutr i t ional value. WormBurgers contained ground worms ( instead of beef l , choppedonions, wheat, f lour and egg - wi th a t i t t le mitk to make i tgo down more easi ty. The magazine notes that 2- theWorm Burger ended up as a major f lop. The company hadbeen target ing women and young people, but appear tohave struggled to overcome the image of worms t- .

I t 's possible that the story is t rue, but i t is more t ikety arecycl ing of the old Worm Burger urban myth o

- .This urban myth started when papers reported that foodscient ists were exper iment ing wi th earthworms as a sourceof protein. Take, for instance, th is art ic le that appeared in anumber of American newspapers in mid-December,7975.'The lowty earthworm, t - the f isherman, is burrowingi ts way into the wor ld of b ig business, and may be put towork soon to hetp man grow crops, dispose of garbage

and even sat isfy his dietary need for protein. l f produced insuff ic ient quant i ty at a cost compet i t ive wi th other protein

mater ia ls, worms could be used as feed for pets, poul t ry,

f ish and other animals,u-. Seventy-two per cent of aworm's dry weight is protein. '

Af ter a few art ic les t ike th is had appeared, i t was simply amatter of t ime before ta les began to spread of McDonaldsand other fast- food chains / - . However, worms area much more expensive source of protein than beef, sothere's I i t t le reason to fear that fast- food chains wi [ [ startpadding their burgers wi th worms u-.

A in the near futureB secret ly using worms in their burgersC instead of proteinD from the tate 1970sE ignored by almost everybody butF replacing the beef wi th wormsG despi te the best intent ionsH be repeat ing a reportI as a bizarre food

J as wel l as food for people

2

THf S UNIT INCtUDES oqtVocabutary. verb (+ adjective) + noun collocations. set phrases. phrases related to friendship. l i teral and figulative language. comparative phrases. phrases for negotiatinS. a61aa,'u"r totdescr ib ing places. dependent preposi t ions (1)Gnmmar. contrast: present perfect simple and continuous. verb patternsSpeaking. talking about retationships. negotiationWriting. sn 3,11.1"

"bout a place

i tqn ta lk

k-it,,al.; afabaLtt d i f ferentrelat iansl t ip ,

1 Work in groups. Look at the photos and answerthe questions.

1 What kind of partnership does each photo show?2 What qual i t ies are needed to make each partnership

successfu [?3 What other kinds of partnership can you think of? What

qual i t ies do they require to be successful?

@Cp

.4

$ f .f S Listen to five peopte talking about their partners.Match the speakers (1-5) with the kinds of partnership (a-Dthey are describing. Which words gave you a clue?

a co-presenters of a news programme L_jb ioint owners of a ctothes shop L_lc a composer and lyr ic ist L_ld co-stars of a stage play L__le a pair of circus acrobats L__lf a ratty driver and a navigator L__l

f) r.rS Listen again. Say which speaker (1-5) mentionsthese things. Then answer the questions.

a getting depressed L_l (About whatT)b being like a married couple L__l (ln what way?)c their different backgrounds L__l (What are they?)d a partner's initating habit LJ (What is it?)e having to be careful what she says L__l (Why?)

1 voice -2 form3 offer4 pay5 take6 resolve7 return8 speak9 suffer

Match the verbs (1-9) with the nouns (a-i) to form commonexpressions.

Collocation: verb + noun

a a fr iendshipb your mindc a disputed the favoure a setbackf attentiong adviceh controli an opinion

I;;' l Some verb + adiective + noun collocations are atso

,.= common. Look for these in your dictionary and in texts2r IOU l€i ld,

f; Over the years, they suffered some major setbacks.J Pay close ottention to what l'm about to tell you.

Read the Learn this! box. Then complete the sentences withexpressions from exercise 4.1 l t 's impossibte to - a close with somebody

unless you have a lot in common.2 In any fr iendship, one partner is always stronger and tends

to - of the relat ionship.3 lf you're with a friend, it 's always OK to - an honest

4 A fr iendship that has a maior- is strongerthan one which has not.

5 A friend will never get annoyed or upset with you forconstructive

6 The easiest way to a - is to ignore it andpretend that nothing is wrong.

Work in pairs. Do you agree or disagree with thestatements in exercise 5? Give reasons and examples.

aN Vocabulary Buitder 3.1: Set phrases: p.132

l"r -*-i

6

Relat ionsh ips

I d isagree with number 1. I think i t 's perfect ly possible toform a close friendship with somebody who is very differentfrom you. In fact, some people say that'opposites attract'!

Uni t3.Partners (}

wI cqn disct t is the meantng

and impartawe af / l iendship.Frie n ds

2

In pairs, discuss this quotation by C.S.Lewis,author of The Chronicles of Nornia. Do you agree with it? Canyou give any examples of how friendships in your own lifebegan?

Friendship is born at that momentwhen one person says to another:'What!

You, too? I thought I was the only one.'

Read the song. How would sum up the meaning of the lyrics?

I twrn ta YauLWhen I'm last Ln the rain,

In yaur eyet I knnw I' lL f.nd the ltght ta l iqht My wqy.When I'vn scared, LqtiAg4ylald,When wry warl,/ i t 9atn4 crazy, yo^ cat tur4 [t all araundAnd when I'm dawn yau're tltere; pushing nte ta tlrc tap.

lou're always there: gtvinj wre all you qot.Far a shieldfou tl49garn,

far a friend: for a love

Ta keep Me ta,fe and warrn,

I turw fo yot4.Far the strength to be ttratry;For the wtll tn Asyryry,For everything yau da,

For everytlatn4 that's trtte,I turn ta yol4.

Whevt I lase the wrll ta

I tusl reath {or yau andI can da anyflttnq,

IJq4L reqch the sky 4qatn.

'Cause your lave i - r ta amazinq; 'car$e ytur love i tupircs ntc.And

-*hew I need a fvicnd, yau'rc always an nt'y si/e ,

7iving me fait l.e ta get wte thrauqh the ntghtF or the arur ta be my shelter t larauqh all thtFar truth that wil l ncver chanqe,Far sovneane ta leatt ott,Far a heart I tan, rely on through. anytl ' ttnq,Far the ane who I cqw rat ta . . .I tt.trw to y1u.

Exptain the underlined phrases in your own words.

Work in pairs. How many other songs can youthink of about friendship? Compare your ideas with the class.

Q f .f e Listen to a woman describing a friend. Which ofthese words and phrases best describe that friend, and why?

an acquaintance an associate a chi ldhood fr ienda classmate a crony a fair-weather frienda family friend a friend of a friend a soul matea work mate one of a close-knit circle (of friends)

6 f) f .f e Complete these excerpts from the descriptionusing words from the box. (You need to use some wordsmore than once.) Then [isten again and check.

back down inside out through to up

1 As friends, we go - more than ten years and we'veknown each other even longer than that.

2 We haven't falten at all in recent years, but in thepast, we've had our-s and -s.

3 We've even had the odd set-- over the vears.4 We've been - so much together.5 Recently, problems at work have been getting me - .6 She's always been somebody I can real ly open7 lt's easy to talk to close friends because they know you

8 She's very dependable, and honest - and

Look at the examples of the present perfect in exercise 6.Try to explain the choice of the simple or the continuousform. Use Grammar Reference 3.1 on page 119 to help you.

I Grammar Bui tder 3.1: Present perfect s impieand cont inuous: p. I X9

Exptain the difference in meaning between sentences a andb in each pair, if there is any.

1 a I've spent a lot of time with my best friend.b I 've been spending a lot of t ime with my best fr iend.

2 a We've drifted apart since leaving school.b We've been dr i f t ing apart s ince leaving school.

3 a How long have you been working in lT?b How long have you worked in lT?

4 a Have you seen the girl in the ftat below us?b Have you been seeing the girt in the ftat betow us?

5 a Have you been wearing the coat I bought you?b Have you worn the coat I bought you?

Look at the box in exercise 5 and choose one type of friendfrom your own life. Write down five key points about yourrelationship with that person. Try to include appropriatephrases from the song and from exercise 5.

Work in pairs. Take turns to be A and B.Student A: Using your notes from exercise 9, tell your

partner about your fr iend. Then answer B'souest ions.

Student B: Listen carefully to your partner's description.Then ask three quest ions about the fr iend usingthe present perfect s imple or cont inuous. Forexamole:

7

I

9

103

4

Unit 3 . Partners

'1 ;1 i i l r r r i - i11 " t

j ) l r l l r l , f l l l i l : l l l i , r r t r

FTiLilKTIIF Explain this slightly altered quotation from thelrish writer Oscar Wilde in your own words. What does it tellyou about his attitude to marriage?

Bigamy is having one husband orwife too many, So l's monogamJz

FEI:ilmlH Work in pairs. Look at the chart about weddingsin Britain. Present the information it contains to another pair.

WEDDING VENUES

church

licensed venue

abroad

Registry Office

l icensed v€ltu€ = a non-retigious venue (e.9. hotel orrestaurant) whjch has been granted a l icence to performwedding ceremoniesRegistry 0ffice (or Register Office)= a municipal officewhich performs non-religious wedd'ing ceremonies and alsoofficially records births, deaths and marriages

Fill]liKilfd Work in pairs. Compare the information inexercise 2 with your own country. Answer the questions.

1 Are the basic choices of venue the same? Explain anydifferences.

2 Do you think church weddings are more or less popular inyour country? Why?

f) r.rZ Listen to a news report. What is it chiefly about?

a the r is ing cost of weddings in Br i ta inb Br i t ish habi ts and at t i tudes concerning weddingsc the decl in ing poputar i ty of weddings in Br i ta in

f) r.rZ Listen again. Are the sentences true or falseaccording to the report? Correct the false ones.

t 42 per cent of men and women would l ike to lose weightbefore their wedding.

2 Couples gett ing marr ied intend the wedding to cost , onaverage, f10,500.

3 The survey only included men and women between theages of 20 and 34.

4 Near ly a quarter of br ides pay more towards the weddingthan the groom does.

5 Younger couples tend to have shorter engagements thanotder couoles.

6 A tot of men said they would most l ike their br ide to lookI ike Kate Winslet on their wedding day.

Ff[il[I[Im Work in pairs. Answer the questions and justifyyour answers.

1 Would you pay for any beauty treatments before yourwedding day? Would you want or expect your f ianc6(e) to?

2 l f you get marr ied, which celebr i ty would you most [ ike toresemble on your wedding day? Which cetebr i ty would youmost l ike your f ianc6(e) to resemble?

O f .f e Listen to six people talking about different aspectsof weddings and marriage. Choose the correct answers.

1 A man is ta lk ing about weddings. What of ten spoi ls them,in his ooinion?a the music dur ing the eveningb the standard of food at the receptionc a fami ly argument

2 A woman is ta lk ing about the age you can legal ly marry inthe UK. What is her opinion of the law?a She thinks the age shoutd be raised.b She doesn' t th ink parental consent should be needed.c She bel ieves the exist ing law should remain.

3 A man is complaining about couples who choose to marryin a church. Why is he cr i t ical?a He thinks everyone should have a c iv i l ceremony.b He thinks they choose i t for the wrong reasons.c He doesn' t bel ieve in making rel ig ious vows.

4 A woman is discussing superst i t ions surroundingmarr iage. What is her at t i tude to them?a She is determined to fo l low them as much as oossible.b She doesn' t bel ieve in them but th inks they're worth

fot lowing as part of t radi t ion.c She thinks they're r id iculous and refuses to fo l low them.

5 A man is explaining the t radi t ional order of speeches ata Br i t ish wedding recept ion. Which three people givesoeech es?a the best man, the br ide and the groomb the br ide's father, the groom and the best manc the br ide, the br ide's father and the best man

5 A woman is tatk ing about unusual wedding venues. Whatis her at t i tude to them?a She thinks that the more unusual the venue is. the

better.b She thinks i t is verv romant ic.c She thinks people lust do i t for publ ic i ty.

Ffilill[Ifd Work in pairs. Answer the questions.

1 What is the ideal age to get marr ied, in your opinion?2 Do you know any superst i t ions connected to weddings in

your country?3 What happens at a typical wedding in your country? (Think

about the ceremony, the recept ion, the guests, g i f ts, etc.)

Lrni t3.Par iner.s fh

!W

i t , t t , , y11,, /g7. ' ,1,1t iu ' , ; l t 1ct

t 'c ," i ( ! 16 4l , l , . t ;1r . : r 'Love conquers atl

1 F|i[-flKIIfd Work in pairs. Discuss what problems might beexperienced by two people wanting to be a couple if:

a they're from different continents.b they follow different religions.c one is from a r ich family and the other from an ordinary

working-class family.

2 FnffiKIIIA Share your ideas from exercise 1 with the class.Decide whether a, b or c would create the most problems.Would you personally be willing to face these problems forthe right person?

, Read the text quickly. Which of the problems from exercise 1did Ehdaa and Sean face?

4 Read the text again. Are the sentences true or false? Inwhich paragraph A-K can you find evidence to support youranswers?

1 At their first meeting the attraction between Sean andEhdaa was physicat.

2 The wri ter f inds i t surpr is ing that the army was not moresupport ive of the relat ionship between Sean and Ehdaa.

3 Sean's commanding off icer made i t impossibte for Seanand Ehdaa to see each other after the wedding.

4 As Ehdaa set of f to be reunited with Sean, she waspreoccupied with the r isks of the journey.

5 Members of Sean's patroI knew that the secret weddingwas going to take place.

5 Sean took t ime off f rom his armv dut ies in l rao in order tobe with Ehdaa.

7 The fact that there has been media interest in Ehdaa'sstory makes i t easier for her to enter , |ordan.

8 Sean and Ehdaa found i t di f f icutt to communicate witheach other when they were face to face.

9 The army overestimated the strength of feeling betweenSean and Ehdaa.

10 The rules of the mi l i tary forbid soldiers from marrying localciv i l ians white on act ive service.

11 Sean feels st ightty awkward when he is reunited withEhdaa in lordan.

12 Sean changed his rel ig ious bel iefs before marrying Ehdaa.

Many mil i tary words and phrases can be used in a l i teralsense to describe military events, or in a figurative senseto descr ibe other kinds of events.Literal: Caesor's ormies outflanked their enemy andattacked them from behind.Figurative: The Prime Minister's onnouncement hasoutflanked his opponents, who were planning to raise thisvery issue themselves.

Love and War

A They say al l 's fa i r in love and war; unless, perhaps, i tinvolves the US Army. A year ago, when an Americansoldier fe l l in love in Baghdad, his commander orderedhim not to marry. What was a hearts ick soldier to do?Wel l , Sgt Sean Blackwel l launched a secret missionto marry the lraqi woman he loved. That's whenthe Army came down with both boots and orderedBlackwel l home, 11,000 ki lometres f rom his br ide, Ehdaa,apparent ly never to see her again.

B But there was one thing the Army didn' t count on. l t 'ssomething else they say about romance - that love, ofcourse, conquers al l . l t 's 6 a.m. in Baghdad and EhdaaBlackwel l is donning a bul let-proof vest . She's f i l ledwith hope for a new future, even as she waves goodbyeto everything she has ever known. Ehdaa is making arun of 500 ki lometres through the dangers of the SunniTr iangle, t ry ing to reach her new American husband, theone that the Army ordered out of her l i fe. 'Sometimes,you just fall in love and you don't know why. I thinkit 's our fate,' says Ehdaa. ' l think we're meant to betogether. I just can't wait to see him.'

C The dream is to br ing together two l ives that couldnt bemore different. Ehdaa grew up wealthy in a country atwar. Sean grew up peaceful ly, in a working-class areain Flor ida. He l is tened to country music; she l is tened toSaddam. She went to medical school ; he held to a fami lytradi t ion, fo l lowing his father and six uncles into themilitary.

D After the fa l l of Baghdad, Blackwel l landed in one ofthose places where the tension was greatest , Baghdad'sbiggest hospi ta l . 0ne day. amid the chaos, in walkedEhdaa, a young lraqi doctor. 'To be honest, when I f irstmet her, I was l ike, you know, she's very, very attractive,but you knoq what's the point of trying to start arelat ionship over here?' recal ls Blackwel l . 'And the morewe talked. the more we started to learn about eachother, and i t d idn' t take long for, you know, emot ionalattachment to grow there.'

Unit 3 . Partners

E ' l saw a ta l l , shy, handsome soldier. He had the mostbeaut i fu l eyes I had ever seen, 'says Ehdaa. Ehdaahad never met an American before in her l i fe. Butsoon, she was seeing this American every few days.Blackwel l had been in l raq only a few weeks, butbetween patrols and weapons raids, she'd br ing himhome-cooked meals and hours of conversat ion. ' l

s tar ted thinking, what we are doing is impossible.l 'm Musl im and he's a Chr ist ian. I 'm l raqi and he'sAmerican. l t just can' t happen, ' says Ehdaa. ' l t d id.Love can produce miracles. I do bel ieve this now. '

F After three months of war-zone dating, Blackwell tookthe plunge - keeping, of course, wi th local t radi t ion,where a marr iage proposal is a quest ion asked man-to-man. Blackwel l asked Ehdaa's brother, who toldhim, ' l 'd be honoured for you to marry my sister. ' Butunder local lary a Musl im woman can marry only aMusl im man. So Blackwel l stood before an l raqi judgeand said in Arabic: 'There's only one God and that 'sGod and Mohamed is the messenger of God. 'Throughthose words. Blackwel l became a Musl im. l t was aconversion of convenience, not convict ion.

G The couple was ready to say' l do'when Blackwel l 'scommanding of f icer stepped in. There was noregulat ion against a marr iage, but the battal ioncommander was worr ied that, in a war zone, i t wouldbe a dangerous distract ion. So he ordered Blackwel lnot to get married. 'We were brought together bysome, some higher force than ourselves, and i t wasmeant to be, ' says Blackwel l . 'And I wasn' t going tolet anybody stop that. ' For the first t ime in his career,Sgt Blackwel l set out to disobey an order. 0n a s izzl ingAugust morning, he went out on patrol wi th a smal lteam, The soldiers responded to a rocket attackBut on the way back to base, the patrol made anunauthorised detour to a restaurant.

H Two soldiers with heavy weapons stood guard outside.Blackwel l went into the couf iard where Ehdaa waswait ing wi th her fami ly, a judge, and a pair of r ings.Fr iends translated the Arabic vows and recorded ontape one smal l moment of peace in a larger war. l tended with a k iss on the forehead, and then Blackwel lwent back on patrol wi th his team. He hasn' t seenEhdaa in oerson since. 0nce the battal ion commanderfound out about the wedding, Blackwel l was exi ledto Baghdad ls land in the l lgr is River. However, nocharges were f i led against Blackwel l , and i t may bethat the Army lust wanted the whole thing to go away.Blackwel l got away with no more than a repr imandand lef t the mi l i tary wi th an honourable discharge.

I But s ix months af ter h is wedding, Blackwel l saidgoodbye to his mother and headed back towards thewar zone he had recent ly lef t . Ehdaa, escorted byher l i t t le brother, sped past the war zones of Fal lu jahand Ramadi towards the rendezvous on the borderbetween l raq and Jordan. Soon, the 11,000-ki lometreseparation is cut down to a stretch of highway, 80ki lometres long.

At the border, guards search the car three t imes, andJordanian intel l igence pul ls Ehdaa and her brother asidefor quest ioning. There is no guarantee that she wi l l makei t out of l rao - Saddam didn' t a l low doctors to havepassports. She spends three hours going nowhere, whenthe improbable happens; one of the guards recognises herfrom an art ic le he read about an l raoi woman who marr iedan American soldier. And in this dusty l itt le outpost, fameis a passport . Ehdaa cont inues on her journey and atlast , in Jordan, the couple are reuni ted, 'She looks. just asbeaut i fu l as the f i rst t ime I saw her. I feel so comfortable.It 's l ike I haven't been away from her for six months,' saysBlackwel l .

In a sense, the Blackwel ls are exact ly what the Pentagonhad dreamed of at the start of the war - Americansoldiers embraced by l raq. l t seems i ronic that when themil i tary got what i t wanted, at least on a smal l scale, i tmanoeuvred to div ide, only to be outf lanked by a soldierwho would not disobey the orders of h is heart .

Read the reading tip on page 30. Complete these verb-nouncollocations from the text.

a to - a (secret) missionb to - a bullet-proof vestc to - an orderd to - on oatrole to _ to an attackf to-adetourg to - guardh to - charges

Complete the sentences with collocations from exercise 5.Are the phrases used literally or figuratively?

1 On the way home from school, we - into town to buya new video game.

2 The chief execut ive was accused of negl igence, but -by point ing out that the events in quest ion occurredbefore his term of employment began.

3 Three members of the battal ion were severelyreprimanded for - af ter they gave unauthorisedinterviews to the oress.

4 Some Afr ican governments to eradicate malar iaby 201.5.

5 They met on the steps of the Art Inst i tute of Chicago,where two bronze l ions - outside the entrance.

6 Some areas of town are considered so lawless that pot iceofficers are instructed to - before going on footpatrot.

F{E:ilKIIG Work in pairs. Think about a story you knowwhich involves love triumphing over obstacles. lt could be atrue story, a book or a film. Answer the questions.

1 What exactty were the obstacles?2 How did the coupte manage to overcome them?3 What is your opinion of the story?

FifilKTIfA Work in pairs. Present your story to the class.

115

tl5

I

6

7

I

l_ ln i t 3. Prr tnprc

]W

'Wr-- .i-t*u&q

I t.an ust or varietyo.f vcrb patterns

a a family memberb a close fr iend

c an acquaintanced a stranger

Verb patterns

When you work closely with someone, what kindof person do you work better with? Give reasons.

4 Look at the dictionary entry. Does this verb take an infinitiveor -ing form? How do you know?

post'pone /pa'spaun; NAmF pou'spoun/ verb - sth (toluntil sth) to arrange for an event, etc. to take place at alater time or date EIE pur oFF: lvNl The game hos al-ready been postponed three rimes. o We'll have to postponethe meeting unt| next week o lv -ingl lt w6 an unpopulardecision to postpone building the new hospital.---<omparecANcEL > post pone ment noun lU,Cl: Riots led to thepostponement of local eletions.

5 Use a dictionary to find out if the verbs in the box:

1 take an infinit ive.2 take an -ing form.3 take either, with no difference in meaning.4 take either, but with a difference in meaning.

claim demand fail guarantee hate love refuseremember risk stop try

Verb patterns can include passive, perfect and cont inuousforms of the infinit ive or -ing form.She claims to have met Leona lewis. (perfect infinitive)The window oppeors to have been broken deliberately.(passive perfect infi nit ive)

6 Read the Look out! box. Then complete the text with theinfinitive or -ing form of the verbs in brackets. You may needto use passive and/or perfect forms.

Sam and Dave were one ofthe most popular singing duos ofthe1960s. Their l ive performances were so good that some other starsoftheir dag refused 1- [book] on the same bil l in case thegwere made 2

- [ look] second-rate. In his autobiographg,the boss of Atlantic Records remembers 3-

[ impress]bg Sam and Dave's'harmong and goodwill 'on stage. In fact, thetwo performers were onlg pretendinga- [have] a goodrelationship. Off stage, theu were hardlg managing s-

Istag] on speaking terms. When Dave shot and injured his ownwife in a domestic dispute, Sam gave up 6-

[trgJ ?-

ImaintainJ ang kind of relationship with his partner. Although Daveseems 8- (forgive) bg his wife shortlg after the shooting,Sam recalls s- [disgust] so much bg the event that he toldDave: ' l ' l l sing with gou but l ' l l never speak to gou again.'Andtheg went on 10- [performJtogether, he claims 11-

Inot speak] a word to Dave forthe next twelve gears.

. Grammar Bui lder 3.1: Verb patterns (2): p. 120

Work in pairs. Tellyour partner somethingthat you:

1 regret not having done.2 can imagine having been said about you.3 were taught to do by a relative.4 would hate being made to listen to.5 hope to be doing in f ive years' t ime.

3 Complete the text with the infinitive, base form (infinitivewithout fo), past participle or -ing form of the verbs inbrackets. Then describe the twins'working relationship inyour own words.

Like many identical twins, Helen andMorna Mulgray are used to '-_=-.--_(do) things together. They have alwaysenjoyed 2

- (watch) the sametelevision programmes and have tended3- (read) the same books too.They even chose a- (pursue) thesame career as teachers. Now, at the ageof 68, being retired has allowed them

(focus) on a mutual hobby:

'We both spent 31. years 6- (work) as Engtishteachers, so we've always been keen on 7

- (write)isaid Morna.

It took the twins five years 8- (get) their novel,which is entitled No Suspicious Circumstances, e -(pubtish). Atthough the finat detaits of the agreement withtheir pubtisher have yet 10- (be) finatised, theyanticipate the book 11- (be) fotlowed by at teast two more.

Morna, who is the elder by ten minutes, said: 'We both sitat the laptop, and whoever happens 72

- (be) closest tothe computer or feels like 13 - (type) just startsi Helenadded: 'Occasionally there are smatt disagreements over thetext but ... 'She lets her sister 1a- (f inish):It raretyhappensl

3 Find one verb in the text for each verb pattern (1-5). Use theverb to make your own example sentence.

1 verb + infinitivedecide: We decided to get morried in lune.

2 verb + object + infinit ivepersuade: My sister persuaded me to take up aerobics.

3 verb + object + base formmake: My parents made me learn the piano.

verb (+ object) + -ing formimagine: I con't imagine (my brother) becoming rich.

verb + object + past participlehave: She had her car stolen lastweekend.

$ramrnar Bui lder 3.2: Verb patterns { t ) : p. 1 i9

Unit 3 . Partners

Negotiation

*ql-rr

( at l

r i i l

2 Flil-ilKllfd Work in pairs. Compare and contrast the photos.What kind of people would you expect to find at each caf6?Which caf6 would you prefer to visit, and why?

3 Fnl]|lKllfd Work in pairs. lmagine you are business partnerswho plan to buy a caf6. Which of the factors below do youthink is most important? Give reasons.

Fifililfifl Work in pairs. Look at the photos in exercise2. Match 1-8 with a-f to make comparative phrases anddecide which caf6 each phrase is likety to apply to.1 more attentive2 l ivel ier3 more af f luent4 larger5 more affordabte6 higher standards of7 more la id-back8 more up-market

1 locat ion2 size3 internaI decorat ion

ml:l?fKllfd Work in pairs. Ask and answer the questions.

1 What features would your ideaI nightctub have?2 What do you imagine are the best and worst aspects of

working in a nightclub?3 Do you think owning a nightclub is an easy way to make

money? Why?/Why not?

mlj|lKllfd lmagine that you and your partner are going toopen a new nightclub. Decide on:

1 a name.2 the type of c l ientele you wish to at t ract .3 the type of music you wit l p lay.4 the image: internaI decorat ion and externaI appearance.5 what food and dr ink you wi l [ of fer .

FdfilfKllfd With your partner, imagine now that you havereceived suggestions (1-5) from a marketing agency forimproving the profitabil ity of your new club. Discuss eachsuggestion and decide which one you are going to choose.Think about quest ions (a-e) below and include phrases fromexercise 5.a Witl i t be popular with your clientele?b Witl i t be easy/diff icult/cheap/expensive to organise?c Will i t be popular/unpopular with local residents?d Witt it be more attractive to people on their own/in groups?e Wil t i t be prof i table? Why?/Why not?

Fancqdress nigllt!

Different theme eoch weekt5 entrg fee

t50 prize for the winningcostume

llanny hout!Half nfice dfinls lrom 7 - I n.m. eueru euening.

6

a port ionsb hygienec staffd atmospheree cl ientelef dr inks

I

@

4

4 external appearance5 name6 quatity of staff

f) r.rf Listen to two business partners discussing threecaf6s. Which do they decide to buy? Which two factors fromexercise 3 lead to the decision?

a The Soup Bowl b Mario 's c The Corner Caf6

5 f) r.re Comptete these useful phrases from the dialogue.Then l is ten again and check.

1 So, let 's look at the di f ferent2 What puts me - is . . .3 At l in , i t isn ' t very appeal ing.4 | th ink we shoutd onto the next oot ion.5 This one has qui te a lot - for i t , in my opinion.6 Can you think of any - ?7 | suppose there are around that.8 | th ink i t 's def in i tety consider ing.9 On ref lect ion, maybe we should thaf onf ion

10 So, have we a decis ion?11 I ' t t go wi th that .

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F|Il-ilKIflA Look at the photos in the article. Which townwould you prefer to visit? Give reasons.

Read the article. For each town, say which of the topicsbelow are ment ioned.

a eat ing outb archi tecturec night l i fed shopping

e sportf excursionsg cul ture and artsh surrounding landscape

You can l iven up a descr ipt ion by going beyond basicvocabulary and using more elaborate words and phrases.This also helps to avoid repet i t ion. Compare:

There are a lot of shops in the town centre.The town centre boasts an impressive array of shops.

Read the wri t ing t ip. Then look through the art ic le and f ind:

1 at least four di f ferent ways of saying that there is/are a lotof something.

2 as many di f ferent adject ives as possible which have abase meaning of 'at t ract ive' .

Work in pairs. Using a dict ionary to hetp you, decide whichsynonym (a-c) is teast t ikely to be apptied to a town or city.What else might i t descr ibe?

1 interesting: a captivating b fascinating c gripping2 large: a consideroble b immense c vast3 old: a oncient b ontique c historic4 modern: a up-to-date b current c contemporory

Rewrite the sentences, going beyond basic vocabulary. Trynot to use the same phrase more than once.

1 There are a lot of o ld, at t ract ive bui ld ings on theHigh Street.

2 There are a lot of large, modern bui td ings in thef inancialdistr ict .

3 The port has a lot of interest ing history.4 There's a lot for young people to do in the town centre.5 There are a lot of modern Internet cafes near the stat ion.6 A lot of cul ture is on of fer in the theatre distr ict .

${trTKnTd Work in pairs. Describe some of the attributes ofyour own town or city, or a place you know well, using theseexpressions from the article.

1 l f - is your th ing, then . . .2 l f - is /are more your scene, then . . .3 For those seeking

The Cotswolds region in the centre of England boasts some

of the most exquisite scenery in the country, as well as some

of the quaintest vi l lages, renowned for their golden Cotswold

stone. Alternatively, i f shopping and nightl i fe are more your

scene, both are readi ly avai lable in some of the larger towns.

Why not base a visi t around two contrasting towns? They make

perfect partners for the ideal hol iday!

BurfordRich in history, Burford is si tuated twenty miles north of Oxford

and is reminiscent of a town from a storybook. The High

Street, which slopes gently down to the wil low-fr inged River

Windrush, is l ined on ei ther s ide wi th golden stone houses,

some of which date back to the f i f teenth century.

Often described as the southern Bateway to the Cotswolds,

Burford is ideal ly placed for excursions, whether i t be on foot,

by car or by bicycle. Explore the picturesque countryside of

central England, where idyl l ic v i l lages tucked away in wooded

valleys are wait ing to be discovered

Cheltenhaml f shopping is your thing, then Cheltenham, on the western

edge of the Cotswold region, has a Breat deal to offer, from

fashion to furniture and from accessories to antioues. The

Beechwood Shopping Centre, a stone's throw from the train

stat ion, has a weal th of wel l -known stores, whi le for those

seeking a more individual purchase, Suffolk Street has a parade

of smal l , independent shops.

By night, the streets of Cheltenham are teeming with I i fe, and

thanks to the wide variety of

ven ues offeri ng after-hours

entertai nment, c lubbers are

well provided for. The town

also caters for couples, anct

whether you wish to dine

at a romantic hide-away or

a busy bistro, you' l l f ind

yoursel f spoi led for choice.

.4n uni: ' i " pai*rers

(qr1 t / , t r l t ( a\ Art ICle dbAut A

p( l t t lar 16t t t I dcsl i ' tc l tar t .

Work in pairs. Look at the adiectives for describing places.Divide them into two groups: positive and negative. Whichadjectives could go in either group, depending on youropinion?

affluent bustling cosmopotitan crowded depriveddesolate high-r ise hi l ly histor ic industr ial isotatedpicturesque remote rundown sprawl ing thr iv ingtouristy vibrant wel[-connected

F{il-{K[fd Compare and contrast the two photos usingadjectives from exercise 1. Answer questions 1-4 below.

1 Which place would you prefer to v is i t? Give reasons.2 Which place would you prefer to l ive in? Give reasons.3 What do you imagine would be the advantages and

disadvantages of l iv ing somewhere isolated?4 What do you imagine would be the advantages and

disadvantages of l iving somewhere touristy?

A dict ionary entry wi l l of ten include informat ion aboutprepositions that go with that word. Try to learn the wordand the preposi t ion together as a phrase. Make a noteof them as you come across them. Wri t ing an examplesentence can help to f ix i t in your memory.

Read the writ ing tip. Then complete this sentence usinginformation from the dictionary entry below.

Cheltenhambenef i ts excel tent t ransDortconnect ions.

bene.fit 0r /'benrfit/ noun,verb

. verb \-t- or-tt-) 1 [VN] to be useful to sb or improve theirlife in some way: We should spend the money on somethtngthat w iII benef it ev e ryone

2 [v] - (from/by sth) to be in a better position because of sth:better position because of sth: I4lho exactly stand.s tob enefit from the se change s?

Find expressions 1-12 in the article on page 34 and writethe missing preposition.

1 renowned2 rich -3 reminiscent -4 t ined5 to date back -6 ideal ly placed -

Complete these expressions with a preposition. Use adictionary.

1 buzzing with2 to ptay host -3 steeped4 to hark back-

789

107772

a stone's throwteemingthankswell providedto cater-spoi l t - choice

to be homeblessedto date

567I to take pr ide

Complete the sentences with expressions from exercise 5.

a Chel tenham is 1- to the wor ld-famous Cheltenhamracetrack. Every March, the racetrack 2- - tothe annual Chel tenham Fest ival . which l

to 1902.b The residents of Burford o- in their town,

which is 5- in history. The Bay Tree Hotel , which6- f rom the sixteenth century, maintains manyor ig inal features such as stone f loors and open f i replaces.

Read the task below. In pairs, choose the two towns youare going to write about and make notes. Use the topics inexercise 2 on page 34 for ideas.

Wri te an art ic le for an in- f t ight magazine extol t ing thevirtues of two contrasting towns in your region.

Work in pairs. Write your article (200-250 words).

1 Use your notes to write about one town each. Try to gobeyond basic vocabulary.

2 Swap your work and make suggestions for improving yourpartner's writing.

3 Work together to wri te the introduct ion.

Check your work using the list below.

Have you

! mentioned a range of attractive features foreach town?

! wri t ten the correct number of words?

! gone beyond basic vocabulary?

I used the correct preposit ions?

! checked the spett ing and grammar?

Unit3.Parrners f }

EHn 3Look at the photo from a newspaper

story. What do you think the story might be? Use theexpressions in the box to help you.

chi tdhood sweethearts romance blossomed dr i f t apartmutual love to t ie the knot

fr iends. ' l 'he trvo lost touch rvher-r fackic rroved on to secondaryschool. For 26 years Jackie rirn a rescLlc horre frrr rabbits in Hythe,a couple of hundred miles arvav fron-r John. After being rcunitedou the Iuternet, the couple arranged to meet up irr Soutl-ranrpton.'\\re knew we kx'ecl each other before rve even met up,'saicl fohn.So, taking drastic steps, fohn resigned frorn his job and sta) 'ed inSor,rthampbn. l)espite the obstacles they had to overcome, andthe people thev hurt, Jackie ancl John both f irmly bel ieve i t u'as al lrvorth it.

Which couple:1 never had a per iod when they were not in contact?

2 pr ior i t ised their own relat ionship over the feet ings

34

of others?

f i rst met outside England?were temporar i ly separated af ter seeing each otheragain?

both got divorced before gett ing back in touch?

did not re-establ ish contact ont ine?

met at secondary school?

l ived in the same country whi le apart?

5

6

7

8

T

trITITtrI

3 Do the Use of English exam task.

2 Do the Reading exam task.

Read the text. For quest ions 1-8, choose the correctcouple (A-C). The couples may be chosen more than once.

A Beatr ice Ballott , 84, f i rst met 87-year-old Ivan Hicks in 1942when she was a clerk in a bank in Oudtshoorn and he wasstationed near the towrl as part of his training for the RAF. Thepair met at a party and their romance soon blossomed, but n'henMr Hicks rvas stationed back in England thel'drilled apart.Eventuall)', they both married, although they stayed in touch overthe years rvith letters and cards. However, u'hen Mr Hicks' wifepassed arr'ay last 1'ear he set about going through his diary ar-rd itwas then that he can-re across Ms Ballotts telephone nurnber. Afterhis daughter Hazel contacted her for him, the trvo arranged to seeeach other. They quickh'real ised that their mutual love for eachother was still present. The pair happily tied the knot on Saturda,v,September 26th.

B Childhood srveethearts Sue Hammond and Chris Osnrent havenrarr ied af ier being reunited r. ia the Internet 30 years after thevfirst met. Rornance flrst blossomed bet'rveen the couple whcn thevwerc l5-year-old pupi ls at Highfield Comprehensive School inNewcastlc, in the north-east of England. But after they left schoolthey didn't set e)'es on each other again until last year, rvhen thevmade contact on the Friends Reunitecl website. Both Chris andSue were single fol lorving the break-up of their ntarr iages. Thevchatted to each other every dav for nvo months using rvebcamsbcfore Susan travelled to Chris's nerv home on the opposite sirleof the rvorld. She speut nvo lveeks in S,vdney before returning tothe UK, but then atier fbur painful months apart from Chris, shemade thc decision to ernigrate to Austral ia for a nerv l i fe rvi th theman she lovecl.

C A nrirn has left his n'if'e afier rneeting a childhootl srveethearthe hard not scen for nearly half a centLrry. fohn Pearce ir'alkecl outon his rr'if'e of 20 vears to rneet up with old friend Jackie Buttirnt l rrever went back homc. They met each other on the FriendsReunilecl website, the lnternet si te which puts old school fr iendsback in tor.rch rvith each othcr. Jackie ancl John met at prinrrrvschool in Ph'mor.rth in l9-52 at the age of f i r 'c irnd cltr ickl l 'becante

Some l ines of the text are correct and some contain anextra word which should not be there. Cross out the extrawords and t ick the l ines which are correct.

0 There are many customs and superstitions associated '/00 with weddinSs, most of which had originated centuries1 ago. In the past, a wedding was seen as a time when2 people that were particularly susceptible to bad luck and3 evil spirits. Some traditions, such as the bride is not being4 seen by the groom in her wedding dress before the5 ceremony, are known throughout the UK and many other5 parts of the world too. Others may be regional or can even7 maintained within families from generation to generation8 Whether they are widespread or specific to a small group,9 they are maintained in the belief that they will bring the

10 good luck and happiness to the couple at a time when11 their lives are changing, hopefully for the better. In the12 days gone by, when marriage proposals were more13 formal, the prospective groom sent his friends or his14 members of his family to represent his interests to the15 prospective bride and her family. lf they saw a blind man,16 a monk or a pregnant woman during their journey it was17 thought that the marriage would be doomed to failure as if18 they continued their lourney, so they had to go home and19 start againl lf, however, they saw goats, pigeons or20 wolves, these were good omens which would not bring21 good fortune to the marriage,

THIS UI{ IT INCTUDES . 'Vocabutary . 5ynelyms of chonge . nouns formed from verbs . expressions with chdrge . adjective.noun collocations . expressing opinions . l inking words . ,elth erl nor, eitherl or, not onlyl but also. speculating (degrees of probabil ity)GEmmar. comparative and superlative forms . reduced relative clauses. conditionalsSpeaking . 1311;69

"bout change . talking about protest and protest songs . discussion: plans for

urban develoDmentwllt lng. a discursive essay

I cqn descrLbe the

PracerJ of chanTe.Describing

Read the quotation from George Bernard Shawand answer the questions.

Some people see things as they areand say,'Why?' I dream of things that

never were and say,'why not?'

1 How could you paraphrase the writer's attitude to change?ls he general ly in favour of i t or against i t?

2 What is your own att i tude to change? Which parts of yourlife do you prefer to remain constant?

2 Complete each pair of sentences with one verb from the boxin the correct form. Use a dictionary to help you.

adapt ad just alter convert evolve modifyrefine transform

1 a This sofa - into a bed.b Last year my uncle to Cathot ic ism.

2 a The novel was for the screen.b My cousin couldn' t to l i fe in France.

3 a Nothing can - the fact that the world 's populat ionis increasing rapidty.

b When I met Harry, he had beyond recognition.a Yoga has - her l i fe. She's become much calmer

and more oosit ive.b Scient ists can now human cel ls from one type

into another.

a Zoologists believe that birds from dinosaurs.b American footbatl from rugby and soccer.a Crude oi t is - to make petrol and diesel.b The taw needs - if it 's to be completely effective.a This knob the volume on the W.b l t took a moment for my eyes to - to the

bright l ight.

8 a In Brazi l , many cars have been - to run on ethanol.b l t 's possibte to genet ical ly - crops to make them

more resistant to disease.

f) r.ZO Listen to four speakers talking about thingsand people that have changed in some way. Say if thespeakers are:

1 posit ive about the changes.2 negat ive about the changes.3 neutral .

$ r.zO Write nouns formed from the verbs in brackets.Then choose which collocation the speakers used. Listenagain and check.

1 film/screen (adapt)2 signi f icant/minor - (al ter)3 complete/radical (transform)4 stight/smatt - (modify)5 process/period of- (adjust)6 make/require some (refine)7 undergo/experience a- (convert)8 theory/process of - (evolve)

Work in pairs. Describe the changes thathave taken place in the photos. Use verbs and nounsfrom exercises 2 and 4. Give your personal opinion of thechanges.

change

4

3

.s Vocabulary Builder 4.1: Expressions with change: p.733

Unit4.changes ( \

Lifechanges

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a(( t r ,11 ai l f t r , t , , t r tqqu cf ' l i t ' t

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1 Compare the two photos and use the words below to saywhat image they convey of childhood and teenage years.Do you think it is accurate? lf not, suggest what other wordswould give a more accurate portrayal.

carefree frustrated idte idyttic innocent joyfutt ist less

2 Read these opinions about how peopte change as theybecome teenagers (a-h). Say whether you agree or disagreewith them, and try to think of examples.

a Emotional ly, you are probably at your least stable duringyour reenage years.

b One ofthe hardest things about being a teenager isleaving behind the securi ty and comfort of chi tdhood.

c During your teenage years, you become more and moreaware of the world around you.

d When you're a teenager, the more fr iends you have thebetter.

e As a teenager, you aren' t qui te so wi l t ing to involve yourparents in your social [ i fe.

f You become less and less l ikely to accept your parents'opinions without quest ioning them.

g The older you get, the more you start to have your ownootn tons.

h The worst thing about being a teenager is that you have towork more and adults help you [ess.

Rewrite the sentences using the words in brackets, and theexamples in exercise 2 to help. Don't change the meaning!Then say whether you agree or disagree with each one. Givereasons.

1 l t becomes steadi ly more di f f icul t to make new fr iendsduring your teenage years. ( less and [ess)As you start to go out more, money becomes more centralto your tife. (the more)Few things are more important to teenagers thanfr iendship. (one oDTeenagers want to have the most fashionable clothespossible. (the better)As a teenager, you are more sensit ive to cr i t ic ism than atany other t ime. (at your most)As a teenager, you become a bi t more unwil l ing to fol loworders. (not qui te so)

l . i l i t r t - r r r i i i $ i : l i$91'r l . \ : i - . r . : r ; i i : i r i i , t l iv t i i i i t , . . i . \ i i i t r : , . r . , " i

i r i i r r$: s. ' .1 , l t . )

Unit 4. Chanees

f) f .Zf Listen to three teenagers tatking about how theirl ives have changed since childhood. Match two sentenceswith each speaker (1-3).

a He/She claims to be less chi td ish than most teenagers?b He/She sees fami ly members far less and fr iends far more?c He/She has become slightly more independent by working?d He/She thinks parents are general ly to blame for

arguments wi th their teenage chi tdren?e He/She does not have so many family arguments as before?f He/She bel ieves that having more money would mean

fewer family rows?

Look at these phrases the teenagers use for modifyingcomparative and superlative adjectives. Add them to thecorrect place in the tist below.

a good deal a bi t so a long way marginal lyfar and away only very

modifyi n g su perlatives1- / easi ty the bestthe 2- bestthe best by far I by miles / by a mite / by 3

modifying com parativesno better [than...] I 4- as good [as...]5- / very slightly bettera littte /6_ / a tittle bit betterrather betternot qui te as / not qui te / not 7- bad [as . . . ](quite) a lot bettermuch / far I afar sight / an awful lot / 8- better

We can only put very before a short superlative form, not asuperlative with mosf. We also use it with frsf.My parents walked in ot the very worst momenLIt was the very first time l'd spent a night away from home.

6 F ilKTIfE Read the Look out! box. Then discuss your ownideas about how people change as they become adultsrather than teenagers. Use expressions from exercise 5 anddiscuss the topics below or your own ideas.

famityrelat ionships fashion freedom fr iendshipmonev work

4

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FTfiKiIII Work in pairs. Read the lyrics of Strange Fruit.Discuss what you think the 'strange frui t ' are and what thesong is about. Then share your ideas with the class.

Strange FruitSouthern trees bear strange fruitBlood on the leaves, and blood at the rootBlack bodies swinging in the southern breezeStrange fruit hanging from the poplar treesPastoral scene of the gallant southThe bulging eyes and the twisted mouthThe scent of maenolia sweet and freshlhen the sudclen smell of burning fleshHere is a fruit for the crows to pluckFor the rain to gathel, for the wind to suckFor the sun to rot, for the tree to dropHere is a strange and bitter crop

$l tzz Listen to part one of a radio programme aboutStronge Fruit.Were your ideas in exercise 1 correct?

Names of peopte and places can be di f f icul t to understandwhen you hear them. Before I is tening, look through thequest ions and pronounce any names in your head.

$l tzz Read the l istening tip. Then listen again andanswer the quest ions using the names in the box. (One ofthe answers requires two names.)

Abel Meeroool Abram Smith Laura DuncanLewis Al lan Thomas Shipp

1 Under whose name was the song Stronge Fruit f irstoubt ished?

2 What was the real name of the wr i ter?3 On whose murder was the song based?4 Who first sang Strange Fruit? -

f) f .Zf Read the sentences below. Then listen to part twoof the radio programme. Are the sentences true, false or isthe answer not stated?

1 Barney Josephson totd Bi t l ie Hol iday about the song.2 In most nightclubs at that t ime, btack and white customers

were segregated.3 Holiday was too frightened to sing Strange Fruit in

Josephson's nightclub.4 The song received a very good recept ion the f i rst t ime

Hot iday performed i t .5 Hot iday blamed raciaI prejudice for the death of her father.5 Recording Stronge Frui t led to the terminat ion of Hol iday's

recording contract wi th Cotumbia.7 Strange Fruitwas generally regarded as one of Holiday's

f inest recordings.8 For Hol iday, the emot ionaI ef fect of performing the song

became even stronger as the years passed.

Complete the text with the correct formof the words in brackets.

SI]IGI]IO F||B GHA]IGEThe story of the American protest song goes back'- (StcNtFtcANCE) further than Stronge Fruit.After the founding of the United States in 1776, songswere wri t ten by slaves in protest against their 2

(CAPTIVE). Songs like We Sholl Be Free and Steol Awoyhad their roots in rel ig ious music, but their messagewas more t- (POLITICS). One song, called Followthe Drinking Gourd, even contained code words thathelped slaves escape to o- (FREE) in the North bydescribing landmarks along the route they needed tofollow.

During the nineteenth century, protest songs featureda variety of subjects, including the 5- (ABOLISH) ofslavery and votes for women. u- (PERFORM) oftentook wel l -known exist ing songs and wrote their ownwords, a tradi t ion which cont inues to this day.

The /- (ECONOMY) hardship of the GreatDepression in the 1930s proved fert i le ground for theprotest song and a new theme emerged: unionism andworkers' r ights. Later, in the 1960s and 197Os, singersfrom dif ferent musical genres united in their t -

(CONDEMN) of the war in Vietnam and in their supportfor Mart in Luther King Jr and the Civi l Rights movement.

Today, American musicians of every genre cont inueto write protest songs. Some have an e-

(ENVIRONMENT) message, others campaign for socialjust ice or against wars. Whether i t is possible to changethe world with a song is hard to say, but songwri terswho are part of this tradi t ion certainly feel that i t is theirduty to try.

FEhilffIfd Work in pairs. Discuss the questions. Giveexamples where possible.

1 How many protest songs do you know? What are theyprotest ing about?

2 Are songs an effective method of protest? Whatadvantages might songs have over other forms of protest?

3 What other methods of protest are there and which is themost effect ive, in your opinion?

4 Are there any singers, past or present, f rom your owncountry whose songs often have a ser ious message?

5 l f you were going to wri te a protest song, what would i t beabout? Invent a t i t te and think of some oossible [ ines foryour song.

. , ' , , :71%,

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direct ionI can uno{erttand and react to an article about

Jame(ne wha's made a radical chanqe in tlaelr ltfe

1 Work in pairs. Read the quotation from RaymondChandler. Do you agree with it? Give reasons.

Ability is what you're capable of doing.Motivation determines what you do. Attitude

determines how well you do it.

2 Look at the photo and the first two lines of the article.Predict what the text is about. Then skim-read it and checkyour ideas.

3 Read the text and choose the best answers.

1 As a child, Jaeger played tennis becausea she wanted to be the best in the world.b her parents put pressure on her to play.c she wanted to escape from her overbearing father.d she wanted to develoo a 'k i l ler inst inct ' .

Jaeger gave up tennis when shea started a children's charity.b got fed up with the competitive atmosphere on the

tennis circui t .c suffered an injury.d real ised that she wanted to hetp people.

When she stopped playing tennis, she was pleasedbecause shea had put her amazing talent to good use.b had achieved her ambit ion of beat ing Bi l t ie-Jean King.c no longer enioyed the applause.d could do something di f ferent with her l i fe.

What did Andrea Jaeger keep secret for nearlytwenty years?a her frequent arguments with her fatherb the fact that she deliberately lost an important matchc a close friendship with Martina Navratilovad her ambit ion to do something di f ferent with her t i fe

When Jaeger looks back at the past, shea bel ieves she could have won a tot of Grand Slams.b wonders how successfuI she might have become.c has no regrets.d wishes she hadn't been injured.

When Jaeger returned to Wimbledon, shea was surpr ised that the guards didn' t know who

sne was.b was overwhelmed by the fact that the guards treated her

tike royalty.c was bitter about the fact that she had wasted

her youth.d was detighted at the way that the guards treated the

chi ldren she was with.

4 Match the adiectives (1-8) with the nouns (a-h) to makecollocations from the text.

1 enforced2 upl i f t ing3 impressionable4 stormy5 overbearing6 brief7 competitive8 protracted

a teenagerb environmentc fatherd chi tdhoode lourneyf retirementg rowh relat ionship

Work in pairs. Retell the story of Jaeger's life sofar using the collocations from exercise 4.

Look at the example of a reduced relative clause from thetext. Expand it into a full relative clause.

, |aeger lacked the ki l ler inst inct required of great champions.

Find three more examples of reduced relative clauses in thetext (lines 72-!8,24-29,60-65) and expand them into fullrelative clauses.

a$ Grammar Bui lder 4.2: Reduced relat ive clauses: p. 121

Work in pairs. Answer the questions.

1 Do you admire Andrea Jaeger? Why?/Why not?2 Why don't more famous people devote their l ives to

good causes?3 Do you think that you would be wi l l ing to give up fame and

fortune and devote your [ife to people less fortunate thanyourself? Why?/Why not?

4 'Kids should be dr iven by their own goals and their ownpassion, not by someone else's. That 's when i t becomesdangerous.'To what extent do you agree or disagree withJaeger's view?

Unit 4 . Changes

t€

Liflttcs'tars -/ [-r Andrea Jaeger was a tormented teenager lost in the world of

professional tennis. Now she's at peace with herself.

At the age of41 and nearlg two decades after her enforcedretirement from the game, Jaeger now runs a charitg

s that she set up to help children with cancer. lt has beena long, sometimes tortuous, often uplifting journeg ofsacrifice on the road to a desting she dimlg glimpsed as animpressionable teenager lost in an adult world.

Along the wag she had to reconcile a stormg relationshipro with her overbearing father, Roland, and admit to losing

matches on purpose, among them the Wimbledon final of1983. Through a painful and all too brief childhood, Jaegerdiscovered she had few equals at hitting tennis balls, butlacked the killer instinct required of great champions. In

rs the women's locker-room, inhabited bg Chris Evert, Bill ie-Jean King and Martina Navratilova, the fifteen-gear-oldfound herself out of step with a ruthlesslg competitiveenvironment.

'l didn't join the circuit to be No 1', she sags. 'l joined becausezo I was good enough to.'She also plaged the game to please her

parents. 'Kids should be driven bg their own goals and theirown passion, not bg someone else's. That's when it becomesdangerous,'she sags.

Jaeger took the first opportunitg offered to her bU a shoulderzs injurg, sustained at the French 0pen in 1984, to pursue the

life that secretlg she had alwags been wanting to lead. Sheset up the Little Star Foundation - initiallg with her careerearnings of $ 1.38m - to help children with cancer or at risk

in the communitg.

so 'When I got injured, to be honest, I was relieved', she explains.'Evergone was applauding me for plaging tennis, but whenI was injured lthought, "Finallg, I can go and be me." I wasgiven a gift to plag tennis, but it wasn't mg right to sagwhether I had it for five Uears or 50 gears. I beat Bill ie-Jean

rs King on Centre Court at Wimbledon - how mang people caneven sau theg plaged Wimbledon?

'Mg dad was a brill iant coach and mg mum enjoged how wellwe were doing. Mg sister was at Stanford and I was sitting in

(a\

" ;mg hotel room all night, going, "Well, evergbodg thinks I'm

ao great because I won the match, but what about the person

I beat? How's she feel ing?" 'She minded losing less thanher opponents did. 0nlg three gears ago, though, did Jaegeradmit to del iberatelg losing the f inal of the 1983 WimbledonChampionships, a tournament she had blasted through

+s without losing a set. 0n the eve of the final, after a protractedrow with her father, she was shut out of the familg's rentedhouse in Wimbledon. Jaeger went to knock on the door of the

onlg person she knew in the street, which happened to beNavratilova. The next dag the three-time champion finished

so Jaeger off in 54 minutes.

'l never looked back on mU tennis career until this gear andI've never wondered how good I could have been,'she sags.'lf I 'd staged out there for ten gears and not been injured andwon al l the Grand Slams, I think I would have lost a bi t of mg

ss soul. Professional tennis was mU teenage calling; this is mg

adult calling. When mg teenage gears were done, it was timeto move on to something else.'

Success is now measured in less stark wags than thenumbers on a scoreboard. Raising moneU for her charitg

oo requires preparat ion and discipl ine, qual i t ies easi lgtransferable from the tennis court, but the sound of laughtercoming from the children on holidag at the foundation's ranch

nearAspen in Colorado echoes through each dag. Mang ofthem have never seen a mountain, let alone experienced

es rafting down the Roaring Fork River, with Jaeger as guide.Recentlg she was recognised bg a fellow passenger on aplane not for being a former tennis champion, but for runninga cancer charitg. That pleased her, a sign of progress in her

" own life too.

zo A few Uears ago Jaeger returned to Wimbledon with someof her terminal lg i l l k ids and the guards on the gate not onlgrecognised her but gave the children bags of sweets.'Therewere these guards all dressed in uniform practicallU saluting

the kids. Mg kids thought theg were the king and queen ofzs England,' Jaeger sags. 'lf it took all those hours of training

and discipl ine, al l the anguish, to get to this, i t was worth i t .

I d idnl lose angthing bg losing a Wimbledon f inal . '

?' fP

unit4.changes C}

)

Work in pairs. Try to answer the questions.

1 Were dinosaurs warm-blooded or cold-blooded?2 When and why did they become ext inct?

Read the text and find the answers to the questions inexercise 1.

It is a scientific fact thatdinosaurs suddenlybecame extinct about 65million years ago. Manypalaeontologists believethat the extinction wascaused by a giant meteorcrashing into the Earth. Onthe face of it, it sounds anunlikely explanation, butdinosaurs were a highlysuccessful species that hadruled the Earth for about160 million years, and it'sdifficult to account for their

sudden disappearance unless something pretty drastic took place.

But an equally intriguing question is what would have happenedif the meteor had missed its target? Suppose dinosaurs were stillroaming the Earth today, would the human race have managedto evolve alongside them? lt was thought for a long time thatdinosaurs were cold-blooded and would never have survivedan lce Age. However, more recent research has revealed thatdinosaurs were in fact very adaptable, and some may even havebeen warm-blooded. Some palaeontologists believe that, hadthe meteor not hit the Earth, dinosaurs would have continued tothrive, meaning it's unlikely that we'd see many of the mammalsthat we now rely on for food and company! And if there were nosheep, cows and dogs, we wouldn't have wool, milk or'man'sbest friend'. ln all likelihood, if the meteor hadn't struck the Earth,we wouldnt be around today to speculate on how things mighthave turned out.

In the text, find examples of structures 1-5. Which refer to(a) the past (b) the present or (c) the past and the present?

1 a second condit ionat2 a third condit ional3 two mixed condit ionats4 two condit ional c lauses introduced by words other than i f5 a condit ionaI clause where i / is omit ted and the subject

and verb are inverted

Rewri te the sentences using mixed condi t ionals.

1 You didn' t l is ten, so you don' t know what to do.

2 Kate fa i led her dr iv ing test [ast week so she's retakingi t in lu ly.

3 He's been prosecuted because he refuses to pay any tax.4 | don' t t ike him because he was rude to me.5 His in jur ies are more ser ious because he wasn' t wear ing

a seatbel t .6 | forgot my keys so I can' t get back into the house.

Rewrite the sentences using an inversion in the conditionalc lause and omit t ing f .

1 l f you should need to make any photocopies, there's aphotocopier outside my of f ice.

2 Please contact head of f ice i f you should need to makea comolaint .

3 l f Kurt Cobain were al ive today, he'd be over 40.4 l f i t weren' t for the fact that she's marr ied to the boss.

she'd never have got the iob.5 l f I 'd known i t would rain, I 'd have taken an umbrel la.6 l f i t hadn' t been for my parents ' generosi ty, I could never

have afforded a new car.

Ffif i lTm Complete the sentences in your own words.Compare your answers with your partner.

1 l f only I had more t ime, . . .2 l f I hadn' t studied Engl ish, . . .3 l f teenagers aren' t a l lowed enough freedom, . . .4 Unless we act now. . . .5 As [ong as the weather doesn' t change, . . .6 How lwish . . .

Rewrite the sentences using the words in brackets.

1 I 'd never have f in ished the job wi thout your help. ( i0

2 l f we don' t hurry, we won' t get to the airport on t ime.(un Iess)

3 You can borrow my MP3 ptayer, but you must give it backto me tomorrow. (provided that)

4 Even i f there were intel l igent l i fe out there, how could wemake contact? (supposing)

5 Fol low the direct ions I gave you and you can' t go wrong.(as tong as)

5 For him to have admit ted he was wrong would have beentotally out of character. (if l i t)

FTfiltnlfd Work in pairs and discuss the questions.

How might things be/have been different if ...1 we coutd t ravel back in t ime?2 we stopped eating meat?3 we could l ive for ever?4 comDuters hadn' t been invented?5 Columbus had not discovered America?5 dinosaurs were st i l l a l ive?

Discussiont

1 Work in pairs. Answer the questions.

1 How has your town or city changed (a) over the last fewyears? (b) over the last few decades?

2 Are the changes for the better? Just i fy your opinion.3 In general , are you in favour of renovat ing otd, di lapidated

buitdings or of knocking them down and replacing them?Give reasons for your opinion.

Look at the plans for the redevelopment of a town centre.How many of the buildings and facilities in the box can youfind? Which can you find in your town or city?

arts centre disabled access chain store cycle racksindependent shop landscaped area open-air marketmulti-storey car park pavement caf6 pedestrian crossingpedestrianised street period buitdings shopping mallskateboard park water feature

How would you describe the plans? Use the adiectives in thebox to help you.

charming chic chi td-fr iendly contemporary drabfull of character functional impersonal old-fashionedquaint soulless state of the art trendy

$) r.z+ Listen to two people talking about the changesthat are being proposed in picture 2. What benefits anddrawbacks for the new buildings do they mention?

$ r.z+ Complete these expressions from the dialogue.Then listen again and check.

1 ( tha0 would seem t ike the best - to me.2 To my , bui lding a car park . . .3 That 's not how | - i t at al l .4 That 'sa-ooint .5 lcouldn' t -more.

, r , , , r t l t r : ! . r cft : , . , t . , . , i i ( t l l , / r r

Put the expressions from exercise 5 in the correct place inthe chart below.

A Giving opinionsone advantage of ... is (that) ...one drawback of ... is (that) ...Persona[[y, I think that . . .

B Agreeing/Partially agreeingThat's how I see it too.I go along with that.

C DisagreeingI don't accept that.I disagree with the view that ...

D Conceding a pointTrue.Yes, I suppose you're right.Yes, I hadn't thought ofthat.

Work in pairs. Each choose one plan from exercise 2 andthink about its merits. Think about the drawbacks of yourpartner's plan too. Consider the questions below and makenotes. Your answers to exercise 4 witt help.

1 Which would be better for (a) young people (b) famities(c) etderty people?

2 Which is visually more attractive?

Discuss the plans with your partner usingyour notes from exercise 7. Give your opinion and react toyour partner's points using expressions and phrases fromexercises 5 and 5.

8

-

b,.

Work in pairs and discuss the quest ion. Think about the topicsin the box below.

How might the world be differenta hundred years from now?

clothes communicat ions computers educat ionenvironment family life food heatth languageleisure money politics religion transport work

Read the model essay, ignoring the gaps. Match paragraphs2-4 with three of the topics from exercise 1.

t ! Science and technology wil l continue advancrngat an ever-increasing pace, and there wil l doubtless beinventionsand discoveries every decade which wil l affectevery aspect of our lives.

Z E n hundred years from now, they wil l in all probabil itybe far more intell igent than humans. Consequently, ourattitude towards them may change: we may regard themeither as friends or as potential rivals! We wil l use them notas only as sources of information, but also as sources ofwisdom and advice

a ! New forms of synthetic material will no doubt havebeen invented, and these could revolutionise clothing in thesame way that the invention of both nylon and Lycra did inthe twentieth century. Having said that, designers have ahabit of looking to the past for inspiration, so in the twenty-second century, people could be wearing jeans or evennineteenth- century suits and dresses.

4 ! eartlcularly popular wil l be vehicles which allowcommuters to fly to work rather than sitting in a traffic jam.The vehicles wil l as l ikely as not be powered by magnetismor some other force which neither requires fuel nor createspollution.

5 ! However, some may make it worse lt is impossibleto predict the future with any certainty. There will be manyunforeseen developments in the world and some of thesewill more likely.nIl:,

T:r_r::

Each paragraph in an essay should contain a ' topicsentence' which expresses the main idea of thatparagraph. This usual ly goes at the beginning. Topicsentences make the essav easier to fotlow for the reader.

Read the writing tip. Match five of sentences a-f with thegaps in the model essay. Which topic from exercise 1 doesthe other sentence match?

a Assuming that the processing power of computerscont inues to increase at i ts current rate, their importancein the world wi[ [ also grow.

b Within a hundred years, scient ists wi l l atmost certainlyhave eradicated most common diseases.

c The increasing congest ion on our roads wi l I have ledscient ists to develoo new forms of t ransoort .

d l f I am st i l t a l ive a hundred years from now, I imagine theworld will be a very different place from how it is today.

e Broadly speaking, the kinds of changes that I envisagehappening wi l I make the world a better place to I ive.

f I imagine that, a hundred years in the future, fashions wi l lhave changed hugely.

Work in pairs. Choose three topics from exercise 1 whichare not in exercises 2 or 3. Write a topic sentence to begin aparagraph for each one.

Make your writing more fluent by using the followingl inking words to join ideas together:neither . . . nor . . .ei ther . . . or . . .. . . ratherthan.. .

... or even ...both . . . and . . .not only . . . but also . . .

Read the writing tip. Then find an example of eachexpression in the model essay. Which two are similar inmeaning? Explain the meaning of the others.

Rewrite the two sentences as single sentences usingexpressions from the writing tip.

1 Computers are becoming more powerful . They're becomingcneaper.

2 Soon computers may be able to hold conversat ions withhumans. Tel l ing jokes may also be possible.

3 We may not have to use a mouse or keyboard. We may beable to control i t wi th our mind.

4 Computers may demand better t reatment. They maydemand equal r ights!

5 Some people maintain that computers wi l [ neverthink l ikepeople. They say that computers wi l l never have emotions.

5 Super-powerfuI computers wi l l be incredibly useful . Orperhaps they' l l be incredibly dangerous to mankind.

FfihHlmfd Work in pairs. Discuss the questions, thencompare your ideas with the class.

1 l f a new kind of mater ial for ctothing were to be invented,what do you think i t might be t ike?

2 What new kind of vehicle would be most useful . inyour opinion?

3 Do you think i t matters i f computers become moreintett igent that humans? Give reasons.

Unit 4. Changes

I can wri tc adistursive essay

f) f .ZS Listen to two teenagers discussing what life mightbe like a hundred years from now. Number the ideas in theorder that your hear them.

a Humans might have cross-bred with al iens anddeveloped green skin, scales and antennae.

b Humans might have become ext inct .

c A chip in the brain might allow 2417 lnternetaccess in your head.

d Humans might have moved to another planet.

e Humans might be bald and very pate as a resul tof l iv ing in space.

f Cars might have been banned completely.

g Chi ldren might be able to plug something into

their brain instead of going to school .

Work in pairs. Decide which ideas in exercise 1 are the mostand least likety to happen, in your opinion. Order them from1 (most likely) to 7 (least likely).

We can use a range of expressions for speculat ingabout events in the future, depending on how l ikety webelieve them to be.It could/might happen.It may well happen.It's bound to happen.It's very likely to happen.It will (olmost definitely) happen.It will probably happen.There's a (faint) chance it might happen.There's (olmost) no chance of it happening.

Read the Learn this! box. Put the phrases in approximateorder of likelihood. (Some expressions are almostsynonymous.)

Rephrase the ideas from exercise 1 using suitableexpressions from the Learn this! box, depending on howlikely you think each event is.

There's a faint chance that humans mighthave cross-bred with al iens.

Look back at the model essay on page 44. Complete thesewords and phrases which all mean '(very) probably'.

1 -less2 as-as-3 more--not4 no-5 - probabitity

Work in pairs. Plan the following es-'How might the world be differe" : - - - : -!: ii : --r -

1 Useyourtopicsentencesfro- = '=-: : : - - - L i* -Paragraph 1: Introduct ionParagraph 2:Paragraph 3:Paragraph 4:Paragraph 5: Conclusion

2 Brainstorm ideas for each parag'=: - . - : . : : -+- :the essay plan. Decide how l ike . : ] r - i i - - : - : -ooinion.

Working individually, write an essay of 200-250 wordsfollowing your plan. Remember to use suitable expressionsfrom the Learn this! box and exercise 5.

Work in pairs. Swap essays and check your partner's work.

Has your partner

! fottowed the essay plan correctly?

! written the correct number of words?

I used expressions from the Learn this! box?

! used linking words from the writing tip on page 44?

! checked the spel l ing and grammar?

TtrII

TT

tr

aAz.

LITGUAGE;{ffl q, ,-4 **Vocabulary

1 Complete the sentences with a suitable form of the verbsin the box.

€'ffur pay resolve return speak suffer

Dora had had enough of people ot ter ' ,n, i her advice on how tobr ing up her son.1 Kieran's relat ionship a setback recent ly. His

girlfr iend has been transferred to Boston.2 When choosing furni ture for a new house i t 's important to

your mind and make a io int decis ion.3 Last summer our neighbours watered our garden. We

the favour by looking af ter their dog.4 The dispute over custody of the chi ldren - last

week in court .5 Tina gets furious with her boyfriend because he never

at tent ion when she tel ls him what to do.

Etr! ]tr2 tvtatch the adiectives (1-5) with their opposites (a-e).

1 wel l -connected a old-fashioned2 affluent b drab3 chic c thr iv ing4 picturesque d sou[ less5 run down e remote6 futl of character f deorived

EE! ]trt Complete the sentences with a suitable preposition.

There's a new Asian restaurant a stone's throw 1 - myhouse. Thanks 2

- an ef fect ive advert is ing campaign,i t was teeming I - people on the opening night tastweek. l t caters 4- al l tastes in Asian food - Chinese.Japanese, Thai and Vietnamese - and the owner takes pr ide5 - greeting all the guests as they arrive.

EE! ]trComplete the sentences with the noun form of the verbs inthe box.

adapt affi convert modify transform

Enter ing the hal t , he made a smal l a{usimant to his t ie.

1 The town centre had undergone a comptetesince I was there last .

2 There has been a smal l to the plans for the newstat ion.

3 l t was the author himsel f who wrote the stage -of the nove[.

4 I 'm looking for a firm to carry out the toft - .

EEI ltr

Grammar

, Complete the sentences with the present perfect simple orcontinuous form ofthe verbs in the box.

clean go know rain retire stay

1 My boyfriend to the gym recently to get f it.2 We each other s ince we started school .3 Sarah out her cupboards so her c lothes are

all over the floor.4 My parents to their second home on the coast.5 lt every day this week and the forecast for

tomorrow is also pretty bad.6 | wi th a cousin whi te I look for a f lat .

EE! ]tr6 Complete the sentences with the correct form of the verbs.

1 He claims (play) basketbaltwith Kobe Bryant.2 The travel l ing isn' t much fun, but I don' t mind -

( take out) for dinner when I go away on business.3 The detect ive's f i rst impression was that the vict im

appeared . (push)4 lgnore her. She's only pretending - . (cry)5 | truly admire Ingrid Betancourt. lmagine - (keep)

hostage in the jungle for s ix years!

EE! ]trChoose the correct adverb.

1 He f inished the race in just under twenty seconds. He waseasily / by a mile the fastest.

2 Footbatl is a long way / a good deal more tiring than cricket.3 We beat them by 10-1. Our team was the best far and

away I by miles.4 A broken r ib is only marginal ly / qui te more painful than

just bruising i t .

@wComplete the sentences with the correct form of the verbs.

lf I d had (have) my car serviced, it worr\dn'1 hava L,roKen down (notbreak down).1 That accident (not happen) i fyou -

(took) at the road!2 l f penic i l t in (not discover) people

(st i t l d ie) f rom simple infect ions.3 Supposing oi t - ( run out) , how wi l l e lectr ic i ty

(generate)?

4 People (use) cars less if more( invest) in pubt ic t ransport .

5 Had the area (not evacuate), more people

- (die).

EE! ]trt@

7

84

-

LanguageReview3-4

I

t $ g mw" I-4

Reading

1 Do you think you would be an easy or difficult person toshare a flat with? Give reasons.

2 Read the text. In what way is Flat Night Fever similar to aspeed-dating event?

Stuart Kelly, 51, earns f28,000 a year, yet he can't find anywheredecent to live in London. 'Back home in Edinburgh I'd be rich,but here my money goes nowhere,' he laments. ' l startedout renting a grubby room with no lock in an old mansion inLewisham, then I moved to Belgravia, where I had problemswith the landlady. l am currently paying f800 per month for arather small single room in Whitechapel. In the process, I havelost about f500 in non-returned deposits and the like. Nowmy girlfriend wants to come down to London but she wont beearning any money to start with, and I lust canl find a doubleroom we can afford. l'm in pretty dire straits, to be honest.'Which is why he is spending the evening at Sound, a West Endnightclub in Leicester Square, the venue for a new and unusualtype of event called Flat Night Fever.

This is the property world's version of speed-dating. Peoplewith rooms to let put on orange-coloured name badges and sitat tables labelled north, south, east or west, according to the partof town where their accommodation is located. Those who arelooking for places to live (white name badges) circulate roundthose tables, in the hope of convincing their orange-badgedcounterparts that they would make the ideal flatmate.

'lt works both ways, of course,'explains the event's organiser,Paul Curry, of accommodation website easyroommate.co.uk. 'Theperson looking for the room might not hit it off with the personoffering the room, either. That is the purpose of this event: toprevent having to do that thing we've all done, which is trekhalfway across London to see a flat you hate, lived in by peopleyou wish you'd never met.'

'This isn't an evening we make any money out of,'saysEasyRoommate's founder Karim Goudiaby, who usually chargesfor this introduction service via email, with subscribers gettingthe contact details of the flat-seeker or flat-owner they want tosee. 'This shows we are more than just a property bulletin board:we want to ensure that the people we match up are compatible.Just as you would choose a wife with great care, so you shouldchoose a flatmate with great care, too.'

SrcLtS3 Say whether sentences 1-7 are t r re

1 Stuart could af ford better acc: * - - - .2 He used to l ive in a smal l f la: - -=. ,3 In i t iat ty, Stuart and his gir l f r ;E- 3 - '

-

4 Stuart bel ieves his s i tuat ion is . =- . : '5 At Flat Night Fever, people r , , ' i : - - - , -

for somewhere to [ ive.6 Flat Night Fever is a ' t ive ' vers r - : ' . : ' , , . ,

ha ppens etectron ical ly.7 Kar im Goudiaby argues that cr r : s - : : - : ' -

d i f f icul t as f inding the r ight r r , , i ie : ' ' - : . : " -

Listening

4 O r.ze Listen to a dialogue between Ecgz's : - : :^ = : ' . - . 'people in his new f lat . Who are they? Ci 'c:s= ' - : -

a bank employee a housemate a .€ E-: : - -the tandtady the let t ing agent the p, ; : -=-

5 f ) r .ze Listen again. Are the sentences i ' - i - : -<ianswer not stated?

1 Most ofEdgars 'possessions are st i i - - . 12 Tomas has been l iv ing in the house ic ' - - '= " , '3 The bank won' t let Edgars open an a. : . - - ' -

format iob of fer in wr i t ing.4 Edgars hasto paya largerdeposi t o-r : '= -- : - := - . - :=

doesn' t have a bank account.5 Tomas has not had any problems with t 'e - : ; - : : - - r5 The [andlord somet imes cal ls bv unexD€:: : -7 Edgars ' let ter is f rom the person that inte-.

- , " ,= - - -

Speaking

6 Work in groups of four.

o StudentsAand B:You are f tatmates. looki-a ' - ' - -= * : '2

tena nt .o Students C and D: You are both orosoect i ' . ,e : : -=-.=.

keen to sharewith studentsA and B. You ca- - . : - : -e, ' , '

personas.. StudentsAand B: lnterview students C ano D i - . . ' - e

t ime. Ask them quest ions about their perso-a : , . : -e 'habi ts and anything else that occurs to vo- -- : - : : .

aboutthe two candidates and agree whici - : - : . : : : : .3:

Writing

7 Read the task below and make notes.

You have been asked to wr i te a short ar t ic le for a t ravelmagazine about the di f ferent areas of your town and wherethe best olaces to rent would be.

8 Wri te your art ic le. Remember to include one or tworecommendat ions and give reasons for them.

a Check your progress: p i - i

EXAM 4

You are going to read a text called'TropicaI weather at the Poles' . Do you think i t wi t t be mainlyabout the future or the past? Give reasons for your answer.

Read the text in the Reading exam task quickty and checkyour answer.

Always read true/false statements before reading thetext c losely. That way, you know what informat ion youare [ooking for. Remember that in order to be ' t rue' or' fatse' , the informat ion in the whole sentence has to matchexact ly what is in the text or be expt ic i t ly contradicted byi t . l f nei ther is the case, choose 'not stated' . Do not bemisted by indiv iduatwords and phrases.

employed by a universi ty in New York.8 Scient ists are not exact lv sure what

a chamososaur looked [ ike.

t Do the Reading exam task.

Tropical weather at the PolesWHEN Ernest Shackleton and his men marched towards the South Polein December 1908, they came across something entirely unexpected.After scaling the vast Beardmore glacier on the edge of the polar plateau,they found seams of coal amid the snow and ice. They also foundimpressions of leaves in sandstone boulders nearby and even fossilisedwood from a coniferous tree.

The conclusion was extraordinary but inescapable: Antarctica was oncewarm and forested, conditions that could hardly be more different to thefar-below{reezing midsummer weather that forced Shackleton's team toturn back before reaching their goal, How was this possible?

Four years later, Alfred Wegener put forward his theory of continentaldrift which, it was later realised, could explain the balmy climate:Antarctica had been warmer because it was once much closer to theequator. Even today, some schoolchildren are taught that continentaldrift provides a complete explanation for a warmer Antarctica.

However, the fossil trees Shackleton's team discovered grew around250 million years ago, when Antarctica was barely closer to the equatorthan it is today. What's more, the continent reached its current positionroughly 100 million years ago, and an ever-growing list of fossilf inds date from 100 to q0 mill ion years ago. During this time, whendinosaurs roamed the almost subtropical forests of an ice{ree Antarctic,conditions on the other side of the planet were even more remarkable:the Arctic Ocean was a gigantic freshwater lake infested with crocodile-l ike repti les.

The most evocative image of a warm Arctic has emerged from the workof John Tarduno of the University of Rochester, New York. For more thana decade, Tarduno has been hunting for fossils on Axel Heiberg lslandin the Canadian Arctic, just west of Creenland. The island was alreadywell within the Arctic Circle 90 million years ago. His team has foundbones and even partial skeletons of a crocodilelike creature calleda champsosaur from this period. The champsosaur was a fish-eatingreptile up to 2.4 metres long that probably looked much like the gharialsof India. Because these reptiles would have relied on their environmentto stay warm, conditions in the far north must have been far hotter thantoday.

Read the text. Decide whether the information in eachsentence (1-8) is true, false or not stated.

True False Not stated1 Shackteton and his men were

surprised to find coatat the Antarctic. tr tr tr2 The fossils that they found could only

have been created in a warmer climate. I tr I3 Shackleton achieved the main

object ive of h is expedi t ion. I t r I4 Most scient ists bel ieve that

cont inental dr i f t explains the fossi lsthat were found in Antarctica. I I tr

5 The dinosaurs that used to l ive inAntarct ica became ext inct when theclimate became much colder. tr tr I

6 The Arct ic was once inhabi ted bvfreshwatercrocodiles. I tr I

7 john Tarduno is a Canadian scient ist

t r t rt rT

trtr

4

,

Do not be thrown by unknown words. You can of ten usethe context to guess their meaning, ei ther precisely ora p p roxim ate [y.

Read the exam t ip. Then f ind words 1-3 in the text andchoose the meaning which makes most sense in the context .

1 'scaling': a finding b climbing c leaving2 'balmy': a worm b cold c freezing3 a'gharial ' is a type of: a lake b bone c repti le

Do the Use of English exam task.

Complete the second sentence in each pair so that i tmeans the same as the f i rst .

1 We'd have arr ived on t ime i f our car hadn' t broken down.Had arr ived on t ime.

2 As I spend more t ime onl ine, I 'm f inding i t easier andeasier to use search engines.The more to use search engines.

3 I ' l l meet you in town unless i t 's ra in ing.Provided

4 | only recjacket I 'dl f Gpnrop

In IOWn.

ognised George because he was wearing thegiven him.

recognised him.5 Ski ing is more di f f icul t when the snow is very sof t .

I t isn ' t is very soft.5 She wri tes songs and plays several instruments too.

Not onty instruments.

THIS UNIT INCTUDES . "Vocabulary r rysy 31d war idioms . verb-noun collocations. sexual discrimination . phrases forstlucturing a presentation . personal qualit ies . word formation (1) . l inking words: additionGrammar . for + noun/pronoun + inRnitive . ell ipsis oeduced infinit ives, omission ofverbs)Speaking r 131p;ng ubout armed conflict . discussing family tensions . discussing sexual equality. a presentalton

Wri t ing.6 descr ipt ion ofa person

i cat i t , ' , l l< ) ,b: ! \ l

nl i l i 1 . , r ' ) , ( L. t1, l l i ( L

Work in pairs. Discuss the meaning of thequotations and sayings. Do you agree with them?Why?/Why not?

1 'One man's terror ist is another man's freedom f ighter. '2 'The pen is might ier than the sword. '3 'The direct use of force is such a poor solut ion to any

problem that i t is general ly employed only by smal lchi ldren and [arge nat ions. '

4 'We make war so that we can l ive in oeace. '

Complete the text with the words in the box.

al t ies coal i t ion insurgents mass destruct ionsecuri ty suicide bombers troops violat ionweapons inspectors

The Iraq War began in 2003 when a mult inat ional ' -of forces led by the USA invaded Iraq.The reason for theinvasion was America and Br i ta in 's bel ief that SaddamHussein possessed and was developing weapons of 2-

(nuclear, b io logical and chemical weapons) in r-

of a 1991 agreement. In the event, UN o- foundno evidence of such weapons. The Iraqi mi l i tary forceswere quickly defeated by America and her 5-

, anothousands of I raqi o- were captured and disarmed.However, the victory was short-l ived as 7- began toattack the occupying forces in an attempt to l iberate thecountry, f requent ly employing roadside bombs and 8

The US Government said i t would wi thdraw i ts t rooos oncedemocracy and e- had been establ ished.

3 Find words in the text in exercise 2 that have the oppositemeaning to the words in the box.

advance (v) arm (v) defeat (n) defend enemiescivit ian (adi) occupy release (v)

4 O Z.Of Listen to an account of the Battle of the Somme inthe First World War. Complete the missing information withno more than four words.

1 The war had started years before the battle began.2 The land between the two armies was cal led3 The speaker expresses great surpr ise that some Br i t ish

and French sotdiers were to ld when thev advancedtowards the German l ines.

4 The bombardment didn' t k i t t many German soldiersbecause they had hidden

5 At f i rst , Br i t ish generals didn' t know how many men theyhad lost because of- .

5 German resistance in the weeks af ter the batt le oreventedthe Br i t ish and French from making

7 In the autumn, the weather made i t impossibte to - .8 - could say that they had won the batt le.

5 Complete the collocations from the l istening exercise withthe verbs in the box.

cal l up c la im inf l ic t break give gr ind launchmake put up suffer

7 -a breakthrough2 - an attack3 -the stalemate4 - orders5 -resistance

6 - casualt ies7 - losses8 - reinforcements9 - toahatt

10 - victory

6

7

Flil:titKlffd f) z.Or Work in pairs. Retellthe story of theBattle of the Somme using the collocations in exercise 5 tohelp you. Then listen again and check.

Work in pairs or small groups. Think of:

1 two sets of c ircumstances in which a country would bejust i f ied in going to war as a [ast resort .

2 two sets of c ircumstances when a declarat ion of warwould be uniust i f ied.

. ' Vocabulary Bui lder 5.1: ld ioms: p.133/G'-\

War and peace

[- .i I'll tenSlons

tfI i lKItrd Discuss these questions: Do you think it isgood to argue? lf not, why not? lf so, why and in whatcircumstances?

Read the text. How would Tabitha Holmes have answered thequest ions in exercise 1?

There moy be nothingworse lhon slommeddoors, roised voices ondfeors but, occording lonew reseorch,

, , r , i iJ i ; ; l

i r , : ' " ' r , t u ;. . , . Insleod of cousing ol ienolion, (onfl idcon sfrengthenporenl-odolescenf relolionships, soys I0bilho Holmes, 0 specioli$ inodolexent developmenl. 'll wos o (omplele surprise lo me to discoverduring my reseoruh lhol teenogers lhemselves sow heoled 0rgumenls0s something thot brought lhem rloser lo their porenfs,' soid Holmes.'Whereos fieir porenls lolked oboul how upsetting ond deslrucliveorguing wilh fheir child wos, lhe odolesrenls were oble lo see howlocking horns helped them lo underslond their porenfs' poinh of viewmore cleorly. They were olso very owore fiot o good row forced themt0 fiink lhrough, orliculote ond defend their opinions ond desires.'Aaording to Holmes, il is lhe doy{o-doy conflicts - fie very onesfiol con be so droining - lhol ore most conslruclive: lhe endless rowsover homework, clolhes, curfews ond friends. ' ; '

' : colm discussion or onimoled debole does not count.?dolescents soid they only bld their mofiers whot they reolly feltond thought when they were forced to defend their position. lf yourleenoger is rowing wifi you, il's ocluolly 0 m0rk 0f respecl,' Holmessoid. 'h shows ftey volue you enough to tell you fieir genuine feelingsond thoughts.'To be positive, conflicts hove to be hondled in theright woy, Holmes odmitted. Porenls need lo listen genuinely to theirleenoger 'sviewpoinl ; ' : : . ', , : ,n,,: . , , ' : . , . ,- : l l ,"- . , ; Ond they need

lo be respectful, to go inlo fhe row ocknowledging thot their child'spoinf of view is worthwhile.

Compare these sentences with the sentences in , in thetext. What structure is used in the text to express the sameideas?

1 Parents who want to be close to their teenage chi ldrenshould actual ly have a row a day.

2 l t 's v i ta l that conf l ic ts should be heated.3 Parents need to be able to modify their own posi t ion in

the t ight of what their chi td te l ls them.

for + noun I pronoun + infinitive1 We use this structure when an inf ini t ive needs i ts own

t23

4

subiect .It's importont for Jane not to foil her exams. (Jane isthe subject of the verb fail.)I t is f requent ly used af ter adject ives and nouns.l'm unhoppy for the children to miss school.It's time for us to go.I t can be the subiect of a sentence.For him to apologise would be unthinkable.lt is often used in place of a fhof-clause with shouldor the subjunct ive and is less forma[.It's essential thot Sue ring her dad.It's essential for Sue to ring her dad.

Read the information in the Learn fhisl box. Then rephrasethe sentences using for + noun/pronoun + inf in i t ive.

1 l t 's important that she say sorry.2 My idea is that we should leave before dawn.3 | was anxious that he shouldn' t feel of fended.4 l t woutd be a disaster i f we lost the match.5 l t won' t snow - i t isn ' t cotd enough.

O Z.OZ Listen to three people talking about famityarguments. Write M (Mandy), 5 (Simon) or T (Tina). Who:

1 feels that exper iencing arguments has brought benef i ts?2 doesn' t th ink i t 's surpr is ing that fami l ies argue a [ot?3 has a theory about why boys and men are qui te t ikety to

argue with one another?4 feels that being simi lar to another fami ly member gives

r ise to arguments?5 had a compet i t ive relat ionship wi th a s ibt ing?6 used to t ry to stop fami ly members arguing?

6) Z.OZ Complete these discourse markers, which indicatethe speaker's attitude. Then listen again and check.

doubtless fortunatelv I - enough 2 fra n klyr - honestty 4 to my annoyanceno 5- surpr is ingly 6- thank 7-

to be 8- honest to my e- astonishment

Which discourse markers indicate that the speaker:1 bel ieves they are being sincere?2 is surpr ised?3 thinks something is probable but not certain?4 approves of something?5 disapproves of something?

FfiF{RI'Tf Recount an argument that you once had, orwitnessed. Try to use discourse markers to show the attitudeof the people who were arguing, or your attitude as thewitness.

I

)

Unit 5. Batt les

What does the graph below show? How does your countrycompare with others? What is your reaction to the statistics?

Share of women in nat ional par l iaments (s ingle/ lower house)

50 lr97 zoot )40

v. )o

20

Complete the text with appropriate words. Use one wordonly in each gap.

,v.'-. Y 1\-j...ji.'".]:.l::.i:)!.))i1l'i].j€'..-,:'a';\,.',,.ji:|li,:)li);(:jry!rc ;r,1-- -rlit€iry:.*lr.!.\4v

Fronr the middlt ' of'the nineteenth

(cntur\ nlan\ nomen cantlldened. .1

pc:tr t f r r lh t ( , o l ) ta in ' - r iq l r r

to \-ote in British cler tions Ther

organised themsclres in lo groups.

held rncct i r rgs, scnt pet i t ions to

Parlianrent and tricd to persuade

\IPs to ch:rnge the l:nl to enable

' - to rote Houcrcr. t l rc

the r ight o1'rromcn to \ I ) tc t ( ) ( )k4

an Inl l ) ( ) r l . l t ) l I t r ' \ \ t1 i l i l .

ancl Pol i r ic i r l I In ion in \ Iant l r t 's tcr t -

the l r rot t ( ) ' f ) t 'cds rrot uorcls ' .

f 'her netc rc l i 'n 'ecl o-

i rs l l ic 'Suf l l -as-et tes ' . ' I 'he Pankl t r t rsts ancl their

sul)lx)rters dcclared that rhe situ:rtion ,r,ra t-

serious that ther uorrlcl

h:nt' to pursut' extrenre ln(':rsrrr('s of civil disobedie nt t' ' l 'he1'camparigned

tirelesslr :rncl sonretinres riolenth t-:rthierc

their ainr: r haining

thenrsehes to the rai l i r rgs outside Par l ianrcl l t . d isnr l ) t ing l ro l i t ical nrct ' t i r rgs

arrcl crt'n comrnitting ncts o1' :rrson \lanr lorrrt'rr '- imprisorred an<I.

*ht- t r (hcr \ r ( 'nt on hunser str ikc. r r t ' r t ' f i r rce-Ibd. In l9 l3 l ) r r ih Davison diccl

lirr the c:ruse. to-.

nt a hor sc r:rcc. slrt' rtrshecl out on to ur( ( ()rrrsc zlnd

stcpped in l ront o l ' t l ie King's l rorsc.

In l t l l - l t l r t ' I r i rst \ \ i r r lc l \ \ar l r . , ,k. ' 11-

In thc intcrcsts ol 'nat io l : r l

t tn i t r t l ie Suf i i : rgct tcs strspcndcd their c anrpaign of ' d i r t -ct c i r i l : r t t ion hrst t : rd

thcv Ltrgccl \r'omen to t;rkt' orcr nrt-l's.jobs. ,,, t'-

tht- nrerr r orrlcl g<r

ancl {ight irt the rr':rr. \\irmen rrcrt' :rlrlt' to l)ro\re horr indisltcnslble thcr rrcrc

in the lielcls and arnr:rrrrcurs f)rctorics

Irr NI:rrrh 19lB the go\cl l r r l l ( 'nI g, , ra iu 1]-

t l r t 'pressure. ancl 1r : rssccl : r

la l g i r i r rg \ \ ( )n lcn ovel 30 thc r ig l r t to rrrre. L:r ter tha. t \c: l r - . i t a l lorr t -d nonrcn

orer 2 | to ber onrt ' \ [cnr l rers of Par l iatnt ' r r t . l l r t thev st i l l coLr lcLr ' t rotc in

clct ' t i r rns i f thcr lerc 'o- 301 I t 15-

take a lLr thcl te l r \ r ' : l rs t ( )

antend lhc :rge rlualilication an<l prrt nrt'n und \\'onren ()n an crlu:rl lirotine

Read the text and answer the questions.

1 What was the resul t of the nineteenth-century campaign togain the vote for women?

2 How did the Suffragettes ' campaign di f fer f rom themethods used before?

3 Can you explain the motto, 'Deeds not words' '4 Why did the Suffragettes put their campaign or - I :

in 1.91,4?5 What was strange about the posi t ion of women MPs

between 7978 and 1,928?

f) Z.Of Read and l is ten to the song. Do you think the songis ant i -men? Why?/Why not? Sum up the message of thesong in a few words.

10

0Eurythmics) ISistcrs are doing it for themsclvee (hc

Nou, ihere vus a tinre whe-n ihcy Lrse.d io sa1{hai behind eve.q greai man

Thr.re had 1o be a great r^roman

Lirr l rr lhrslt inres of change.

You Know .lhat il's no \onger lrue

io lre're. romin' ollt of the Kifrhen'Lart;r lhere's someihin' \.,re forgol io bal to Jorr

We say, sislers dre dlin' il for themselves

)tandtn' on lheir own two faelAntl ringin' on their own bells

Stslers are dori it Jor themselves

Now, ihis i i a song \o co\obralo-[hr conscioLrs libe.ralron of the fema\e s.late

Mothers, daughle.rs and ihe.rr daughtars too$lonr:lr .to v,rolran, vre'ro singin' vrilh 1ouThe rnferror rer has gol a nou artar orvlf'vf rlol doctors, \aw1crs. po\iti.ian-a iooivtrybod1, taKa a looK aroLrnd

Lan loLr sae., .rn JoLr $00, .an .iou see

There's a woman righl nexl io JoLr?

LItorLn

Nov.r we. ain t nraKln riories

And wa aln't la1in' p\ans

Don l loLr know ihal a man st i \ \ \ove.s a wonranAnd a woman slr\ \ love.r a manJLrsl the same

I

itI

;

FEI:fiTK[lfd Work in pairs. Discuss the questions. Justify youropinions.

1 Shoutd husbands and wives share the housework?2 Do you think school c lasses should be single-sex or

mixed?3 Would you prefer a male or a female boss?4 Would you employ a man to look af ter your chi ld?5 In what other ways are there inequal i t ies between men

and women in your country? Why do such inequal i t iesexist? Use the ideas below to hetp you.

discr iminate against sb equal pay and condi t ionsglass cei l ing materni ty leave role modelsopportuni t ies for promot ion posi t ive act ionsex discr iminat ion sexist stereotyping

AaaDIii0a IU5:!

Wildlife warriorItfrry.w i ( tn nnde,rstqnd qt tc i r , - , ' , t !

. ' . . . ' . l t t l t , , tbatr / . t t111 , , . , .

2

,

4

Work in pairs. Describe what is happening in thephoto. Why is the man acting in this way, do you think? Whatdo you think of h is behaviour?

F{iElltKltrd Work in pairs. Answer the questions.

1 Do you enjoy watching witdt i fe programmes on W? Whatdo/don' t you l ike about them?

2 Woutd you enioy seeing a show t ike the one in the photoat a wi td l i fe park? Why?/Why not?

Read the text, ignoring the gaps.

1 How did Steve Inrvin die?2 How did he become r ich?3 What business did he take over when his parents ret i red?

Match sentences A-H with gaps 1-7 in the text. There is onesentence that you do not need.

A But the 44-year-old, who is believed to have suffered aninstant cardiac arrest , was pronounced dead by medicalstaf f at about noon local t ime.

B l t 's a shame that audiences need that to be at t ractedto wi tdt i fe.

C Atthough l rwin was one of Austral ia 's most successfulexports, he provoked mixed feelings at home.

D A theme park famous around the wor ld, i t has more than1,000 animals on 60 acres of bushland and employs 360peopre.

E He appeared to have no fear.F In spi te of th is, l ruvin 's death was reported widety in the

press and on W.G lrrepressibly ebut l ient , he thr ived on his death-defying

encounters wi th wi td t i fe.H He simpty could not understand what the fuss was about.

Answer the questions.

1 Why were people surpr ised that Inruin had been ki l ted bya stingray?

2 How did he react when people cr i t ic ised him for exposinghis baby son to danger?

3 Why did many Austral ians have mixed feel ings about l rwin?4 Why did some people object to Inrv in 's te levis ion

programmes?

Choose the correct verbs to complete these collocationsfrom the text and the sentences in exercise 4.

1 provoke / spark off mixed feelings2 drop / shake off an image3 take / make a risk4 acquire / take fame and fortune5 laugh of f / laugh an incident5 announce / pronounce somebody dead7 take out / take over a business8 administer / issue a heart massage9 create / cause pain

lN' Vocabulary Builder 5.2: Verb-noun collocations: p. 133

Explain the meaning of these sentences.

1 Steve lruvin was a man in tune with his surroundings.(t ine 3)

2 Nothing fazed him. ( l ine 9)3 And i t was, perhaps, that sense of invulnerabit i ty that

ki t ted him. ( l ine 14)4 Animals were in l rwin's blood. ( t ine 33)5 He was a natural showman. ( t ine 61)5 | get cal led an adrenal ine junkie. ( l ine 8a)

Work in pairs. Discuss the questions. Justify youropinions.

1 Do you admire Steve lruin?2 Do you agree that TV has become 'gladiator ial and

voyeuristic'?3 Do you agree that 'some things in nature should be

left alone'?

7

6

8

Unit 5 . Batt tes

Unlike most Australians, who shrink from the tropicalsun and shudder at the dangerous creatures thatsurround them, Steve lrwin was a man in tune with hissurroundings. A true environmental warrior and lifelonganimal rights advocate, he founded Wildlife WarriorsWorldwide, which protects habitat and wildlife, sets upbreeding and rescue programmes for endangered species,and leads scientific research to aid conservation.

Nothing fazed him - not the sharks or killer jellyfish,nor the man-eating crocodiles, nor the dozens ofsnakes and spiders capable of delivering a fatal bite. Forlrwin, Australia's animals were ' l ike a magnet', and heacquired fame, and considerable fortune, by getting upclose to them.1! And it was, perhaps, that sense ofinvulnerabil ity that kil led him.

The warrior who wrestled crocodiles and handledpythons without a scratch was diving in the warm watersof Queensland's Great Barrier Reef when a stingray shotits poisonous barb into his heart. According to a witness,lrwin swam too close to it. Triangular-shaped stingrays,which glide through the water on their wide, flat bodies,are usually placid, lashing out with their long tails onlywhen they feel threatened or are trodden on. lrwin wasbelieved to be only the third person killed by a stingray inAustralian waters.

lrwin, whose television show Crocodile Hunter made himan international celebrity and a superstar in America, wasfilming an underwater sequence for a documentary calledOcean's Deadliest at the remote Batt Reef. The crew ofhis boat called the emergency services and administeredheart massage as they rushed to a nearby island to meeta rescue helicopter. 'I

Animals were in lrwin's blood. At the age of six he wasgiven a four-metre python for his birthday. When hewas eight, his father, Bob, a plumber with a passionfor reptiles, moved the family from Melbourne to

Queensland's Sunshine Coast, where they opened asmall wildlife park. By the time lrwin was nine, he wascatching crocodiles, and in his twenties he worked for the

Queensland government as a crocodile trapper, removingproblem animals from populated areas. In 1991 , whenhis parents retired, he took over the business - originallycalled the Queensland Reptile and Fauna Park, and nowknown as Australia Zoo - and developed it into a majortourist attraction. 3|-l

lrwin told the ABC documentary: 'l've got animals sogenetically inside me that there's no way I could actuallybe anything else.' Visitors came in droves to AustraliaZoo to watch lrwin hover perilously close to untetheredcrocodiles, often leaping on to their backs. But in 2004

he went too far, cradling his baby son, Bob, in one armwhile feeding a large, snapping crocodile with the other,there was an uproar and lrwin apologised. He laterinsisted, however, that boy had been in no danger, andin later interviews laughed offthe incident. o! h was allabout 'perceived danger' he said, claiming that 'in frontof that crocodile I was in complete control, absolute andcomplete control. ' One commentator blamed his deathon the demands of an increasingly voyeuristic brandof television. But lrwin was only doing what had comenaturally. He was a natural showman. tl-l

The British television presenter and survival expert, RayMears, said his death proved that 'some things in natureshould be left alone'. He said of lrwin: 'He clearly took alot of risks, and television encouraged him to do that.uf]You leave dangerous animals alone because theywill defend themselves.' Mears, too, condemned somewild l ife program mes as'voyeu ristic', sayi ng:'Televisionhas become very gladiatorial, and it's not healthy. Thevoyeurism we are seeing on television has a cost, and it'sthat cost Steve lrwin's family are paying now.' However,scientists who study stingrays say that lrwin was extremelyunlucky. Unprovoked attacks are virtually unheard of, andalthough a stingray's venom will cause agonising pain, it israrely fatal.t! tik" Kylie Minogue, he was not taken entirelyseriously in Australia, and appeared to be more valuedabroad. Urban Aussies want to shake off the imageembodied by the brash, blond lrwin, and to have theirmodern,'multicultural nation portrayed overseas ina rather more sophisticated fashion. Whatever onethought of lrwin, his passion for l i fe could not be denied,nor the 100 per cent enthusiasm that he brought toeverything he did. ' l get called an adrenaline junkieevery other minute, and I 'm just f ine with that, ' he onceremarked. On another occasion, he claimed never to haveexperienced 'fear of losing my life'.

Unit 5. Batt les

45

cat L,tJe devlces

avaid repet i tLon.

1 6) 2.04 Read and listen. What words have been missedout, or are understood, following the words in red in thedialogues?

Mum Harry, can you turn offthe computer now, please?Harry | don't want to.Mum Have you done your homeworkyet?Harry No, I haven't. But lwillwhen I've finished this e-mai[.

Fred Have you drunk atlthe Coke?Lucy No, I haven't.Fred Well someone has. There were a couple of cans in

the fridge this morning.Lucy Go and buy some more.Fred Why should l? | bought the last lot!

Dad Did you remember to post that letter for me?Salty Er... No, lforgot.Dad 0h, Satly!You promised you would.Salty I know I did. I'm sorry!

I6r EllipsisS We often leave words out in order to avoid repetition.$ 1 We can use to instead of a whole infinitive$ (a ' reduced inf ini t ive') , or sometimes the whote

3 In el l ipsis the pronunciat ion of the auxi l iary/modatverbs and to is usually strong.

.s-\ \ Grammar Bui lder 5.2: El t ipsis: p. 122

2 Read the Learn this! box, then complete the sentences using areduced infinitive and a verb from the box in the correct form.lf more than one answer is possible, explain your choice.

be able hope intend not l ike love wantnot mean use to

1 'Do you want to join us for a bite to eat?''Yes, l - . '

2 'You broke my new MP3 player!''Sorry, | - . '

3 'Did you go for a strol l a long the beach?''No, | - , but I was feet ing a bi t under the weather. '

4 ' l th ink you should apologise to Jean. '' t_. '

5 'Do you think you' l l get the iob?'' t_. '

6 'You could have asked Kate if she'd lend you her car.'' l know, but | - . l 'm always asking her for favours.'

7 ' l was hoping to come to your leaving do, but I 'm afraid I

8 'Dave doesn't run as much as he - . '

() Z.OS Comptete the dialogues with appropriate auxiliaryor modal verbs. Sometimes you need a negative verb. Thentisten and check.

You're not going out dressed tike that!why'- l?Because you'll freeze to death.12 -! ft isn't that cold. And anyway alt my friendsdress [ike this.Maybe they 3- , but I insist that you put onsomething warmer.

Mum Neil, willyou tidy up in the bathroom, please?

Nei l 14- .Mum You 5-.You've left your clothes in a heap on

the floor.

Sandra Who's pinched my hairdryer?Cathy 16-. Maybe Ellie 7- .

Sandra No, she t-. She never uses one.Cathy lf you e-, you can borrow mine.

Prepare a dialogue in which a parent and a teenager argueabout something. Avoid repetition by including a number ofauxiliary verbs and reduced infinitives. Use one of the ideasbelow or choose your own.

1 an argument about t id iness2 an argument about staying out late3 an argument about schoolwork4 an argument about the television

Work in pairs. Act out your dialogue to the class,paying attention to the pronunciation.

Dad

Alice

Dad

Alice

Dad

-7

Uni t5.Batt tes

LF -.-

-:qF

I can .qtve a pruentqt lon

1 EiifflKNfd Work in pairs. Discuss the questions. 3

1 What does the graph tel l us about mi l i tary spending? Whatis your react ion to this information?

2 Look at the poster. How do the armed forces recrui t peoplein your country?

3 What are the people in the photo demonstrat ing against?Are protests tike these generally effective? Why?/Why not?

J8ltr Yri$ c0llt{TfiY'$ A$il'frG{\tr s, l l t : ' l t l l : l t ( l {g

rrN,t/ r(,

Giving a presentat ion1 Present your strongest argument first.2 Acknowtedge the opposing view and then give a counter-

argument or restate your own opinion.3 When you are thinkingwhatto say next, use f i l lers.4 When you don't know the Engl ish for something, t ry to

paraphrase.5 Look at the examiner and speak loudly and ctearly. Try to

sound conf ident.

$ z.Oe Read the speaking tip and the task below. Then listento two students doing the task and answer the questions.

1 To what extent do the speakers fotlow the advice?2 Which arguments do you f ind the most persuasive? Why?

'To be a pacifist is to be a coward.' Do you agree ordisagree? Present your opinion, giv ing argumentsto support your v iew. Speak for a maximum of three.n in utes.

6) z.og Listen again. Add the phrases the speakers use forstructuring their presentations to the chart below.

Changing the subiectI ' l l now turn to ...I 'd now [ ike to dealwi th . . .7_ 2_

Acknowledging an opposing viewI freely admit that ...Others take a different view.3_ 4_

Dismissing an opposing viewI don' t accept there's any meri t in the argument that . . .I entirely reject the notion that ...5_ 6_

Referring to something said earlierReturning to (the issue of ... /the point about ...)To restate the main argument, ...7 _ 8_

Complete the sentences with the correct form of the words inthe box.

defend destroy eradicate have spend too much

poverty through heal th and educat ion would meanwars wouldn't be necessary.Everyone should be able their country.

a s ingle globaI superpower is safer than havingtwo or three.There are more important th ings for young peopletheir t ime on.

power in the hands of a s ingle state is adangerous thing.

6 Even i f a l l weapons there would st i t l be diseaseand poverty.

Match the sentences in exercise 4 with the statementsbelow. Which are arguments for the statements, and whichare arguments against?

a Nat ional Service should be compulsory.b 'Every country should reduce mi l i tary spending and spend

the money instead on humanitar ian causes.c The USA poses the biggest threat to world peace.

Work in pairs. Choose one of statements a-c above. Decideif you agree or disagree and brainstorm two or threeaddi t ionaI arguments to support your opinion. Include atleast one opposing argument. Make notes.

Give your presentation to the class. Speakfor a maximum of three minutes. Follow the advice in thespeaking tip and use some of the phrases in exercise 3.

Presentation

4

23

6

Globat distribution of military expenditure

Unit 5. Batt les

Explain this quotation about admiration. Do you agree withit? Why?/Why not?

We always love those who admire us, but wedo not always love those whom we admire.

When wri t ing an art ic le, i t is important to consider1 the target audience, i.e. who you are writing for.2 the purpose of the article (e.g. to entertain, to persuade,

to inform, etc).3 the appropriate style (e.g. format, informal, 'chatty' and

personal; the use of headings, bul let points, etc.) .

Read the writing tip and the task below. What is the targetaudience? What is the purpose of the article? What stylewould be most appropriate?

Someone ladmire

Write an art icte about someone you admire. l t could besomeone you know personal ly or a publ ic f igure.r Include information about their l i fe.o Include information about their achievements.. Explain why you admire them.The three best art ic les wi l l be publ ished in the schoolmagazine next month.

The opening of the article should grab the reader's attentionand draw them in. Which of these openings works least well?why?

-fh&re are a number of puple I advwire' but

@ ow perslw stands lut frow aLI the othzrs'

?alieace, wisAo^ an/ 3€n9rosity are three

+(al i+ ies that I val*e Srgai ly, anJ -y

{rienJ S*San haS all +hree i^ ab*nJance.

I can v^,r i te an qrt lcLe

clescr ibtnj . tawteane I adnt i re

Read the article. Find passages where the writer has:1 addressed the reader.2 used a rhetor icaI quest ion.3 used: (a) a chatty, personal style (b) a more format style.

Top of the l ist of people Igreatly admire comes my great-

frandfather, who, at the ageof 97, is st i l l l iv ing a fu l l andactive l ife. If you were to meethim, you wouldn' t bel ieve he's onlythree years short of a hundredThroughout his lonf l i fe he hasbattled aSainst adversity andmisfortune He lost both his parentsbefore his twelfth birthday, and on top of that his elder brotherdied in the First World War As a young man in the 1950s he wasout ofwork for long per iods and real ly struggled to support h isyoung fami ly. Then, just as th inSs began t0 go better for h im, hewas cal led up to f ight in the Second World War He jo ined the RAFand was shot down over France in 1944 Not only was he badlyin jured, but he was also captured and spent the rest of the war ina prisoner-of-war camp After the war, he opened a small garage,doing repairs and servic inf , and sel l ing second-hand cars, andthrou$h sheer hard work bui l t i t up into a successful businessHowever, the business ran into di f f icul t ies dur ing a recession andhe went bankruotAl l th is was long before lwas born, of course But what 's he real lyl ike as a person? In the years that I have known him he has shownother great qual i t ies besides the counage and determinat ion whichhelped him through the di f f icul t t imes He's k ind, wi l l ing t0 l is tenand offer a word of advice - but he never forces it on you What'smore, he's great fun to be with and very wittyHe's one of the wisest and most tolerant people I know, and l 'mvery lucky to have him as my great-grandfather

An article needs a good tit le. Choose the best t it le for thearticle in exercise 4.

1 A long life2 A [ovely old man3 Battting against adversity

4 My great-grandfather5 Someone I admire

In the article, find two of the nouns in the box and threeadjectives formed from nouns in the box.

al truism amiabit i ty charm courage determinat iondevotion generosity honesty intelligence loyaltypatience reliabitity sensitivity sincerity tolerancetrustworthiness wisdom wit

Form adjectives from all the other nouns in the box.

oN Vocabulary Builder 5.3: Word formation (1): p.134

Work in pairs. Make a list of five well-knownpeople whom you admire. What are the qualities andachievements that you f ind admirable? Use the nouns andadjectives in exercises 6 andT to help you.

@

@

6y peyso,tl T adnire y,uosf is mT e!.der brtlla"er,

v {osepr". He,s a rea!.16 adnirabd perso+..

_ What makes us admire people? Often it is@ beca.use they have admirablb qriiiiirr'-iirn

we don't ourselves possess.

lf .there't ong Person thai

admira in a human being,

embodies a\\ that I

ii's m1 Aunt Linda

-"

Uni t 5. Batt tes

,/

"-..|Q

Look at the pictures. What achievements are the peoplefamous for? What difficulties did they have to overcome?

Check the meaning of the words and phrases used toexpress addition in the Learn this! box. Which two would youonly expect to see in a formal context? Find four more in theart ic le on page 55 and put them in the correct p lace in theLearn this! box.

i cqn \r i l t " t r i t r t ic l t

, ,Jc;cr ib i t t t t JatyaLt i ( | i t t ' t i t i r t

. lake has got both a great sense of humour and great dealof charm.In addi t ion toMy grandmother looked af ter f ive chi ldren and she lookedafter her own sick mother.My grandmother prus

7 Pete ownscountry.Apart from

a f lat in London as wel l as a house in the

Read the task. Plan an article, making notes for the sectionsbelow.

Heroes

Wri te an art ic le about someone you admire because theyhave overcome adversi ty. l t could be someone you knowpersonal ly or a publ ic f igure.r Descr ibe the problems they faced.. Descr ibe the qual i t ies they have that make them specia[ .

The three best art ic les wi t t be oubt ished in the schoolmagazine next month.

Opening paragraph: (lntroduce the topic. Grab the readers'at tent ion. Refer to the quest ion, but do not copy i t . )

Main part: (Adversities that they have overcome and thepersonal qual i t ies that make them special - one or twoparagra p h s.)

Final paragraph: (Briefly sum up.)

Work in pairs.

1 Look at your partner's notes from exercise 4 and writedown at least three quest ions which you'd l ike to askabout the person.

2 Ask your partner the quest ions you noted down.3 Use your answers to your partner 's quest ions to add more

detai ls to your art ic le plan.

Think of a good title for your article.

Write a first draft of the article. Write between 200-250words fo[[owing your plan.

Check your work using the list below.

Have you

I fottowea the plan correctly?

! written the correct number of words?

I grabbed the readers'at tent ion in the f i rst paragraph?

I used some l inkers for addit ion?

! checked the spett ing and grammar?

Linkers for addi t ion

alongsidealong withapart fromas we[[ as1

in addi t ion toprus

apart fromas wel l asbesidesin addi t ion to

besides, . . .furthermore.. . into the bargainmoreover2

. . . to boot3

both . . . and . . .4

. Vocabulary Bui lder 5.4: Linkers (1): p.134

Complete the second sentence so that i t means the same asthe first.

1 Wendy is very determined and she's also very ambit ious.BesidesHenry t ravel led up the Amazon, and some of his f r iendswent wi th him.ilen ry atong with

3 Liam is a f ine painter and he's a good pianist too.Liam to boot.

4 My mum has a fu l l - t ime iob and does a[ [ the housework.

Emmeline Pankhurst

My mum as wel l as

Unit 5 " - i

EHn 5Work in pairs. Answer the quest ions.

1 Have you ever wi tnessed, or heard about, a road rageincident? What happened?

2 Do you ever row with anyone? What do you argue about?

Do the Speaking exam task.

Compare and contrast the photos. Why are the peoplearguing, do you think?

Work in pairs. Ask and answer the quest ions.

1 Can rows be benef ic ia l? Why?/Why not?2 What 's the best way of avoiding fami ly rows?

Do the Use of English exam task.

2

oarental e- in homework has been shown 10

the strongest predictor of better grades. Report authorDr Susan Hal lam said: 'Parents have the most oosi t iveinf luence when theg offer moral support , makeappropriate resources avai lable and discuss generalissues. Theg should onlg actual lg help wi th homeworkwhen their chi ldren speci f ical lg ask them to. '

l AatmosohereBmood C att i tudeD

2A3A4A

D5A5A7A

D8A

D9A

D10A

cl imatewhi le B even though C supposing D i fdamage Binlury Cdestruct ionDhurtexceed B overbalance C outweighrnmnen<:tp fnr

br ing B doproceed B der ivego without B missare depr ived ofameno B adaptconvertinvolvement B contr ibut ionconnect ionbeing B having been

C make D growC r ise D ar iseC tack

ref ine

col laborat ion

as being D to be

Choose the best word or phrase (A-D) to complete eachgap.

'Homework at root of mang familg arguments'Homework can cause fr ict ion between oarents andchi ldren, especial lg in middle-class fami l ies whereconcerns about a chi ld 's future can lead to a dangeroust- of pressure to succeed, according to a recentreport . Homework can also create anxietg, boredom,fat igue and emotional exhaust ion in chi ldren, who resentthe encroachment on their f ree t ime, ' - theg thinkhomework helps them do wel l at school. The result ingJ t . tho neronf-e ' ' ' L

(u \ r rs por cr r r -uhl lO fglal l0nSnlp maU. -ang educat ional advantage homework mag '- ,the Inst i tute claimed. The report found that problemscan u- when parents try to help with homework,especial lg when theg feel theg ' - the knowledgeor the t ime. Parents mag inhibi t their chi ldren'seffect iveness in doing homework bg trging to controlthe homework environment - te l l ing chi ldren when andwhere to do homework or trging to el iminate distract ions- instead of helping them "- i t to sui t their learningstgles, the bodg said. 0n the plus side, the report said,

Do you know why the year 1066 isimportant in Br i t ish history?

O z.oz Do the Listening exam task.

Listen to the radio programme. Decide whether theinformat ion in each sentence (1-7) is t rue, fa lse or notstated.

True False Notstated1 Everyone in Br i ta in knows what

happened in 1066. I t r I2 In history lessons chi ldren have to

learn too many dates. tr tr tr3 No country has invaded Br i ta in

since1o66. t r I I4 Some people th ink that the Engt ish

Channel has defended the countryf rominvasion. t r I I

5 Other batt les have chanqed historv tothe extent that Batt te of

-Hast ings did. t r I I

6 The Norman system of governmentwas super ior to the Anglo-Saxon model. I E t r

7 After 1066, the whole populat ion ofBr i ta in was forced to speak French. I I t r

6

4

THIS UI{ IT INCTUDES "Yocabutary . synonyms of predict. expressions for plans and predictions . adjective-adverb/verb-noun

:r ocat ions.dependentpreposi t ions(2).register.col locat ionswithsleep.synonymsofpr ize. l ioms for expressing ioy . concession and counter-argument . reporting verbs66mmar. talking about the future . phrasal verbs: particles and their meanings . reporting structures

+aking . tatking about personal ambitions . talking about sleep and dreams . talking about the EU.:noto compansonfriting . 3 519O

1 Work in pairs. Describe the photo and answerthe questions.

1 What does the woman do?2 Have you ever had your fortune told? lf not, would you like

to? Why?/Why not?3 Why do peopte want to know their future?4 Do you think i t is possible to predict the future?5 Do you know any famous prophecies? Did they come true?

o* Vocabulary Builder 6.1: Synonyms of predict: p.735

2 O 2.08 Listen to six teenagers answering the question:Where do you see yourself in ten yeors'time? Answer thequestions. Give reasons for your answers.

1 Who has the most/ least interest ing ambit ions?2 Who is the most/ least opt imist ic about fut f i l t ing their

ambit ions?3 Do you have simi lar ambit ions to any of the speakers?

3 O 2.08 Comptete the expressions with the words in thebox. Then listen again and check.

come counting determined everything foreseeablefulfit goaI hopes likely myself position realisesights succeed work

1 | think i t 's - that . . .2 | can(not) see - (+ gerund)3 I 've set my- on (+ noun)4 I 'm not - on i t .5 Assuming that | - my ambit ion . . .5 l f my plans - to nothing, . . .7 I'm - to (+ base form)8 I'l l give it - I 've got.9 - my dream (o/+ gerund)

10 I 'm (not) pinning my - on (noun/gerund)

11 ... achieve my - (o/+ gerund)12 | hope | - in (+ gerund)13 | may towards that.14 | don' t see that happening in the - future.15 I ' l tbe in a better- to. . . (+ base form)

. ' Grammar Bui lder 6.1: Tatking about the future: p. 122

Where do you see yourself in ten years't ime? Make notesunder these headings.

Study what? Where? What? Where?

4

Yes or no? When?How many?

Where? Whattype?

6

7

Where to? How important?

Work in pairs. Make predictions about yourpartner's future.

Work in pairs. Look at each other's notes in exercise 4 andask some questions about the predictions. Add your answersto your notes.

Prepare to presentyour ideas using some ofthe expressionsin exercise 3 and the box below.

Expressing doubt and uncertaintyIt's difficutt to say, really.

I guess I ' l l . . .| (don't) suppose I'l l ... /l (don't) imagine I'tl ...I would(n't) say that ...I doubt i f I ' t l . . .I t 's unt ikely that I ' t l . . .Assuming that . . .I may/might well ...It depends whether/how/what, etc. ...It 's anyone's guess what/when/where, etc. ...I could go in a number of direct ions.

Work with a different partner. Tell him or herabout where you see yourself in ten years from now.

8

1 can tpecuLqte andpredLcttow about the

ntake

fut ure.Lool<ing into the future

Unit 6. Dreams

Discuss this question in pairs: How do dreams differ from reallife?

Choose the best word (a-d) to complete each gap.

Have you ever 1_ why wedream? lt seems such an easyquestion, but it is very difficult toanswer. Most scientists agreethat we don't yet know whatpurpose dreams 2_. Giventhe amount of time we spend ina dreaming'_, this may atfirst seem baffling. However, itisn't really surprising when weconsider that science is still 4

the exact purpose and functionof sleep itself. Scientists have put fonvard a number.of theories asto why we dream, but as yet no u_ consensus has emerged.Some experts are of the opinion that in all likelihood dreaming hasno real purpose. They maintain that sleep probably has a biologicalfunction (allowing the body and brain to recuperate), but that dreamingis merely a mental u_, nothing but a sequence of images andfeelings experienced '_sleeping. Other scientists, on the otherhand, believe that dreaming is essential to mental, emotional andphysical well-being. They suggest that dreams are 8_ triggered bythe feelings we experience while we are awake, such as fear, angeror love. This is why dreams are more frequent and intense followingpowerful emotional experiences, especially stressful or traumatic ones.According to this theory, such dreams allow the mind to make sense ofthe emotional experiences, n_ suggests that they help us both toreduce the distress caused by the hauma, and to cope better if furthertraumatic or stressful events occur.

1 awondered bthought cspeculated dref lected2 a serve b carry out c complete d do3 acondi t ion bcircumstance cposi t ion dstate4 aunwinding bunravel l ing cseparat ing duntying5 asingle bsole csingular dsot i tary6 aact bact iv i ty cact ion dprocedure7 aon bin cdur ing dwhite8 asomewhat bsomehow canyhow danyway9 athis band cthat dwhich

3 f| Z.Oe Listen to three people tatking about dreams.Answer the questions in your own words.

1 How did Bel inda's dream relate to her l i fe?2 In his dream, what makes Harry able to f ly?3 According to Christ ine, what funct ion do dreams serve?

I can taLk qbaut the

sLgnifi.canre af drearnt

Phrasalverbs: particles and their meaningsParticles often add a specific meaning to a phrasalverb.Most particles have more than one meaning.back = 1 repeating 2 looking into the pastThe secretary read the letter backto her boss.This building dates backto 1650.down = 1 record in writing 2 reducingI jotted down the phone number on a scrap of poper.Wait tillyour coffee cools down.off : l departing 2 endingThe thieves made off with f 1 million in cash.Sam broke off his engagement to Tilly.on= 1 cont inuing 2 attackingMy boss droned on for ages at the meeting.Pick on someone your own size!out= 1 disappearing 2 solving,searchingDinosaurs died out about 60 million years ogo.I could just make out a ship on the horizon.over= l v is i t ing 2 considering, examiningLet's pop over to Jamie's.Always look over your work before you hand it in.up: lapproach 2improveDon't creep up on me like that!I'm going to evening closses to brush up my French.

Study the Learn this! box. Then complete these sentencesfrom the listening with the particles in the box. Whichmeanings in the Leorn thrsl box do the particles convey, ! or 2?

back down off on out over up

1 | remember the wolf coming to the house.2 I've never tried to work - what it means, though.3 | throw myself fonvard and I take4 So in order to carry - flying, I have to believe I can

ftv.5 Graduat ly I calm - .6 Mostly my dreams are just a rehash of events of the day,

coming in muddted form.7 l t 's qui te amusing sometimes to go - the dream in

your own head.

os Grammar Bui lder 6.2: Part ic les and their meanings:p.123

Workwith a partner. Discuss these questions.Try to use some phrasal verbs in your answers.1 How often do you dream? Do you often remember your

dreams? Do you have recurr ing dreams? What happens?2 Do you think your dreams can te[[ you anything about your

true state of mind? lf so, what?3 Do you believe that dreams can foretell the future? Why?/

Why not?4 Have any of your dreams ever come true? l f so, what

happened?

The meaning of dreams

5UlE

-c,<iBI

Unit 5 . Dreams

Drigins and growth: --:e aftermath of the

:r:-.nd lVorld War, some

:': -:ical leaders in Western

:::ope believed that the

::--, -- to avoid war

=.: conflict in the future. .Li to unite the countries

-r Europe in an economicand political union. So, in 1952 six

:-''.:ntries - France, Germany, Italy, Belgium, the Netherlands

r-l Luxembourg - formed '- was to evolve into the:-:ropean Union (EU). Since then ut-21 countries have,::ned the organisation, bringing the total population of the EU

:-- over 500 million.

How does it work?.he EU is not a federation o- the United States. The

=ember states of the EU remain independent sovereign nations

:ui they pool their sovereignty in certain areas of policy. Pooling

:overeignty means, t- practice, that the member states

.ieiegate some of their decision-making powers to shared

nstitutions they have created, so that decisions "- specific

:natters of joint interest can be made democratically at European

level.

The three main decision-making instifutions are:. the European Commission, consisting of 27 commissioners, one

chosen by each member state. The role of the Commission is

to propose new legislation, but it cannot pass IawsT -itself.

. the Council of the EU, consisting of one govemment minister

from each country. The Council is the EU's main decision-

making body. It votes on legislation proposed by the

Commission.. the European Parliament, based in Brussels and Strasbourg, and

consisting of 785 MEPs directly elected by the citizens of the

EU. Elections are held 8- five years. Like the Council,

the Parliament votes on and passes laws proposed by the

Commission.

ControversyThe British have a very uneasy relationship with the EU.

British Europhiles claim that the EU continues to bring

tangible economic and political benefits to the UK, and that

it has delivered peace and stability to Europe for over half a

century. Eurosceptics, however, who are probably e- a

majority in the UK, are concerned about the direction the EU is

taking. They believe that it is fundamentally undemocratic and

unaccountable, and maintain that the real aim of the EU is to

create an enormous federal state in which individual member

states will exercise little controi 10- their own affairs.

I tarr Lrndcrstatul and rcact

1a .u ' , . : ,1: . lc , tbat t l Sal t l i r " ,

Test your knowledge of the EU. Try the quiz, then read thetext and checkyour answers.

1 In which decade was the organisat ion that was to becomethe EU formed?

2 Can you name three of the six or iginal members?3 How many member states are there now?4 In which two ci t ies does the Eurooean Parl iament meet?

Complete the text with appropriate words. Use one wordonly in each gap.

Read the text and explain in your own words:

1 what the founders of the EU hoped that i t would achieve.2 what 'pool ing sovereignty ' means.3 how the European Commission, the CounciI of the EU and

the European Parl iament are made up, and what theirroles are.

4 what Eurosceotics fear.

Find these nouns in the text and complete the collocationswith the correct verbs.

I - an organisat ion2 -powers3 - new legislat ion4 -alaw

Speaker3 !Speaker+ [

Complete these phrases from the text with prepositions.

1 evolve 2 consist 3 vote

as Vocabulary Builder 6.2: Dependent prepositions: p.135

O z.f o Listen to four people talking about the EU. Matcheach speaker with one benefit (a-d) and one drawback(e-h).

Speakerl I trSpeaker2 I trBenefits of the EUa The EU gives European countries a voice in world affairs.b The EU has made i t much easier to travel around Europe.c The European single market is a real success.d The EU provides economic aid to the poorer regions

of Eurooe.

Drowbocks of the EUe The EU should leave more decisions to nat ional

govern m ents.f The EU is over-bureaucrat ic and many of the laws i t passes

are unnecessary.g The free movement of labour has created problems.h The EU is undemocrat ic.

Discuss the statements in exercise 5 and decideif you agree or disagree with them. Justify your opinions.

)) Discuss the EU at www.europa.eu/debateeurope

5 - an elect ion6 -benef i ts7 - peace and stabi t i ty8 - control

TT

Unit 6. Dr-ea^' :

I cart nnderstand ard react la c,n

adtcLc abc^t the tntpartance cf sleepteenagers

1 Work in pairs. Describe the photos. Then ask andanswer these questions.

1 What t ime do you usual ly go to bed?2 Do you have a computer or a TV in your bedroom?3 Do you go straight to sleep? lf not, what do you do?4 Do you ever l ie in at weekends? Unti t what t ime?

2 nead the text. Which explanation for teenagers not gettingenough sleep does the writer favour?

Teenagers think they catch up with sleep at weekends.Teenagers ' bodies do not produce a hormone that makesthem sleepy unt i l the ear ly hours of the morning.Teenagers engage in [ate-night activit ies such as playingcomputer games and watching W instead of going straightto steep.

3 Answer the questions.

In what two ways can lack of sleep affect teenagers?Why do some experts believe that activities such asptaying computer games before bed are more likety toprevent teenagers from sleeping than reading a book?What evidence does the wri ter produce to support his/her view that it is normal for teenagers to go to sleep laterthan adults?

Scan the text and underline all the examples of the nounsleep. Look at the words s/eep collocates with in the text.How many of the collocations can you find in the extractfrom the Oxford Collocations Dictionary?

sleep noun1 condit ion of restrof deep I fight I much-needed o lhr olJ to bedfor some

much-needed- | adequate I REMvrRB + srErp drift into, drift off to, drop off to, fall back to

\AnA, get to, go to o Shc turned over and went back to - |cry yourself to I cat(h, get, snatch o Clos€your eyes and get.some r norv. o I snatched a few hours' - in the afternoon Ineed I survive on o They seem to suruive on only o Jewhours' - a night I induce, promote o They use drugs toinduce - | full sb to, send sb to o The quiet muslc soon senther to - | drift in and out of o He drifted in and out of - aIInrght I fose (often figurative) o Don't lose - over it-we'Il sorteverything out tn the morning. I disrupt, disturb, interruptI catch up on o I used Sarurday to catch up on my -. I leigno I fetgned - u,hen the nu se came around

stttP + vtRB Come o Slecp come to her in snafches. Iovercome sb, overtake sb o SLeep finally overtook me.

srIrp + NouN cycle, pattern, schedule (esp. AmO Ideprivation, loss I disorder I apnoea/apnea I aid (espAmE) o the nofronls nrosr comntonly prescrtbed - aid

enre during - o q d,ecrcused heart rate during - | in your -o He often rvalks cnd talks in his -

pHRAsrs a fack of - o lwas sul fer ingfrom aLack of- | awink of - o I A,on't get a wtnk of - with that noisedo rrns fd ir.s

2 per iod of s leepnol long I little, short I dead, deep, heavy, sound I

uninte.rupted I good, restful I light I disturbed,exhausted, fitful, restless, troubled, uneasy o I woke upearlyafteradisturbed .. I dreamless, peaceful I drunken Ibeauty o Sorry, but I need my beaury -

vtRB * sr t tp need I havecDid youhave a good-? I be in o/was in a deep - when the phone rzng I drift into, fall into,sink into o I immediately feII into a dead. -.. I awake (sb)from. awaken (sb) from, wake (sb) from o He woke Jrom afitful - with a head.ache

pHR^sr5 a good, poor, etc. n ight 's- oYou' I I feelbetter tJtera goocl ni.ghts -

Sleep-deprived

12

72

IO

t5

4

Let sleeping leenqgers lieWhy is it thot mony teenogers hove the energy to ploycomputer gomes unti l lote ot night but con't f ind theenergy to get oul of bed in time for school? Accordingto q new report, todoy's generotion of children ore indonger of getting so little sleep thot they ore putiingtheir mentol ond physicol heolth ot risk. Adults con eosilysurvive on seven to eight hours' sleep o night, whereosteenogers require nine or ten hours. According to medicolexperts, one in five youngsters gets onything between twoond five hours' sleep o night less thon their porents did ottheir oge.

This roises serious questions obout whether lock of sleepis offecfing children's obility to concentrote of school:The connection between sleep deprivotion ond lopses inmemory, impoired reoction time ond poor concentrotionis well estoblished. Reseorch hos shown thot losing qs littleos hqlf on hour's sleep o night con hove profound effectson how children perform the next doy. A good night'ssleep is olso cruciol for teenogers becouse it is while theyore osleep thot they releose o horrnone thot is essentiolfor their 'growth spurt' (the period during teenoge yeorswhen the body grows ot o ropid role). lt 's true thot theycon to some extent cotch up on sleep of weekends, butthot won't help ihem when they ore dropping off to sleepin closs on o Fridoy ofternoon.

So why qren't teenogers getting enough sleep? Someexperts suggest the presence of televisions, computersond mobile phones in children's bedrooms moy be toblome. Insteod of reoding o book ot bedtime, childrenore going to their room ond ploying computer gomes,surfing the web, texting ond messoging, or wotchingtelevision. As these new childhood pre-sleep octivitieshove become more widespreod, so more troditionolones such os reoding hove declined. Dr Luci Wiggs, oreseorch fellow qt Oxford University's Section of Child ond

Adolescent Psychiotry soid, 'Oneof the problems with these

pre-sleep octivities is thotthey ore unstructured,

i.e. they do not hovecleorly defined stortond end times.'She went on.'This is the firstgenerotion ofchildren to focesuch o plethoro

of olternotivesto going to sleep

ond the long-termconsequences in terms

Unit 6 . Dreams

: ' ohvsicol qnd mentol heol th for both the chi ld ond--eir fomi ly con only be guessed ot . Whot we do know is--ct impoired sleep quoli iy or quontity moy compromise:- i ldren's physicol heol th, ocodemic ochievements ond--entol heol th. ';eseorch hos shown thot teenogers hove different sleep:: t terns f rom younger chi ldren ond odul ts. A t iming--echonism in the broin reguloies our bodily functions

- .er o 24-hour period. At night, the heort rote folls, blood:'essure is lowered ond urine ceoses to be oroduced.' ' . -en the sun rises, fhe body begins to woke up. One^-cortont chonge thot occurs ot n ighi t ime is increosed=. e1s of the 'dorkness hormone' melotonin, which helps- -o foll osleep. Most odults stori io produce melotonin

:- cboui l0 p.m. When teenogers were studied in o=ep loborotory, reseorchers discovered thot they only

: :Jon to produce the hormone of I o.m. l t is possible-- : ' this deloy in melotonin production is coused by--: behqviour of teenogers. Ploying with electronic;::gets lqte ot night stimulotes the broin ond exposes--e teenogers to bright l ights which could couse the lqter': eose of melotonin. A more l ikely explonotion, however,. -^ct the hormonol upheovol of puberty is pushing the--: otonin releose bock, in which cose teenogers ore: : rg kept owoke by their bodies - ihey s imply con' t- : c their peculior sleeping behoviour. Although it isn't^-cossible for odolescents to go to s leep before l1 p.m.,: 'even to be olert in the morning, their bodies moke i t: " cult for them, ond in some coses neorly impossible-- s is borne out by studies conducted in the US, where-: ̂ re schools hove deloyed the stort of their closses-r J've iheir ieenogers some extro time in bed Mony-=::hers reoorted thot siudents were more olert ond=,. moody. One school even noticed o significont-- crovement in the educotionol oerformqnce of its. - - fents

. : -es surrounding sleep - who needs how much qnd-:. - ore usuolly given short shrift in efforts to improve

. - - :ent qchievement. But modern broin reseorchers soy- : - me thot more schools woke up to the biologicol-:: 's ond storted lessons of o time better suited to their-=:-cge students.

Use the examples in the dictionary entry to help you identifywhich col locat ions have meanings 1-5.

1 worry about something with the resul t that you aren' t ableto s leep

2 get a l i t t te steep in a short avai lable t ime, usual ly dur ingthe day

3 while you are sleeping (tvvo phrases)4 make somebody go to s leep5 pretend to be asleep

Complete the sentences with collocations of sleep from thedictionary. Sometimes more than one answer is possible.

1 The moment her head touched the oi l low she - intoa doon <loon

2 Teenagers have different sleep from adults.3 After spl i t t ing up with her boyfr iend, she went home and

hersel f to s leep.4 l 'm going to get an ear ly night. I need to - on

my sreep.5 He drank a whole bott le of wine and fel l into a -

steeo.5 | woke at 3 a.m. and couldn' t to s leep for ages.

Sleep f inat ty me at about f ive o 'c lock.

Match these words with the more formal equivalents in redin the text.

1 need (v)2 a big impact3 control (v)4 carry out

5 happen6 a very large number7 stop

6

7

o...tl Vocabutary Builder 6.3: Register: p. 135

I tri]:lTKnfd Work in pairs. Answer the questions. Givereasons for your answers.

1 Do you think you get enough sleep?2 Do you sometimes feel t i red and unable to concentrate at

schoo[? Why is that?3 Would you prefer i t i f school started and f inished later?4 What would be the drawbacks of start ine school later?

Report ing structures

1 nead the text. Have you ever had an 'anxiety dream' like this?

I had the strangest dream the otherni€ht. I was havinf breakfast and mymum reminded me that the schoolexams started that day She asked meif I had done enough revis ion and I to ldher the exams weren't for another threeweeks, and promised to revise for them.But when I Sot to school, I found thatmy classmates had already started theEngl ish Li terature exam. I apologised forbeing late. The teacher rnstructed meto sit down and staft writ inf, but whenI opened the exam paper, I couldn' tanswer any of the quest ions I c la imednot to have read any of the books, butthe teacher insisted that I should do theexam lt was at that point that I woke up.

What do you think were the original words spoken by thepeople in the dream?

frN, Grammar Bui lder 6.3: Report ing structures: p. 124

Report the sentences using the verbs in the box.

recommend beg €{aim congratulate insistpromise threaten warn

1 ' l 've never had a nightmare, ' he said.He c\aimvd nover lo havy haA a nighlmarv

2 ' l th ink you should go to that restaurant. l t 's real ly good, 'said Ben to Lee.

3 'Please, ptease don't wear those old jeans, ' said Jo to lan.4 ' l f you don't stop talk ing, l ' i l g ive you a detent ion, ' said Mr

Medway to his class.5 'Don't swim too far out to sea as the currents are ouite

strong,' said Jo to Tom.6 'Wel[ done for passing your dr iv ing test, ' said Sue to Chris.7 ' l ' [ [ never l ie to you again, ' said Steve to Vanessa.8 'You must eat your vegetables,' said Liam to his daughter.

Choose the correct alternatives. Then change the sentences todirect speech.

1 My dad suggested / advised me to get an early night.2 Harry refused / denied that he had cheated in the exam.3 Dave asked / insisted that I should hetp him.4 Kate agreed / proposed to buy a new car.5 Fred ordered / reminded his son that he had to turn off the

compurer.6 Robbie blamed / accused his brother for the accident.7 The robbers admitted / agreed to stealthe gotd bullion from

the securi ty van.

I can repart airect speechtw a var iety af way.

5 Rewrite the sentences in exercise 4 using the verbs you didnot use.

M1 dad *gge#ed thai t ahould get an earll night

1 We often use adverbs with reporting verbs to conveythe tone or emotional content of the or iginal words.'l've hod enough of your insolence!'He shouted angrily that he'd had enough of herinsolence.

2 We can report speech without giving the precisewords that were spoken.'Fancy seeing you here!' said James.James expressed his surprise at seeing me there.

6) Z.fr Listen to the sentences and add an adverb fromthe boxto convey the emotions ofthe speaker.

bitterty callously defiantty resignedtysarcastically sharply sympatheticatty

1 'Unfortunately, there's nothing we can do about i t , ' shesaid - .

2 'You've never reatly loved me, have you?' she said3 'That was really clever, wasn't it?' said Sarah - .4 'You can' t stop me from seeing whoever I l ike! ' said Sam

5 'Mind your own business! ' said Frank6 'lt 's not my problem. Sort it out yourself,' said John7 'You must be feel ing terr ible. l f there's anything I can do,

iust let me know,' said Christ ine

& Zn Listen to eight extracts and match them with a-h.

:u'!

R

q

-N6

a She expressed her gratitude for ...b She boasted of her abitity to ...c She enquired after her grandfather 's . . .d She expressed her sincere apologies for ...e She comol imented him on . . .f She decl ined the invi tat ion to . . .g She conf irmed herwi l l ingness to. . .h She totd him off for being . . .

$) z.rZ Listen again and complete each report a-h abovein a suitable way.

Work in pairs. Tellyour partner about 1-8 below.Use reporting verbs and adverbs that convey the tone andemotional content.

1 something your parents forbade you to do2 something you compl imented somebody on3 somethingyou apologised for4 an invi tat ion you decl ined5 something you were blamed for6 somethingyou reminded somebodyto do7 something you expressed surpr ise at8 something you refused to do

lIllt:llI

Unit 5 . Dreams

Photo comparison(d,1 (6MPqrc,

ant/ rcact tc

c0ntrq[t,

photas.

Find one of these items in the photos. Explainthe difference in meaning between the six words.

award honour medal prize reward trophy

Have you, or anyone you know, ever won any ofthe things in exercise 1? What was it for? How did you/theyfeel?

Q Z.f f Listen to four people talking about achievements.Match the speakers with four of the people below. How didthey feel (a) when they won the award or prize and (b) now?1 asportsperson 4 ascient ist2 a film star 5 an explorer3 apol i t ic ian 6 alot terywinner

Speaker r !Speaker 2 !

Speaker3 !Speaker4 !

f) z.rr Match 1-8 with a-h to complete the expressions.Then listen again and check.1 | was over2 | coutdn' t bel ieve3 l twasa4 | felt as if I was watking5 l t is such6 | was thr i l ted7 I 'm on top8 They are jumping

a our [uck.b to bits.c for joy.

d of the wortd.e dream come true.f on air .g the moon.h an honour.

Work in pairs. Read the task. Compare and contrast thephotos using the prompts below. Use the expressions inexercise 4, and in exercise 6 on page 21, to help you.

1 Where are the people and what they have won?2 How do you think they are feel ing?3 How simi lar are their achievements?

These photos show people who have won something.Compare and contrast the photos. Say what you thinkmot ivated them, what they did to achieve success, andhow it might affect their l ives.

f) z.r+ Listen to a student answering the second part ofthe task. Do you agree with her opinions? Give reasons.

Which of these phrases for concession and counter-argument does the speaker use? Which are adverbs andwhich are conjunctions?

Concession and counter-argumental though even though much as a[[ the sameand yet granted even so having said thatin spite of this it 's true that mind you neverthelessnonetheless though yet

8 Rewrite the sentences using the words in brackets.Sometimes you will need to make two sentences into one,and vice versa.

1 I'd tike to be rich. Nevertheless, I'm not prepared to wastemy money on lottery tickets. (much as)

2 He hardly did any revision for his exams and yet hemanaged to pass. (even though)

3' Much as I admire his achievements, he's neglected hisfamily in his quest for success. (at though)

4 Atthough she's worked reatly hard, she's never really gotthe recognition she deserves. (nonetheless)

5 Even though she's widely acknowledged to be the bestactress of her generation, she's never won an Oscar. (yet)

5 The winning goal may have been tucky, but they deserved

o'N Vocabutary Builder 6.4: Concession andcounter-argument: p. 1 36

9 Turn to page742 and do the exam task.

oNE MtLLtoN, Frve Hulloneo nruo l-l - l

stxTyETGHT ItlousANo, Two HUNDREDAND TWETVE POUNDS

l: I

unit6.Drears ( \

Work in pairs or small groups. Think of a book orfilm that you all l ike and discuss what makes it a good story.

Read this extract from a story. Does it exemplify any of thefeatures ofa good story that you identified in exercise 1?

Underline the adjectives, adverbs and adverb phrases inthe story.

Find three pairs of adiectives in the story. Complete theLearn this! box with oge, colour, opinion, size.

.i\\''-* Order of adjectivesBefore a noun, adject ives usual ly come in this order:

shope - origin moterialNumbers usual ly come before adject ives.

Correct the mistakes in adiective order in these phrases.

1 an old wonderful l ta l ian paint ing2 two leather enormous black sui tcases3 a Siamese grey stupid fat cat4 a souare modern sma[[ house5 a [ inen cream beaut i ful sui t

N\ Rewrite the sentences using the adverbs and adverb phrasesin brackets. You may need to change the punctuation.Sometimes more than one answer is correct.

1 We used to go skiing. (at this time of year / often / inFrance / in the past)

2 | go for long rides. (stitt / along the river / now and then /on my own)

3 | couldn' t have done i t . (so quickty / certainly / withoutyour hetp)

4 lt's raining. (heavily / today / quite)5 Your letter arrived. (here / yesterday morning / oddty

enough / only)6 He didn' t understand what you said. fust now / fut ly /

clearly)

Put the adverbs and adverbial phrases on the right into thisextract from a story, on the same line as they appear. Youmay need to change the punctuation. Sometimes more thanone answer is correct.

Gemma marched into the caf6.Where was Ryan and why hadn't hephoned? She hoped he had got her teirtreminding him to meet her.She would wait for him and nomore. She walked to the far side ofthe caf6 and threw her bag ontothe table furthest from the door.She got herselfa coffee, sat down and tookher phone out to checkfor messages. Nothing. Sighing,she tried his number again, but it wentonto voicemail. She didn'tleave a message. She felt veryupset. It had all been going wrong. Ryanwas not himself, but whatwas the matter, and why wouldn'the talk about it? She had finishedher coffee and was getting up togo, when in he walked.

angrily

earlierherefor 15 minutesmoodilyin a fit of pique

aSarnloudly

straight, like beforesuddenlylatelyat the moment

ever, rustwearily

a\*\ Grammar Buitder 5.4: Adverbs and adiect ives: p. 125

f) z. f S Checkthe meaningof the report ingverbs in thebox and find two ofthem in the story in exercise 2. Thenlisten and match each verb with the direct speech.

gasp groan mutter sigh shriek whinewhisper yel t

r, f* Vocabulary Builder 6.5: Punctuating reported':ir r, .r, SpeeCh; p. 136

Work in pairs or small groups. Discuss how thestory in exercise 2 might continue. Write the second half ofthe story in 100 words. Include some direct speech and usesome adverbs and pairs of adiectives to make your writingmore interesting.

Uni t 6 . Dreams

I

h

--orro//", wt r--

I cat t r , r t tc a t tcry

You are going to write a story (200-250 words) about a dream,ending with the words, 'l woke up. lt had all been a dream.'The outline ofthe story is totd in the pictures, but the endof the dream is missing. Work in pairs. Read the outline anddiscuss what the characters are like and how the dream ends.

Make your wri t ing more interest ing by using:. a var iety of adverbs and adverb phrases.. a variety of adjectives.r direct speech, with a var iety of report ing verbs and

adverbs.

Read the writing tip, then write the first paragraph of yourstory. Use the first picture and the sentences below it, and thequest ions to hetp you.

,Vhat kind of book was it? How often do vou read in bed? Were, 'ou feel ing sleepy?

Write the second paragraph of your story, using the secondpicture, the sentences below it and the questions to help you.

, ' i hat does the window overlook? What was the weather [ ike?-ow did you feel? Did you cal l out?

Write the third paragraph of your story, again using thesentences and the questions to help you. Use direct speechfor the conversation.l' 'as your brother already awake? How did he react? Had-e heard the noise too? Did he try to reassure you? Who.-ggested going outside?

Write the final paragraph of your story, again using thesentences and the quest ions. Add the endingyou thought ofin exercise 1. Finish with the words, 'l woke up. lt had all beena dream.'

Count the words. lf there are fewer than 200, add some moredetai[, events or direct speech. lf you have written more than2 50 words, look for unnecessary repetition, or cut some detailor events.

Now write a final copy of your story.

Have you

] used adverbs and adverb phrases?

] used a variety of reporting verbs and correctpunctuat ion with direct speech?

correct order?

_ checked the spett ing and grammar?

written the correct number of words?

1 lwas neading in bed l t was late I heard a stnangenoise outside

2 lgot up and looked out 0f the window lcouldn' t seewhat was making the noise.

5 | went to mv bnother's room We discussed what to do

4 We went outside The door" closed behind us Whothappens next?

Unit 5. Drea-

Vocabulary

1 Comptete the sentences with the correct form of the verbs inthe box. The answers may be active or passive.

break grind inftict make put up

1 Scientists a breakthrough in their quest for acure for cancer recently.

2 The stalemate - last night by the offer of a tOYopay rise.

3 Negot iat ions between unions and the managementto a halt yesterday.

4 Over a thousand casualt ies uoon the civ i l "populat ion so far in the conf l ict .

5 Residents resistance to the new parking lawsintroduced by the city council last week.

Etr! ]tr2 Write the noun form of these adjectives.

1 wise 2 altruistic 3 courageous 4 sincere 5 amiable

EE! E3 Choose the correct words.

1 Paula has set her goals / sights on winning the gotdmedal in the Olympics.

2 lgor hopes to get the job, but he's not realising / countingon i t .

3 | can't see myself getting married in the foreseeable /likely future.

4 Do you think he'il ever succeed / fulfit his ambition ofplaying for ReaI Madrid?

5 They're not pinning their hopes / dreams on victory, butthey're going to give it everything they've got.

EE! ]tr4 Complete the sentences with the verbs in the box and

punctuate them correctly.

gasp mutter sigh whisper yelt

1 He - to her you look gorgeous2 Slow down her husband we're going to crash3 | suppose so she4 Look at your leg - Grace I think it 's broken5 Why doesn't he just get to the point - Dan

Etr! ]tr

Grammar

5 Rewrite the sentences using the construction for ... to ...It 's time that we admitted defeat.It's time for ur lo admtl doloai

1 l t 's important that athletes should train hard.2 The aim is that we should learn Pol ish in six months.3 In the past, women wearing trousers was scandalous.4 The manager is unhappy about staff taking t ime off work.5 lt is vitatyou read the instructions before switching on.

Etr! ]tr6 Choose the correct form of ellipsis. Sometimes more than one

answer is correct.1 | apologise for hurt ing your feel ings,

a I d idn' t . b I d idn' t mean. c I d idn' t mean to.2 You can park in the garage

a if you want. b if you want to. c if you want it.3 She's reatty tight-fisted now, but

a she didn't use. b she didn't use to. c she didn't use to be.4 We didn' t win the match, but

a we could. b we could have. c we were able.5 She's worr ied. Her boyfr iend said he'd cal l , but

a he hasn' t . b he wouldn' t . c he wasn't .

EE! E7 Complete the sentences with the particles in the box.

back off on out up

1 My mother is hunt ing a costume forthe party.2 She has to smarten - i f she wants to be oromoted.3 A col league rounded her unexpectedty in the

meeting.4 They hadn't understood, so she went over the rules.5 We wanted to see our visitors properly, so we

accompanied them to the airport .

EE! ]tr8 Report the sentences using the verbs in the box.

blame claim feffiif,d suggest threaten warn

'Don' t forget to empty the bin, 'J im's mother to ld him.l'im'r mothar ramindad him 1o amptv tha bin

1 ' l th ink we should consul t an expert , ' said Amy.2 ' l 've never cr ied at the c inema, ' said Harr iet .3 'My iPod's broken and i t 's your faul t ! ' said Mia to Ryan.4 ' l f you don' t pay, I ' t t set l the photos, ' she said.5 'Don' t take the motorway as there's been an accident, ' he

told him.

Etr! ]trt@

4t Lansuase Revrew 5-6,/

FL

Listening

1 In pairs, think about what has happened to Edgars so far.What problems is he currentty facing? How should he tacklethem, in your opinion?

2 S) z.re Listen and choose the correct answers.1 Edgars won't formally complain about being offered the

job and then rejected becauseA it was probably a misunderstanding anyway.B he doesn't have any proof.C he doesn't have the money to pursue a complaint.D he doesn't have the same r ights as Bri t ish employees.

2 What is Edgars' reaction to Tomas' comments aboutdreams?A He thinks Tomas may be r ight.B He finds it hard to understand what Tomas is saying.C He pretends to agree at first, but then disagrees.D He's sceot ical about Tomas' comments.

3 Tomas invites Edgars toA go outwith him and his sister.B have dinnerwith him at his sister 's house.C ioin him and his sister for dinner.D have dinnerwith him, his brother and his sister.

4 Edgars is speechless when Rita arrives becauseA he recognises her from his dream.B she ful f i ls al l h is romantic dreams.C he realises that they've already met.D he's pretending to be amazed.

Speaking

3 mint about your own dreams for the future. Make notesabout (a) three personalambitions and (b) three hopes forthe world in general.

I ln groups of three or four give a short presentation to thegroup about your dreams using your notes from exercise 4.

Reading

5 Read the text quickly. Explain the connection between thetext and the photo.

6 Answer these questions about the text.1 Using current technology, what can scientists tetl about a

person's thoughts by looking at brain scans?2 What might a more advanced version of this technology

allow them to do in the future?What ethical isspes would arise if this technology weresuccessfu lly devetoped?What safegufds does Professor Gallant suggest toprevent misdse of the technology?

Scientists have developeda mind-reading techniquewhich could one day allowthem to take pictures ofmemories and dreams. Bycomparing brain activityscans, they were able tocorrectly predict which of120 pictures someone wasfocusing on in 90 per cent ofcases. The technique couldone day form the basis ofa machine to project theimagination on to a screen.

Professor Jack Gallant led the Californian researchteam. Writing in the journal Nature, he said: ' lt maysoon be possible to reconstruct a picture of a person'svisual experience from measurements of brain activityalone. lmagine a general brain-reading device that couldreconstruct a picture of a person's visual experience atany moment in time'

Two scientists volunteered to look at 1,750 imageswhile data was recorded from their brains and linkedmathematically to the "points" that make up a 3Dthought image. This link between brain activity andimage was then used to identify which images wereseen by each volunteer from a new set of 12O, just bylooking at their brain scans.

The research evokes sci-fi film Minority Report, wherepolice in the future read people's minds and arrest themfor 'thought crimes'. But such a situation is a long wayoff, as the technique currently only works on viewedimages, not imagined ones, and it takes hours for thescanners to take the brain images.

Professor Gallant said: ' lt is possible that decodingbrain activity could have serious ethical and privacyimplications in 30 to 50 years. We believe strongly thatno one should be subjected to any form ofbrai n-reading i nvolu ntari ly, covertly, or without com pleteinformed consenti

Writing

7 Read the question and make notes for an essay. Use theparagraph plan below.

What would be the oossible uses and misuses of amachine that could read people's thoughts and dreams?Do you think i t would be a good or bad thing, on batance?

Paragraph 1: Introduction Paragraph 3: Possibte misusesParagraph 2: Possible uses Paragraph 4: Conclusion

Write an essay of 200-250 words, following your plan fromexercise 7.

8

skiusRound-up1-5 O

2

EHrn 6Work in pairs. What do you know about former US PresidentAbraham Lincoln? Share your ideas with the c lass.

Do the Reading exam task.

Read the text. Complete the text with the phrase (A-K) thatbest f its each gap. There is one phrase you do not need.

A famous dreamAlthough Abraham Lincoln is

today one of America's best-loved oresidents. that was not

always so. During che American

Civil War he was hated by

Southerners for abol ishing

slavery, and 1- that he

ful ly expected to be murdered

by his pol i t ical opponents, andhad resigned himself co his fate.

According to a close fr iend ofhis, chree days prior to his assassination, Lincoln recounteda dream hed had to his wife and a few acquaintances,t- . In the dream, he was ly ing in bed in theWhiteHouse in Washington, and there seemed to be a death-l ikesti l lness around him.Then he began to hear quiet sobbing,t- . He got out of bed and wandered downstairs.Therethe si lence was broken by the same piciful sobbing, but hecouldn't see who was making the noise. He went from roomto room but they were al l deserted, o-. l t was l ight inal l the rooms and every object was famil iar to him; but where,Lincoln wondered, were al l the people t- ? He was bothpuzzled and alarmed.What could be the meaning of al l this?Determined to find the cause, he kept on walking u-

, whichhe entered.There he mec with a sickening surprise. Before himwas a platform , '- . Around i t were stat ioned soldierswho were acting as guards; and there was a crowd of people,some gazing mournful ly upon the coff in, others crying bit terly.'Who has died in theWhite House?' L incoln demanded of oneof the soldiers. 'The President, ' came rhe answer.

'He was ki l led by an assassin. 'Then there was a loudexclamation of grief from rhe crowd, *- .Some people have ascribed a powerful meaning to his dream,claiming that ' - . Others point out that, given the faccthat he ful ly expected that someone would try co assassinatehim,

1o

atthough the same mournful sounds of d istress met himas he walked alongas i f a number of people were cry ingin which he foresaw his own deathi t is hardty surpr is ing that he dreamt of h is own deathLincoLn knew that he was about to dieon which rested a cof f insuch was their ant ipathy towards him

'ThankMarthaMarthaoone.

the f ob.

4 Do the speaking exam tasl(

H he had had the dream beforeI unt i t he arr ived at the East Room

J which awoke him from his dreamK who were gr ieving as i f their hearts would break

Complete the second sentence so that i t means the sameas the f i rst . Use two to f ive words including the wordgiven in brackets. Do not change the form of word given.

3 Do the Use of Engtish exam task.

1 ' l d idn' t steal the money! ' said Wi l t iam.Wit t iam

(denied)

tne money.2 'Don' t forget to wr i te thank-you let ters for your presents, '

said Mandy to her daughter. ( reminded)Mandy thank-you let tersfor her presents.

3 ' l ' l t pay for the meat, ' said , |ake. ( insisted)

Ja ke for the meal.' l ' l l send you to your room i f you speakto me l ike thatagain, ' said George to his son. ( threatened)George to his room i f hespoke to him t ike that again.

5 'You broke my MP3 player! ' said Sal tyto Tom. (accused)her MP3 player.Sa Lly

' l won' t te l I anyone what you've to ld(p rom ised)Fred

you so much for everything you've done, ' said. (grat i tude)

everything I 'd

8 ' l 'm def in i te ly going to apply for the job, ' said Ben.( intent ion)

Ben conf i rmed

me, ' said Fred.

what I 'd totd him.

for

Compare and contrast the photos of two 'dream' homes.What might the owners of these homes be t ike and whichphoto more closely matches your idea of a 'dream' home?

}.*''1:\x\$',

BcDEFG

THIS UNIT I I {CLUDES 'Oh@bulary . i n formal la nguage . ph rasal verbs with run and wolk . synonyms of journey a nd wolk . ph rases

-:' softening' ideas . nouns related to phrasal verbs . noun suffixes r easily confused words . l inkers: other:+role's expectations. beneflts and drawbacks . cause, purpose and result. formal languageErammar. 'mg forms after preparatory lt . emphasisSpcaking . talking about travel . presentation: tourist destinations . talking about immigration . presentation:-- i )enef i ts of tour ismtrit ing . a letter of complaint

1 Work in pairs. Describe the photos. Would youenioy these types of journey or trip? Give reasons.

Discuss the difference in meaning between these words. Useyour dictionary to help you.

kindt af traveland jourrc.y.

Match the verbs and particles to make phrasal verbs relatedto travet. They are all from the listening.

a roundbupc off (at)d awaye oown

6

1 a break2 an expedit ion3 an excursion4 a journey5 a tour

5 an out ing7 a pilgrimage8 a tr ip9 a voyage

10 travels 7

t

$) Z.rZ Listen. What are the four speakers describing?Match each speaker with a word from exercise 2.

Speakerr ! Speakerz! Speaker3E Speaker+I

$l Z.tl Listen again. What informalequivalents did thespeakers use instead ofthese words?

Speaker 1l complain2 very crowded3 make sb pay too much

Speaker 24 nervous5 exhausted5 sleep

Speaker 37 dirty8 food9 spend

Speaker 410 hotet or restaurant11 rain heavi ly12 sel l

I

Travell ing aboutI can talk about dtfferew

1 stop2 show sb3 touch4 get5 hold

Complete the sentences with phrasalverbs from exercise 5and from the box.

check into drop off pick up put up see off stop bystop over

The guy who - the palace had some fascinat ingstor ies about the history of the place.This evening the taxi - you in the town centreand - you - at the hotel .My uncle's returning home to the States tomorrow. I 'mgoing to the airport to - h im - .My plane and I d idn' t arr ive unt i l af ter midnight, so| - a hotel near the airport.

5 Do - in i f you're ever in London. We can easi lyyou_.

5 Last summer we - in Greece on our way to lsrael.

r,l* Vocabulary Builder 7.2: Phrasalverbs with run andwalk: p.737

Make notes about a memorable iourney, trip, excursion, etc.that you have made. Use some of the words from exercises2,4 and 5, and try to include some informal words andphrases.

1 Where did you go?2 What happened?3 Why was it memorable?

Work in pairs and tell your partner about it.

f*. . \lBss6ulary Builder 7.3: Synonym s for wolk: p.737

oe Vocabulary Builder 7.1: lnformal language: p.136

UnitT.Journevs O

I caw talk about thtreasow peaple ga an holt layThe travel bug

1 Look at the chart. Do any of the statistics surprise you? Why?

]: :

I Fronce Zf.r I 6 UK 3072 Spoin 58.s l: 7 Germony 23.6

3 USA 5l . r 8 Mexico 21.4

4 Chino 49.6 N 9 Austrio 2O.35 ltoly 41.1 f t0 Russio 2O.2

Match the photos with four of the countries in the chart.What do you know about the places in the photos? Wouldyou like to visit them? Give reasons.

3 f) z.re Listen to three people talking about where theywould like to visit and why. Match three or four of thereasons below (1-10) to each speaker.

Speaker 7 -Speaker 2 -Speaker 3

6 [andscape7 to improve language skills8 to meet people9 outdoor act iv i t ies

10 personal chal lenge

-ing form with preparatory ft/tcan be used as a preparatory sublect or object for an-ing form, especially in informaI style.

It was amozing walking along the Greot Woll.It's fun travelling with friends.It's no good just staying in hotels.I'd find it strange being on my own in a foreign country.It'd be tiring travelling non-stop to the south of ltaly.

ln this structure with worth,the object of the -ing formcan become the subject of the sentence.

It's well worth visiting Paris.Paris is well worth visitino.

Read the information in the Learn this! box, then completethe sentences from the listening with the -rng form of theverbs in the box.

kip lug see backpack trek attempt pay

1 For me i t 'd be a place wel l worth - a vis i t becauseI 'm real ly interested in doing outdoor act iv i t ies.

2 lt 's always fascinating - how other people [ive.3 I 'd f ind i t reat ly exhi larat ing through the mountains

at high al t i tude.4 l t 's hard work - al l your equipment with you.5 Obviously it 'd be crazy - to get to every country

inside a month.5 | actual ly think i t would be fun - on my own, a real

adventure.7 l t 's a bi t of a pain - on the train, but I ' l l survive I 'm

sure.

e s* Grammar Bui lder 7.7: - ing forms after preparatoryl f , nouns and adject ivesr p. 125

In informal speech you can soften ideas or make themless precise by using the fotlowing words and phrases.

a bit (of a) in a way in one way or anotherjust k ind of sort of or something along those l inesor that k ind of thing or some(thing) l ike thator whatever

I just kind of want to visit somewhere really remote.In a way, I'd sort of prefer to go on a package holiday orthat k ind ofthing.

6) Z.rs Read the speaking tip. Which of the phrases didthe speakers use in the listening? Listen again and checkyour answers to exercises 4 and 5.

Read these sentences aloud, adding some phrases from thespeaking t ip.

1 Paris, Rome and Madrid are good places to vis i t .2 l 'd t ike to travel round the wortd.3 Tom wants to backpack or hi tchhike round Europe.4 We're planning to vis i t the Seychet les or the Maldives.5 Thaitand has to be top of my t ist of hol iday dest inat ions.

Work in groups of three. Decide on three places (e.g. acountry, a city, a tourist site) that you would like to visit.Make notes on why you would like to visit those places,using the ideas in exercise 3 to help you.

Present your ideas to the class. Try to use someofthe structures in the Learn this! box and the phrases inthe speaking tip.

Take a class vote on the most popular destination.

6

12345

- . Ig

ao{UI

architectureatmospherecultural act iv i t iesfoodhistory

8

a--,-7 unrr T.,ourneys

F{T ilKllfd Work in pairs. When, approximately, did thegroups of people on the map invade Britain? Mark youranswers on the map. The invasions are numbered inchronological order.

Had an 5

I cqn underctqnd and reactlo at t adt t le abatt l ut io l r , t l ia, t

3 , |ul ius Caesar led a successful invasion of Br i tain.4 The Angto-Saxon invaders lived peacefulty alongside the

exist ing populat ion of Br i tarn.5 Despite many frequent attempts by the Danish to invade

Bri tain, they never gained control .6 The exist ing populat ion welcomed the Norman invaders.

Write the compound nouns related to these phrasalverbs.They are a[[ in the listening.

1 come out oulcome2 r ise up3 take over

4 pul t out5 fall down6 make up

Complete the sentences with nouns formed from theverbs in brackets combined with a preposition from thebox. (Sometimes the verb comes first, sometimes thepreposition.)

back off out out over up

1 There was an in the number of people f leeing thecountry. (surge)

2 Fol lowing the - of war, the Br i tons launched anattack on the Romans. (break)

3 The Cettic languages made a foltowing thedeparture of the Romans. (come)

4 The Normans ruled Br i ta in fo l lowing the - of theAnglo-Saxon nobitity. (throw)

5 There was a - between the defenders and theinvading forces. Nei ther could gain the upper hand.(stand)

6 Fot lowing the Norman invasion, the - for the Anglo-Saxon people was bleak. (took)

aN Vocabulary Builder 7.4: Nouns related to phrasalverbs: p.137

Make nouns from these words. They are all in the l istening.

1 succeed (: follow)2 migrate3 attempt4 invade

5 know6 conquer7 resist8 supreme

Os Vocabutary Builder 7.5: Word formation (2): p.138

Work in groups. Discuss the questions.

1 Who were the eartiest settlers in your country?2 Were there any subsequent invasions? Who by? When?

Was there much resistance?3 What legacy did the settlers and invaders leave, if any?

(e.g. cuttural , [ inguist ic, pol i t icat, etc.)4 When was the last uprising in your country? What was it

about?5 Has there been an upsurge of migration in the past five

years? l f so, why do you think that has been the case?

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What legacy did the invaders leave behind? Match thephotos to four of the groups on the map.

f) z.re Listen and checkyour answers to exercises t and 2.

f) Z.f e Listen again and explain why these statementsmust be false.

1 Foreign inf luences on the Bri t ish ident i ty began in thenineteenth century.

2 In the distant past people couldn' t migrate to Bri tain unlessthey came by sea.

Welcome toWEST SUSSEX

unitz. lournevs ( \

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2:;s-i catr Ltndcrstqnci and rcL,( l !

: t r t ar t ic lc qbcul t tnt t l t " t ' , r i .

3

FTTAK[[fd Work in pairs. Answer the questions.

1 Do you know any stor ies or f i tms in which the characterstravel through t ime?

2 Do you think i t wi l l ever be possib[e to travel through t ime?Why?/Why not?

Read the text. Which sentence best sums up the opinion ofthe writer?

1 Time travel runs counter to common sense and musttherefore be imoossible.

2 Time traveI may one day be possible because the laws ofscience do not rule i t out.

3 Time travel is impossible because of the inherentoaradoxes.

Match headings 1-5 with paragraphs A-F.

1 The impossibi l i ty of t ime travel2 Limitat ions3 Can we trust our common sense?4 Versions of reality5 A schoolboy error6 A wri ter comes to the aid of the scient ists

q

r

[--r---]I A I lJust over 100 years ago, in 1895, H G Wel ls 'c lassicstory lhe Time Machine was first published As befits thesub'1ect matter, that was the 'minus tenth' annrvensany of thef i rst publ icat ion, in 1 905, of Albert Einstein 's special theonyof relat iv i ty l t was Einstein, as every schoolchi ld knows, whof i rst descr ibed t ime as ' the fourth dimension' - and evenyschoolchi ld is wrong As a matter of fact i t was Wel ls whowrote in fhe fime Machinethal 'thene is no difference betweenTime and any of the three dimensions of Space, except that 0urconsciousness moves along i t '

---T-----tI B I lEver s ince then, wr i ters have been fascinated by t imetravel, and especially by the paradoxes that seem to confrontany genuine t ime travel ler (something that Wel ls neglected t0invest isate) The classic example is the so-cal led'granny paradox' , where a t ime travel ler inadvertent ly causesthe death of h is granny when she was a l i t t le gir l , s0 that thetraveller's mother, and therefore the traveller himself, wereneven born In which case, he did not So back in t ime to k i l lh is relat ive, and so on A less gruesome example wasentertainingly provided by the science-fiction writer RobertHeinlein in his story By His Bootstraps The protagonist

stumbles aross a t ime-travel device brought back t0 thepresent by a visitor from the distant future He steals thedevice and travels forward in t ime He constant ly worr iesabout being found by the old man from whom he stole thet ime machine - unt i l one day, many years later, he real isesthat he himsel f is now the old man, and careful ly arrangesfor his younf er sel f to ' f ind' and 'steal ' the t ime machine.r---r----"1I C I lAstheseparadoxesshowus,the possibi l i tyofour

beinI able to t ravel through t ime is c leanly i r rat ional andruns c0unter t0 common sense The oroblem is that commonsense is not always the most rel iable means of assessingscient i f ic theonies T0 take Einstein 's own theor ies a€ain, i t ishardly common sense that objects get both heavier andshorter the faster they move, or that movinf clocks run slowYet both ofthese predictions of relativity theory have beenborne out many t imes in exper iments In fact , when you lookclosely at the Seneral theory of relativity - the best theory oft ime and space we have - i t turns out that there is nothing ini t to rule out the possibi l i ty of t ime travel The theory impl iesthat t ime travel may be exceedinIly diff icult, but notimoossible.T---r---I D I lPerhaps inevrtably, i t was through science f ict ion thatser ious scient ists f inal ly convinced themselves that t imetravel could be made t0 work by a sufficiently advancedciv i l isat ion What happened was thrs, Car l Sagan, a wel l -knownastronomer, had wri t ten a novel in whlch his characterstravel led through a black hole f rom a point near the Earth to

-*)

Uni tT.Journeys/

3 p0int near the star Vega Alth0ugh he was aware that he,vas bending the accepted rules 0f physics, th is was, af teral f ic t ion Nevertheless, as a scient ist h imsel f , Safan wanted:ne science in his novel to be as accurate as possible, s0

"e asked Kip Thorne, an establ ished expert rn gravi tat ional

:neory, to check i t out and advise 0n how i t might bernproved After looking closely at the f ic t ional equat ions,

Thorne real ised that such a passage through space-t imerrom one black hole to another (a 'wormhole') actual lycould exist wi th in the f ramework of Einstein 's theory Sagangratefully accepted Thorne's modification to his fictional 'stargate', and the wormhole duly featured in the novel, Czntact,cubl ished in 1985E | | The star gate, however, sti l l only acted as a shortcut

:nn0ugh space Scient ists s00n real ised that, theoret ical ly, aivormhole could just as well l ink two different f lrnes as twooifferent p/oces While it is hard to see how any civil isationcould bui ld a wormhole t ime machine from sratch, i t isrnuch easier to envisafe that a natural ly 0ccurr ing wormholeni$ht be adapted to sui t the t ime-travel l inf needs of asuff ic ient ly advanced civ i l isat ion, Suff ic ient ly advanced, thatrs to be able t0 t ravel throufh space by convent ional means,and locate and manipulate black holes Even then, there's 0nesnag l t seems y0u can' t use a t ime machrne t0 g0 back inrrme to a point before which the t ime machine was bui l t Youcan go anywhere in the future, and come backto where you

started, but no further Which rather neatly explains why notrme travellers from our future have yet visited us - becausethe t ime machine st i l l hasn' t been invented!

F | | So, where does that leave the panadoxes, andcommon sense? Actual ly, there is a way out of a l l thedi f f icul t ies, but you may not l ike i t . I t involves anotherfavour i te idea from science f ict ion: paral le l wor lds These areihe 'a l ternat ive histor ies ' , which are envisaged as in somesense ly ing 'a lonSside' our version of real i ty According t0 thetheory, each of these paral le l wor lds is just as real as ourown, and thene is an alternative history for every possible

outcome of every decision ever made Alternative historiesbnanch out f rom decis ion points, b i furcat in€ endlessly l ikethe branches and twigs of an inf in i te t ree Bizarre th0ugh i tsounds, th is idea is taken ser iously by a handful of scient istsAnd i t certainly f ixes al l the t ime travel paradoxes Accordinfto the theory of paral le l wor lds, i f you fo back in t ime andprevent your own birth it doesn't matter, because by thatdecrsi0n you cneate a new branch of real i ty, in which youwere never born When you go forward in time, you move upthe new branch and f ind that you never did exist , in thatreal i ty; but s ince you were born and bui l t your t ime machinein the reality next door, there is no paradox Hard to believe?Certainly Counter t0 common sense? 0f course But the plainfact is that a l l of th is bizarre behaviour is at the very leastpermit ted by the laws of physics, and in some cases requiredby those laws I wonder what H G Wel ls would have made ofi t a l l

Are the sentences true or false? In which paragraph(s) didyou find the evidence?

1 Most scient ists dismiss the idea of d i f ferent wor ldsco-exist ing alongside one another.

2 l t won' t be possible to t raveI through t ime unt i l we areable to f ind and control b lack holes.

3 H.G. Wel ls demonstrated the problems thrown up by theconcept of t ime travel .

4 The possibi l i ty of taking a short-cut through space ledscient ists to real ise that t ime travel may be theoret ical lypossible.

5 Einstein 's theor ies are val idated both in scient i f icexper iments and by common sense.

Read the second, sixth and final paragraphs again andexplain in your own words:

1 the 'granny paradox' .2 the theory of paral te l wortds.

Find one word from each pair in the text. Then translate thepairs of words into your language.

1 c lassic / c lassical ( l ine 1)2 unreasonable / i r rat ional ( t ine 30)3 possibi t i ty / opportuni ty ( t ine 40)4 impty / infer ( l ine 40)5 excessively / exceedingly (t ine a1)5 borne / born ( l ine 94)

o\\\ Vocabulary Builder 7.6: Easily confused words: p. 138

Iiit Linkers that refer to the other person's expectations= os o motter of foct (paragraph A)

i in fact(paragraph C)

E actuolly (paragraphs D and F5 the plain fact is (paragraph fl

to tell the truth

Read the Leorn this! box. Find four ofthe l inkers in the textand then match all f ive l inkers with their uses.

1 used when admit t ing something2 used to show a contrast between the truth and what the

other person bel ieves3 used for ta lk ing about a fact that some people do not

accept or may not l ike to hear4 used to give extra detai ls about something5 used to add a comment, of interest to the other person

o,i, Vocabutary Builder 7.7: Linkers: p.739

Work in pairs. Discuss the questions.

1 l f you could t ravel back in t ime, when and where wouldyou travel to? Give reasons.

2 How might i t change your v iew of the wor ld?3 Woutd you try to change anything in the past? What? Why?

4

,

6

8

UnitT.Journe.

Adding emphasis

Fly-driue commutinga a a a a o a a a a o a aa o o o

For decades scientists have dreamed of building a car thatcan also fly, but ifs only in the past few years, with thedevelopment of light-weight construction materials andhighly efficient engines, that the dream has become a reality.I recently visited the headquarters of a company calledTenafugia in Massachusetts. 'What you are going to see,' saidthe young man who showed me around,'will revolutionisethe way we travel around.' He led me into a hangar. BEforeme stood the 'Transition', brainchild of a group of younggraduates from the Massachusetts lnstitute of Technology. ltwas while they were studying at MIT that they came up withthe idea, but not until they'd left college did they build theprototype. You can drive the Transition to the airport, extendits wings, take off, fly up to 800 km and land at anotherairstrip. Then, having folded up the wings, you can complete

Read the text. What is unusual about the vehicle?

Read the Learn this! box and underline nine examplesof ways of adding emphasis in the text. What is beingemphasised in each sentence in the Learn this! boxT

Adding emphasis1 Cleft sentences

I don't understand how the Transition can take off.>> Whot I don't understand is how the Transition cantake off.The cost may put a lot of people off.> lt's the cost that may put a lot of people off.

2 Fronting phrasesa negat ive and l imit ing expressions

I've rarely been so impressed by a new invention.>> Rarely have I been so impressed by a newinvention.

b adverbial expressions of placeThe pilot sat in the cockpit.t> ln the cockpit sat the pilot.

c Phrases such as The problem/trouble/truth/fact/question is, ...

3 Use of do/does/did for emotive or contrastiveemphasisThe Transition looks elegant!> The Transition does look elegont!I don't like the colour, but I like the design.>> I don't like the colour, but I do like the desiqn.

f ' \ Grammar Bui lder 7.2: Emphasis: p. 125

3 Read the first, third, fourth and final paragraphs ofthe texton pages 74 and 75 and find examples of ways of addingemphasis.

I can use a var i ty afstructures ta c4dd entphatrs.

41

2

the journey to your destination by road. But not only is it veryversatile, it's also fairly economical, travelling l3 km per litreof unleaded petrol in the air and l7 km on the ground. TheTransition has attracted a huge amount of general interest,but the question is, is there a market? What may put a lot ofpeople off is the price-tag: $148,000. The company doesn'tanticipate huge sales in the first year or so, but it does believethat it's only a matter of time before hybrid car-planesreplace conventional cars.

Rewrite the sentences to make them more emphatic, usingthe techniques in the Learn this! box. More than one answeris sometimes possible. Compare your answers with a partnerand explain any differences.

ldon' t l ike the design. l t ' r tha daaign I don' t l i ra1 | don' t have a car, but I have a bicycle.2 I've never read such a thought-provoking book.3 | don' t l ike his att i tude to women.4 | can't afford a new car. That's the problem.5 A man in a yel low jacket came round the corner.

O Z.ZO Listen. How do the speakers make the followingsentences more emphatic?

1 What are you doing? 5 Why did you do that?2 | know I'm wrong. 6 Take a seat.3 The weather's nice today. 7 You're wearing a nice tie.4 You've done wel l .

Make the following sentences more emphatic. Say them outloud, paying attention to the stress and intonation.1 Where have you been?2 You should apologise to me, not to him.3 He scored a fantastic goal.4 Hetp yourself to more potatoes.5 | was just dozing off when , |ack burst in.

Complete the sentences in an appropriate way,using an emphatic structure. Compare your answers withyour partner.

1 What realty bothers me is ...2 Rarely have I seen ...3 l t 's not just me that . . .4 What I've set my sights on is ...5 | don' t . . . , but I do . . .

s:\::s-'ss\\

O Unitz.Journeys

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cdt l gL\e t prctentat tot t

1 Fm{WmG Look at the photos and the graph. What aspectsof foreign travel do they show?

Milt ions Number of passengers f lying from UK airports250

1953 1962 1998

6l Z.Zt Listen to two people answering the questionbelow. Which of their opinions and supporting arguments doyou find most persuasive?

Should people be encouraged to travelabroad on holiday, or discouraged?

6) Z.Zr Complete the first gap in these sentences from thelistening exercise using the words in the box. lf there is asecond gap, use a preposition. Then listen again and check.

consequences due leads mean purpose resul tedthe reason this reason

1 A vast increase in the number of f t ights over recent yearshas - increased carbon emissions.

2 An increase in the number of v is i tors inevi tabtvexpansion and development.

3 The local environment was - the resort 'spopular i ty in the f i rst p lace.

4 More hotels and more restaurants inevi tably- morestrain on the locaI infrastructure.The -- more f t ights wi l l be increased cl imatecnange.For - , I th ink i t 's part icular ly important for peopleto travel.Cl imate change is part ly carbon emissionsfrom planes.The - t ravel is to learn about other cul tures.

aN Vocabulary Builder 7.8: Expressing cause, purposeand result: p.139

Match 1-10 to a-i to make complete sentences. Look at the

collocations in bold.

1 Increased carbon emissions have clear lv had adetr imental

2 Cl imate change, then, is a maior3 Tourism can have a negative4 Big hotets spr ing up along the coast, usua[[y to the5 The increased demand for water, for example, can pose6 | don' t th ink the benef i ts to locaI people outweigh7 Local people benefit8 When the purpose of t ravel is to learn about other

cultures, it 's clearly of mutual9 | don' t th ink we can avoid doing

10 We should endeavour to minimise the damage

a from the money that tour ists spend whi le they are onhot iday.

b effect on the earth's atmosphere.c a threat to rivers and lakes.d benef i t to the tour ist and the locaI people.e the damage that tour ism does.f detr iment of the locaI environmentg we cause to the environment.h concern, but by no means the only one.i harm altogether.j impact on the physical environment.

Complete the phrases for generalising with the words in thebox.

broadly by in in on to

General is ingthe wholea great extentgeneral

and [argemost casesspeaking

4

200

150

100

50

0t9a91980

5

6 Read the task below. Make notes about your opinion andarguments that support it. Include at least one opposingargument. Think about the environment, economic benefits/drawbacks, quality of life for your compatriots, and theimage of your country abroad.

To what extent does tourism benefit your country?Shoutd more tour ism be encouraged? Give reasons foryour opinions.

Prepare a presentation of no more than threeminutes using some of the phrases and collocations fromexercises 3,4 and 5. Then give your presentation to the class.

Presentation

Unit 7. Journe,. ,s

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F{I[fiVfnn Describe the photos. What do you think thecustomer is saying? What do you think the call centreassistant is saying? Use the ideas in the box to help you.

slow/poor service faul ty goods poor workmanshipwrongly priced goods overcharging

SifilKIIfd Answer the questions.

1 Have you ever wanted to complain about something youbought? Why?

2 Did you actual ly complain? l f not, why not? l f so, whatha ppened?

Read the letter of complaint. Choose the most formalexpressions to complete it.

Answer the questions about the letter.

1 Where does the wri ter put (a) her own address? (b) therecipient 's address? (c) the date?

2 l f the wri ter knew the name of the recipient, how wouldshe (a) greet the person? (b) sign off?

Find linkers in the letter with the following functions. Howmany more linkers can you add to the lists?

1 making a contrast Vind tvvo)2 ordering points (find two)3 making additional points (find two)4 generalisin g (find one)

Match words 1-6 with their more formal equivalents in thebox.

address conform with numerous ourchaserespond seek

1 match 3 repty

33 Charles RoadMorecambeLancashire LA34 5GH24th Auqust 2009

Customer Services Dept.Sunny Day HotidaysP0 Box 342Birmingham 889 6GH

Dear Sir or Madam,

Booking reference: SD3467PH-7

I have just lgot back / returned from a hotiday organisedby your travet company and 2I'm writing / I am writing tocomplain in the strongest terms about 3a number of / quitea few things.afirst of alt / To start with, on your website 5you say thehotel is / the hotet is described as being'a short walkfrom the beach'. 6but actually / whereas in fact it took usnearly fifteen minutes to get there. walking briskly. ?What

is more, / 0n top of that, the beach itself was dirty andthere were a number of submerged rocks near the shore8which made swimming hazardous / which meant it wasdangerous to swim.

My second comptaint concerns Sunny Day's representativein the resort. eOn our arrival, we were informed by yourrepresentative / When we got there your rep told usthat the excursions '9we'd / which we had pre-booked hadbeen cancelled and that we would have to 1lmake our ownarrangements / sort it out oursetves if we wanted to seethe local sights. 12To make matters worse, / Even worse,she 13made no apology for this / didn't say sorry and wasgenerally brusque and unhelpful.

Finalty, I should like to 'adraw your attention to / pointout the quatity of the food at the hotel. 0n the whote,breakfast and lunch were '5fine / great. However, dinnerwas of a very poor standard and '6we were not offered /they didn't offer us a choice of main dishes.

Alt this has spoilt what should have been a wonderfulhotiday, 17and I woutd therefore like a partial refund / soI want some money back. I suggest 50% of the cost of thehotiday.

I look forward to hearing fiom you.

Yours faithfully,

Vlelen fuoodwerdHelen Woodward

$N

2 ask for 4 buy5 many6 deat with

Complete the sentences using the formal words fromexercise 6 in their correct form.

1 Despite cat ls to your off ice, up to now no onemy complaints.

2 | am wri t ing to complain about a CD ptayer that Ifrom vour store.

3 As the hot iday did not the descr ipt ion in thebrochure, I shalt - legal advice from my sol ic i tor.

4 Shoutd you fai t to - to my let ter, I shat[ have noopt ion but to ini t iate court proceedings.

o Vocabulary Buitder 7.9: Formal language: p. 139

,a--r7 uni t / . journeys

r r1 1. . r ' i1. . a l t t ter

af rantplai t t ,

F{*ilKIIIA Work in pairs. Look at the holiday photos. Whatcomplaints might the holidaymaker make to the travelcompany? Use the ideas in the box to help you.

bad ptumbing view over a construct ion si teunbearably long delays at the airportbtand. inedible food ool luted beachlast minute change to the date of departureunexpected addit ional fees and surcharges

Read the task, and the advertisement and notes.

You have just returned from a short hot iday in London andare very disappointed. Wri te a let ter of 200-250 wordsto the customer services department of the companycomplaining about the hot iday and the way in which theadvert isement misled vou.

bur\y,Lrnhe.ipfir\ staff

:Feo Yaro:\'.\ing Dins

9us war iaia Touronil \astad 70 ningitra tor

p\and,

.id tbod

Turn the notes from exercise 2 and some of the complaintsin exercise 1 into futl sentences using the phrases below.

1 | was disappointed that/ to ( f ind) . . .2 l t is real ly unacceptable that . . .3 The brochure ctaimed that . . . However, . . .4 | was appalted that/by . . .5 What I found total ly unacceptable was . . .5 To our horror, ...7 Seldom have I . . .8 One major problem was . . .

Write the first paragraph of your letter. Say why you arewriting.

Write the middle section of your letter. Put each majorcomplaint in a separate paragraph. Use some of thesentences from exercise 3.

Write the final paragraph of your letter. Say what you expectthe company to do. Finish with an appropriate set phrase.

Once you have written a rough draft, check your work usingthe checklist below. Then write a final copy of the letter.

Have you

! included al l the necessary information?

I taid out your letter correctly?

! started and finished the letter correctly?

I used formal language, and l inking words?

! checked the spelt ing and grammar?

|_l written the correct number of words?

Getaway Breaks

Two nights in London atthe comfortable, f r iendly4 **** King's Hotel

mic views of the city

Only a short walk to London's

Sightseeing tour of the city

Only €130 per person,including meals

Book now to avoiddisappointment.

Uni t 7. Journe,. ,s

Exnrn 7What reasons do people have for suddenly

leaving home and starting a new life abroad?

Make sentences about the photos using the words in the box.

removalvan load (v) ramp stack (v) strap (n)possessions precariouslybalanced

, Do the Speaking exam task.

Compare and contrast the photos. Answer the quest ionsabout each photo.

1 Why are the people moving, do you think?2 Where do you think they are going?

3 How are their exper iences di f ferent?

Completing a text with appropriate wordso Most of the missing words in this type of task wi l t be

'grammar words' (art ictes, auxi t iary verbs, pronouns,preposit ions, etc.) .

o Do not wri te more than one word in each gap.

6

4 Do the Use of Engtish exam task.

Complete the text. Write one word only in each gap.

For such a small seabird, the soog shearwater has an ambitious taket- the world. '- its diminutive size, it thinks nothingof flying from New Zealand to Alaska t- pursuit of an endlesssummer.For years, ornithologists have known that soog shearwaters breed offthe coasts of New Zealand and Chile in the southern hemisphere, andthen cross the equator to the rich summer feeding grounds of the Nortr'Pacific, a- stretch from California to Japan. Now a study hasshown that this epic feat 5- performed over a single breedingseason, with individual birds travelling as far o- 62, 400 km injust one year.

It is the longest migration route undertaken by individual animals thathas been recorded by scientists, according '- Scott Shaffer, aresearch biologist at the University of California, Santa Cruz, who led r=team behind the study. 'The'- bird species known that

rival the migrations of the sooty shearwater would be thearctic tern, which breeds in the Arctic and migrates to Antarctica,' DrShaffer said. 'But we dont know to- they do that in a singleseason, because nobody's ever tracked them.'

Read the sentences in the Listeningexam task. What do you think the l is tening is about?

$l z.zz Do the Listening exam task.

Listen to part of a radio programme. Choose the correc:opt ion(s) to complete the sentences. At least one of theopt ions is always correct , and sometimes both opt ions - =,be correct.

1 Humpback whalesA travel fur ther in one go than any other animaLB are born in warm waters of f the coast of Cent 'a

America.

2 The markings on the whales' ta i ls enabled theresearchers toA ident i fy the same whale in ent i re ly di f ferent , . . . . ' . - - :B ident i fy which catves belonged to which mot- : ' :

3 Baby humpback whalesA spend the f i rst year of their I ives in warm v, ,a: . 'B somet imes travel thousands of k i lometres i . : - , - .

breeding ground soon af ter they are born.

4 The researchers employed a satel l i teA to establ ish how warm the water is where t - : : =:

whales are born.B to t rack the whales' journey across the ec-a:--

5 One resul t of the research is that scient ists r : , , , . - :

A which type of whales migrates the furthes:B why humpback whales t rave[[ed north ac: :s- . - .

eo ualo r .

2

THIS UNIT I1{CTUDES .8,Yocabulary. clothes and styles . two-pan adjectives . colloquial language. food related words and: - rases . phrases for describing statistics, graphs, charts and trends . phrases for giving estimates. oer iphrasis and euphemlsm. connotat ionGEmmar . would. modalvetbsSpeaking . 1311;ng 6bout attitudes to food . talking about youth culture . stimulus based-discussionWriting o 3 1spsft

I can tqlk abautclothes and fa.rhion

FnhAKIIfd Discuss this quotation by English eccentric 3Quentin Crisp. What does it mean? Do you agree? Are thereother reasons for wanting to be fashionable?

Fashion is what you adopt whenyou don't know who you are.

tril:tlfilllG Look at the photos. Do you think these peoplelook fashionable or unfashionable? Which clothes do youlike most and least?

When describing a photo, it is often hetpful to structureyour descr ipt ion in this way:general -) specific -) speculativeFor example, i f descr ibing a person's appearance, start bysaying whether they look smart, casual, etc. Then describetheir appearance in detai l . Then speculate about who theymight be, where they might be going, etc.

Read the speaking tip. Work in pairs. Match as many of thewords below as possible to the photographs in exercise 2.

Generatchic dishevelled elegant neat scruffy shabbysmart stytish trendy unkempt well-dressedSpecificgarments: bandana corset cravat waistcoatparts of garments: buckle button collar cuff lacesdesigns, materials, etc: check denim fishnet rippedstripy studded tartanhair: bob dreadlocks extensions goatee ptaitsstubbleaccessories:bangle chain piercing

Describe one photo from exercise 2. Follow thestructure suggested in the speaking tip.

O f.Of Listen to four teenagers talking about clothes. Arethe sentences true or false, or is the answer not stated?1 Speaker 1 talks about a boy from school and recalls that

casuaI clothes were his thing.2 Speaker 2 was made to wear an outf i t that, i f i t had been up

to her, she wouldn' t have been seen dead in.3 Speaker 3 thinks that the style of ctothing worn by Chandter

in Friends quite suits his brother.4 Speaker 4 complains about having to wear clothes with

logos on the front.

6) f.Of Complete these two-part adiectives with the wordsin the box. Try to remember which nouns they describe. Thenlisten again and check.

fitting length neck piece sleeved tight toed up

three-futl-open-

5 loose-

os Vocabulary Builder 8.1: Clothes idioms: p.140

Work in pairs. Tell your partner whether you agreeor disagree with the statements, and why.1 Women are more interested in fashion than men.2 Some clothes only sui t young people.3 You need a lot of money to always look fashionable.4 Some clothes do not look good on anybody and should

never De worn.

Fash ion

4

6

7234

6 long-7 skin-8 zip-

Unit 8 . Tastes

c^n taLk abaut dffirentatttt^det to food.Food or fue[ ?

You are going to read part of an article called'Meat for vegetarians'. What kind of meat do you think itcould be? Discuss your ideas in pairs.

Quickly read the article and find the answer to exercise 1.

It is the ultimate conundrumfor vegetarians who think thatmeat is murder: a revolutionin processed food that willsee fresh meat grown fromanimal cells without a singlecow, sheep or pig being killed,Researchers have publisheddetails in a biotechnology journal describing a new techniquewhich they hailed as the answer to the world's food shortage.Lumps of meat would be cultured in laboratory vats ratherthan carved from livestock reared on a farm.

According to researchers, meat grown in laboratories wouldbe more environmentally friendly and could be tailored tobe healthier than farm-reared meat by controlling its nutrientcontent and screening it for food-borne diseases. Vegetariansmight also be tempted because the cells needed to growchunks of meat can be taken without harming the donoranimal.

Experiments for NASA, the US space agency, have alreadyshown that morsels of edible fish can be grown in petri dishes,though no one has yet eaten the food. Now researchers havetaken the prospect of 'cultured meat' a step further by workingout how to produce it on an industrial scale. They envisagemuscle cells growing on huge sheets that would be regularlystretched to exercise the cells as they grow. Once enoughcells had grown, they would be scraped off and shaped intoprocessed meat products such as chicken nuggets.

Find examples of would in the text in exercise 2. How wouldthe meaning be slightly different if these were changed towill?

In pairs, discuss these questions about the text.Give reasons for your answers.

1 Would you eat 'cul tured meat '?2 Do you think many vegetarians would eat it?3 Do you think the mass product ion of 'cul tured meat ' would

be a good or bad thing for the world?4 In general , do you think i t is good to try new and unusual

kinds of food?

O f.OZ Listen to four people talking about their attitudesto food. Does each speaker eat a wider or narrower range offood now than in the past? Why?

6 O f.OZ Complete these excerpts from the listening withthe words in the box. Then listen again and check.

craved foodie fuel gorge lived menu toothtouched treat

1 lt was a real -, going to the local take away.2 Lots of things are offthe3 As teenagers, we nothing else.4 | pretty much - on chocolate and sweets.5 | hardly a piece of fruit.6 My friends reckon | - on chocolate.7 | iust don't have a sweet8 | suppose I t reat food as - .9 My sister 's a reat- .

Study the following excerpts and match the uses of would totypes 1-5 inthe Learn this!box. Which example is difficultto match? Explain the meaning of that example.

1 | would have been about fourteen at the time.2 | wouldn't eat swordfish, for example.3 I'd say there are very few foods that are safe to eat!4 My dad wouldn' t let us have sugar when we were kids.5 But he woutd say that, wouldn' t he?6 She'd insist that we try it, though.7 I would guess she's hoping to make a career out of i t .8 | would love to sample their everyday dishes.I6l We can use wouldi 1 with verbs like say and think to make a statement less= definite.= 2 to talk about habitual act ions in the past.=-/ 3 to talk about wiltingness (or unwiltingness) to do

k something in the past or in the hypothetical future.W 4 with verbs like love, Iike and rather when talking about

preferences.5 to make a logical deduction (similar to must).

o. Grammar Bui lder 8.7: would: p.727

Rewrite these sentences using would.

1 My dad always used to cook Iunch on Sundays.2 I'm not prepared to eat genetically modified food.3 He's trying to lose weight, probably.4 Spending a year travel l ing has broadened her tastes in

food, probably.5 My mother refused to buy South African fruit because of

apartheid.

Work in pairs. Ask and answer the questions.

1 Do you consider food to be fuel, or are you a bit of a'foodie'? Justifu your answer.

2 How have your tastes changed over the years?3 lf you had to live entirely on three different dishes, what

would they be?

Unit 8 . Tastes

t E&IFU ' ! : ' :

, ' : l r l , / r ' r / ( . 'b i t r l , 'et t l r .

r ' . / r , , . ; , t . ' / . / ' . . ' t .

Flllil![trlTffd Workin pairs. Describewhat the peoplein the photo arewearing. Do someyoung peopledress like thisin your country?

Look quickly through the text Our gang. Which of the fivestyles does the photo in exercise 1 show?

For questions 1-10, choose from the five stytes (A-E).

Which gang1 is interested in creat ing music?

2 atways dresses immaculately?

3 is interested in 'green' issues?

4 often wears very high shoes?

5 tends not to mix with the opposite sex?

6 prefers the cinema to the television?

7 has a keen sense of business?

8 enjoys provoking negat ive react ions?

9 often wears dist inct ive make-up?

10 is more interested in fun than ref lect ion?

Match eight of the colloquial words in red in the text withdef ini t ions 1-8. Then wri te simi lar def ini t ions for theother six. Use the context to help you and a dictionary, ifnecessary.

1 r .rannabe. (adi) having an ambit ion to be something2 - (v) avoiding work/school3 - (adi) very tight4 - (phr v) seeing or watching (a show, etc.)5 - (adi) dirty, not smart6 - (adi) knowtedgeable, wet l- informed7 - (phr v) accept gratefully8 - (n) a group of f r iends

Compare your six definitions from exercise 4 with yourclassmates. Do you agree on the meanings?

Work in pairs or groups.

1 Decide on a dist inct ive style that is common among youngpeople where you I ive. Invent a name for i t , i f i t does nothave one.

2 Make notes about the style using the same subheadingsas the ones in Our gong.

3 Wri te a text about the stvte simi lar to the ones in Ourgang. Use col loquial language where possible.

Ttrtr!TrtrTTtr

A HrffitWho they are They may care about the environment but this crew areless alienated than their early 1990s counterparts. They don't relect themodern world - they embrace it to change it.Where you find them Noses buried in ecology books; organisingonline petitions.What their look is Sweatshirts from Howies; dreadlocks or undercuts.What they listen to Jungle{olk band Vampire Weekend; drum'n'bassDJ Mechanical Organic.

B URBAIIIilWho they are Street kids, but not as you know them - imaginemini-entrepreneurs who are ridiculously clued-up on art, fashion and,of course. music.Where you find them In the day, spot them skiving in their localrecord shop, looking for rare 1990s tracks to remix. Later, it's everyoneover to a mate's place to hear his latest demo.What their look is Hoodies from Supreme or Bathing Ape; limited-edition trainers.What they listen to Dubstep, a heavier, more meaningful branch ofhip-hop.

c Aleo tndie,Who they are Instead of ruthless introspection, life for neo-indie kidsis about pushing each other home in trolleys and then posting thephotos online.Where you find them Travelling around town in single-sex packs;queuing for tickets to see bands.What their look is Whatever it is - Topshop and American Apparel,mostly - it must be perfect.What they listen to Their favourite band, of course. We Smoke Fagsand The Enemy are hot.

D [u 6rauoWho they are Goths, but flamboyant ones. They love to be differentand lap up the attention they get from shocked relatives.Where you find them Find them at nu-grave nights in grungy venueslike Korsan Bar in east London.What their look is They take inspiration from the darker side of highfashion. Add wet-look hair, black lips, patentleather trench coats and20 cm platforms.What they listen to Good-looking young nu-grave bands such as TheHorrors a'i{ lpso Facto.

E FAUXHNKWho they are Art students and wannabe actors who live for creativity,love and their friends. Do not mistake them for real punks.Where to find them Watching bands at the Dot to Dot festival inNoftingham; reading underground 'zines such as the PiX; taking in filmsby Gregg Araki or Gus Van Sant; actively not watching telly.What their look is Like old punks, but much better-looking. YellowDMs; super-skinny jeans; McQ vests; biker jackets.What they listen to Goodlooking, well-dressed new bands such asGallows and Late of the Pier.

1 nead the newspaper cutting and answer thequestions.

1 What are nano-part ic les and what potent iaI benef i ts dothey have in relation to food?

2 Why are some people concerned about nano-part ic lesin food?

104 products on shelves alreadycontain toxic nano-particles,warns Friends of the EarthPotentially toxic chemicals are being incorporated into food,packaging, health supplements and other products by stealth, itis claimed. Manufacturers boast that nano-particles, which arethousands of times thinner than a human hair, can deliver drugsor vitamins more effectively, kill harmful bugs in food or createself-cleaning windows. But scientists, consumer groups andgreen campaigners fear the technology is being introduced intothe diet, body and environment without proper safety checks.

Look quickty through the text on page 85. Match paragraphs2-6 with five of the headings in the box.

Products available now Create your own flavoursTiny toxins Healthier and more exciting foodPublic protests Unknown dangers

Paragraph 1: IntroductionParagraph 2: -Paragraph 3t -Paragraph 4:, -Paragraph 5: -Paragraph 6: -

Read the text and choose the best answers.

1 What does Wil ty Wonka's magical chewing gum have incommon with types of nano-food in development?a They both contain an exciting mix of tastes.b Both are appeal ing to young chi ldren.c They both al low the consumer to choose the f lavours.d They're both made in a factory.

2 Which elements of 'programmable food' would consumersbe able to determine by zapping i t?a colour, consistency and nutr i t ionalvatueb temperature, colour and tastec taste, nutr i t ional value and colourd texture, taste and colour

3 Unt ike ordinary packaging, 'smart ' packaginga keeps food fresh permanently.b prevents any oxygen from reaching the food.c has yet to arrive on supermarket shelves.d can monitor the condit ion of the food i t contains.

I caw uMerctattd

to an adicLe about

dnd rcact

faad screrye

Technology developed to keep cooking oi l f resh could helpthe world's poorest people bya increasing their consumption of nutr ients.b preventing fish from going offtoo quickty.c alert ing them when water suppl ies become contaminated.d enabt ing them to puri fy water more easi ly.

At i ts most advanced, nano-technology might enabteconsumers toa experience previously undreamed-of combinat ions of

tastes.b make any food they can think of without the need for

convent ionaI ingredients.c have a much higher level of protein in their diet .d avoid foods they dislike altogether.

5 In the opinion of the scient ist David Bennett , how wi l l thepubtic react to nano-food?a They' l l g ive i t a caut ious welcome.b They'lt be too concerned about the dangers to welcome it.c They'tt eventually be won over by all the potentiaI benefits.d They' t [ want to decide whether the potent ial benef i ts

outweigh the dangers.

7 How is the size of nano-part ic les retevant to their potent ialdangers?a Most substances are toxic at nano-scales.b They are too sma[[ for scient ists to track their posi t ion.c Once they're inside the body, they behave l ike viruses.d Their microscopic size al lows them to pass through the

body's usual defences.

Find these words in the text.

Paragraph 1: two sweet dishes and two savoury dishesParagraph 2; four adjectives that describe food or drinkParagraph 3: two things that can spoil food and make it

inedibteParagraph 4: three of the elements that most food contains

(such as carbohydrate ...)Paragraph 5: fourwords which mean'danger 'Paragraph 6: four organs ofthe human body

Work in pairs. Write as many words as you can under theseheadings in three minutes. Which pair has the most words?

1 sweet dishes2 savoury dishes3 adject ives that descr ibe food or dr ink4 elements that food contains

Work in pairs. Discuss the questions.

1 Would you be wit t ing to eat food which contained nano-particles? Why?/Why not?

2 Do you think research into nano-food should be banned?Why?/Why not?

o* Vocabulary Builder 8.2: Talking about food: p.140

4

6

Food of the future

6 Unit 8. Iasres/

Nano-foodt Willg Wonka is the Father of nano-food.

The great chocolate-factorg owner, gou'llremember, invented a chewing gum thatwas a full three-course dinner.' l t wil l bethe end of all kitchens and cooking,' he toldthe children on his tour - and produced aprototupe sample of Wonka's Magic ChewingGum. One strip of this would deliver tomatosoup, roast beefwith roast potatoes andblueberrg pie and ice cream - in the rightorder.

a Far-fetched? The processed-food giantKraft and a group of research laboratoriesare busg working towards'programmablefood'. 0ne product theg are working on isa colourless, tasteless drink that gou, theconsumer, wil l design after gou've bought it.You'l l decide what colour and flavour gou'dlike the drink to be, and what nutrients it wil lhave in it, once gou get home. You'l l zap theproduct with a correctlg-tuned microwavetransmitter - presumablg Kraft wil l sell gouthat, too. This wil l activate nano-capsules -each one about 2,000 t imes smal ler than thewidth of a hair - containing the necessargchemicals for gour choice of drink: green-hued. blackcurrant-flavoured with a touch ofcaffeine and omega-3, sag. Theg wil l dissolvewhile all the other possible ingredients wil lpass unused through gour bodg, in theirnano-capsules.

s The end of cooking? Probablg not. Butnano-food and nano-food packaging areon their wav because the food industrghas spotted the chance for huge profits:according to analgsts, the business wil l soonbe worth $20 bi l l ion annual lg. You' l l f i rstmeet nanotechnologg in food packaging.

Most people have heard about the'smart'food packaging that wil l warn whenoxggen has got inside, or iffood is goingoff - research on that is complete and theproducts are arriving. Samsung has fridgeson the market in Asia and America that usenano-silver to kil l bacteria. Also available inAmerican supermarkets is cooking oilthat, intheorg, can be kept fresh for ever - thanksto nano-engineered molecules whichlock onto contaminants. These could alsosimplifg the process of cleaning drinkingwater - potentiallg hugelg important forthe developing world. In Australia, Uou canbug bread that contains undetectable nano-capsules of omega-3, a valuable nutrientfound naturallg in oilg fish l ike salmon.

n Food manufacturers including Unileverand Nestl6 plan to use nano-encapsulationto improve shelf l i fe and engineer tastesensations in fat-based foods l ikechocolates, ice creams and spreads. Therecould be huge reductions in fat and salt inprocessed foods. Unilever believes it canreduce the fat content of ice cream fromfifteen per cent to one per cent. In the future,atomic-level encapsulation techniques wil lget more sophisticated. A chef might decidethat some flavours in his disfnwould onlgbe released to the eater a certain number ofseconds or minutes after chewing, or whentheg sip a glass of wine. Further ahead,the industrg is looking at food that is pre-engineered to cater for gour tastes, gourdislikes and gour allergies - or just built fromscratch. Ultimatelg, it might be possible tocreate anU meal gou want at the push ofabutton, using nothing but plant proteins.

5 But Dr David Bennett, a veteranbiochemist now working on a EuropeanCommission project on the ethics of

'nanobiotechnologg', believes the public wil lalmost certainlg reject nano-food becauseof the perceived perils. 'Verg l itt le riskassessment has been done on this area,even on some products alreadg enteringthe market'. What's to be afraid of. from atechnologg that offers so much - healthierfood, fewer, better-targeted chemicals, lesswaste,'smart' Iand thus less] packaging,and even the promise of a technologicalsolution to the oroblem of the one bil l ionpeople who don't get enough to eat?'Matterhas different behaviour at nano-scales,'sags Dr Kees Eijkel from the Dutch TwenteUniversitg.'That means different hazardsare associated with it. We don't know whatthese are.' For example, some metals wil l ki l lbacteria at nano-scale - hence the interestin usingthem in food packaging- but whatwil l happen iftheg get offthe packagingand into us? Could theg be a threat to ourhealth? No one seems to know.

s The size question is central to theseconcerns. Nano-oarticles that are under 100nano-metres wide - less than the size of avirus - have unique abil it ies. Theg can crossthe bodU's natural barriers, entering into cellsorthrough the l iver into the bloodstream oreven through the cellwall surrounding thebrain. ' l 'd l ike to drink a glass of water andknow that the contents are going into mVstomach and not into mg lungs,'sags Dr

Oasim Chaudhrg of the Brit ish government'sCentral Science LaboratorU.'We are givingverg toxic chemicals the abil itg to cross cellmembranes, to go where theg've never gonebefore. Where wil l theg end up? lt has beenshown that free nano-particles inhaled cango straight to the brain. There are lots ofconcerns. We have to ask - do the benefitsoutweigh the risks?' i

I

Unit 8. Tastes

I can use maolaL verbs

accurately and effecttveLyModalverbs

Look at the newspaper cutting and explain thewordplay in the headline. What do you think the sandwichmight contain?

How does tnc [85 sandwichtastefl In a w01d: richIt's not a

gimmick,

says chef

who

created it.

Read opinions 1-7 about the f85 sandwich. Decide whichmodal or modals fit each gap.Try to explain why the othe(s)do not fit.

1 ' l t - be a publ ic i ty stunt by the restaurant. 'a can b must c should

2 'A sandwich - be worth f85, however amazing. 'a can' t b mustn' t c couldn' t

3 'People spend so much on a sandwich whenthere's poverty and hunger in the wor ld. 'a shouldn' t b ought not to c don' t have to

4 ' l f you think i t 's a waste of money, you - buy i t . 'a needn' t b mustn' t c don' t have to

5 ' l f you have that much money to spend, you _ buy asandwich for f 3 and give f82 to charity.'a have to b ought to c should

6 'The moral is: You - believe everything you read inthe newspapers! 'a mustn' t b don' t have to c needn' t

7 'A tot of people work for a whole day or more toearn f85! 'a must b have to c should

Look at your answers to exercise 2. Decide which modals weuse to talk about 1-7.

what we believe is right ( or _-)what we believe is wrong ( or --)what we can deduce is def in i te ly t rue ( )what we can deduce is def in i te ly not t rue (_ or

)what we are obl iged to do ( )what we are not obl iged to do ( or - )what we are obtiged or strongly advised nof to do ( )

a Grarnmar Bui lder 8.?: Modals: o. 127

4 Look at the photo of adessert that costsS25,000 and talkabout it usingthese phrases.

I t must be . . .I t couldn' t be . . .You'd have to ...People should/shouldn' t . . . because . . .

f) r.or Listen to aconversation about the dessert.Who would like to try it: the manor the woman?

O f.Of Read the sentences from the conversation. Decidewhich modal makes better sense in the context. Then listenagain and check.

1 They may / must have sold hundreds.2 You might / may have totd me you were going to New York

next week!3 You could / should take him out for a meal.4 We may / might have been arrested.5 You might / should have a better evening this t ime.6 l t couldn' t / might nof be any worse!7 You could / may give me a lift to the airportl8 Wetl, if you might / should try it, tet me know!

Explain how the meaning of each sentence in exercise 6would change if the other modalwere chosen.

Work in pairs. Decide whether the sentences are naturalEnglish or not. lmprove the sentences which are not.1 This dessert is amazing. You really must try it!2 The food there is always terrific, but the service could be a

bit s low sometimes.3 'Coutd I t ry your pizza?' 'Yes. you could. Go aheadl '4 Customers may only consume dr inks purchased on the

premises.5 My credit card bi t l is astronomica[! | guess I ought not to

have spent so much on eat ing out!5 l t 's only another 30 ki lometres. We should be there in t ime

for dinner.7 | prefer eat ing out now that people mustn' t smoke

anywhere inside a restaurant.8 Because my sister works in a restaurant, she must work

late every night.

Work in pairs. Discuss the question.

ls i t moral ly wrong for people to pay that much for arestaurant dish, even if they can afford it? Why?/Why not?

7234

567

Unit 8. Tastes

Stim ulus-based

1 Work in pairs. Match the charts (1-4) with their names in thebox and their descriptions (a-d) below.

graph table bar chart pie chart

I can dercrtbe and respond tovtsual st iwtul i in a discnssiatr .

3 6) f.O+ Listen again. Tickthe expression (a or b) that thespeakers use. (Both are valid expressions.)1 a For me, the most interest ing aspect is . . .

b What str ikes me as most interest ing is . . .2 a . . . a sharo r ise in the totaI number of . . .

b . . . a signi f icant increase in the totaI number of . . .3 a ... a very large proportion of people ...

b ... the vast majority of people ...4 a The chart tel ls us that . . .

b Accordingto the chart , . . .5 a . . . more or less the same number of people . . .

b . . . roughly equal numbers of people . . .6 a . . . seeing i t in this form real ly br ings home to you . . .

b . . . the way i t is presented helps to emphasise . . .7 a There's a strong tendency to reject ... /embrace ...

b There's a definite trend away from ... /towards ...8 a . . . the rate has remained ouite stabte . . .

b . . . the rate has not f tuctuated very much . . .9 a There has been a sl ight increase/decrease in . . .

b . . . has increased/decreased marginal ly.10 a The signi f icance of this is that . . .

b This is signi f icant because . . .

4 Explain the following expressions. Use language fromexercise 3 where appropriate.

Rates of obesity have:1 rocketed2 crept up3 plummeted4 mult ipt ied

5 plateaued6 stumped7 tailed off8 stabi l ised

Complete the sentence below using expressions from thebox in position a or b. Which expression could go in eitherposition? What other words could you use to mean the same?

discussion

) tn an average week, how often- do you eat at a fast-food outlet?

every day 7"/o -

3 times or more 8o/o/

Sales of organic food

>I l

510

$8

$4

0

@ Healthy eating

2 6) f.o+ Listen to four people talking about differentcharts. For each speaker, identify what the general topic ofthe chart they are speaking about is.

Speaker 1

Speaker 2

a displaying stat ist ics which totat 100%b showing how a si tuat ion has changed over t imec visualty comparing two related sets of statisticsd present ing a var iety of stat ist ical informat ion in a ctear but

non-diagrammatic form

Regular vs occasionaI buyers of Fairtrade products

35

30

25

va 20

75

10

5

0

Speaker 3

Speaker 4

Fast food consumption has risen (a)(b)

1 - ideatfor l2 - ideatforE

3 - ideat forE4 - ideat forE

I Regular

I occasional

@

10%

2001

give or take a percent in round numbers more or lessin the region of something l ike or thereabouts

When you are talk ing about charts and stat ist ics, do notsimpty report the information they contain. Give a personalreact ion too. What is surpr is ing or important about theinformation?

Read the speaking tip. Which expressions from exercise 3can be used to give a personal reaction?

Talk about the information contained in thecharts in exercise 1. Use expressions from exercises 3, 4and 5 where possible.

Turn to page 143 and do the task.

6

8

Estimated sales of Fairtrade Droducts

Unit 8 . Tastes

( t i t1 VvfI t ( q r(PArt

Introduction

The aim of this report is to give aninsighl in[o the wide range of livemusic that is available in this area,and to single out one venue whichI would particulariy recommendvisiting

Large venues

There are two llve music venues ofa reasonable size: the Apollo and,theHippodrome These attract headlineacts from all pafis of the UK, andoccasionally from overseas too. TheApollo has recently been refurbished

and 1s clean, well-run and well-appointed. To my mind,however, it is a little on the sterile side The Hippodrome isthe polar opposite: dark, grungy and chaotically-managed- and it could certainly do with better air-condrtioning. Butwhat it lacks rn slickness. it makes uD for rn character!

Smaller venues

If it's internationally-renowned performers you're looking for,the Cave rsn't the venue for vou However. as a showcase

for local talent, it's garnering quite a reputation amongserious music fans in the area Tickets are reasonablypriced, wrth concessions for students and the unemployedThe room is a little cosy, to say the least, but that adds tothe atmospherel That said, it does have a tendency to bevery crowded on Saturday nights, perhaps unpleasantlyso. Stage One is somewhat larger than the Cave, with anadvertised capacity of 350 as opposed to the Cave's 250They tend to attract slightly better-known acts, but atf25-30 a throw, tlckets aren't exactly cheap, and whenbought over the phone incuran additional booking fee off2.50 per ticket

Recommendation

If you only have time tovisit one venue, I wouldrecommend itsprogramme includes the bestbands in the UK and whiie ltmay not be the most polishedgig you've ever seen, it shouldbe a memorable evening

Compare and contrast the photos. Which gigwould you rather be at? Give reasons.

Read the report about l ive music venues in the writer's area.Answer the questions.

1 ls the report written in formaI or retatively informatlanguage? Give examples to support your answer.

2 Who do you think the intended audience for the reportmight be? Give reasons.

3 Which venue does the wr i ter recommend? Complete thegap in the report .

Find words or phrases in the text which mean the oppositeof 1-8.

Read the writ ing tip. Then find examples of periphrasis andeuphemism in the text with the meanings below.

1 l t 's ster i le.2 l t needs better ai r -condi t ioning.3 l t isn ' t s l ick, but i t has character.4 The Cave doesn' t have internat ional ly-renowned

oerformers.5 The room is smal l .6 lt 's very crowded on Saturday nights.7 Tickets are expensive.8 The gig won' t be pol ished, but the evening should be

memorable.

Soften these negative comments using periphrasis oreuphemism.

1 The band isn' t very successfu[ .2 The drummer isn' t ski l fu l , but he's enthusiast ic.3 The song isn't very origina[, but it 's catchy.4 The singer'svoice is unattractive.5 The singer somet imes goes out of tune.5 The stage is too smal l .7 The sound system sometimes doesn' t work.8 The room is too hot.

Discuss the questions as a class.

1 What are the advantages and disadvantages of l is tening tol ive music, rather than recorded music?

2 Which performers would you most l ike to see performingl ive? Give reasons.

1 unknown acts2 badly-managed3 poor ly-equipped4 clean

5 overpriced5 empty7 unrehearsed8 forgettable

ln order to sof ten a negat ive comment, we of ten useper iphrasis (using more words than necessary) oreuphemism (replacing negat ive or of fensive words withsomething tess direct) .Periphrasis: This venue is a little on the shabby side.(instead of This venue is shabby.)Euphemism: The floor could do with a clean. (instead ofThe floor is dirty.)

Unit 8 . Tastes

Work in pairs. Compare and contrast therestaurants in the photos. Which would you prefer to eat at,and why?

Read these two descriptions of the same restaurant meat.Which is more positive about the experience?

A Lunch was a relaxed affair. I began with a l ight starter ofgar l ic prawns. This was fol lowed by'Creole Gumbo', anovel combinat ion of pork, chicken and seafood whichcame with a s ide dish of succulent vegetables. For dessert ,I opted for the mango sorbet, which was part icular lysweet.

B Lunch was a long and drawn-out af fa i r . I began with ameagre starter of garlic prawns. This was fottowed by'Creole Gumbo', an odd concoct ion of pork, chicken andseafood which came with a s ide dish of soggy vegetables.For dessert, I opted for the mango sorbet, which wasparticularly sickly.

Words with the same core meaning can have very di f ferentconnotat ions: these give us informat ion about the wr i ter 'sat t i tude.

Read the writ ing tip. Find words in the texts in exercise 2which share the same core meaning but have differentconnotations.

Find pairs of words with similar core meaning in the boxbelow. Decide:

a whether each pair is most t ikety to be used whendescribing a restaurant's food, staff or interior.

b which word in each pair has a more posi t ive connotat ion.

attentive bustl ing cloying cramped crowdeddeserted formal hearty heavy hurriedinsubstantial intimate intrusive taid back l ightstoppy sour stiff swift sweet tangy uncrowded

rile.nlive - inlrusiva dercribrng r'taff 'attantiva' i5 rrore positrvo

ln pairs, think of words which have the same core meaningas the words below, but a less negative connotation. Use adictionary if necessary.

1 bossy - asierl ivg2 stubborn3 tactless4 out-dated

5 scrawny6 arrogant7 f t ippant8 abnormal

A report should be laid out in the clearest possible form.Unl ike other forms of wri t ing, i t is f ine to use subheadingsin a reoort.

Read the writing tip. Then, in pairs, read the task and decidewhat headings to use for sections 2 and 3 of the plan below.Divide the venues according to size, style of food, price, oryour own idea.

A group of foreign students are visit ing your town for aweek. Write a report giving information about the rangeof caf€s and restaurants. Include at least one personalrecommendat ion.

1 Introduction (the aim of the report)2 - (first type of venue)3 - (second type ofvenue)4 Recommendation

Work in pairs. Talk about caf6s and restaurantsyou know (or invent them ifyou don't know any). Add notesto the plan in exercise 6. Decide which venue to recommend.

Working individually, write a report of 200-250 wordsfoltowing your plan from exercise 5. Remember to write inan appropriate style for your audience. Include at least oneexample of periphrasis or euphemism.

Check your work using the list below.

- Have you

! fottowed the ptan?

! written the correct number of words?

! included at least one example of per iphrasis oreuphemism?

I used words with positive/negative connotations?

I used correct grammar and vocabulary?

Vocabulary

1 Comptete the sentences with phrasal verbs formed from averb in A and a particle in B. Use active or passive.

A ehee|t drop get hold show stopB around away into off over up

Harry was chec(ing into the hotel when I arrived.1 We aren' t having a hot iday this summer, but I 'm sure we

to somewhere nice in the autumn.2 They arrived two hours late because they in

the rush hour traffic leaving London.3 Emma's taxi was late her _ at the

stat ion, so she nearly missed her train.4 During our flight to Austratia last year we in

Singapore for four hours.5 She the exhibi t ion bv the art ist himself .

EE! ]tr2 Complete the sentences using a noun related to the phrasal

verb in brackets.

1 There has been an - of flu. (break out)2 There was a peasant - in 7977. (r ise up)3 The - has caused many job losses. (take over)4 The scandal led to the president 's - . ( fat t down)5 Boy band Take That made a - in 2006. (come back)

EE! ]tr, Complete the sentences with compound adjectives formed

from the words in brackets.

1 l t didn' t look as i f i t would rain, so she put onher - (toe) sandals.

2 My brother is cul t ivat ing his trendy image by wearing(skin) T-shirts wherever he goes.

3 There was a cold breeze and Jess wished she had worn a(sleeve) top instead of a T-shirt.

4 Since she's been pregnant, my sister feels morecomfortable in - (f it) garments.

5 Josh wanted to make a good impression, so he wore a(three) suit to the interview.

EE! EGive the sentences a more negative connotation by replacingthe underlined words with words in the box.

cloying cramped crowded {rcayy sloppy

1 They were served a heartv breakfast.2 We were served a sweet dessert.3 The streets are bust l ing with shoppers.4 The tavern had an int imate atmosphere.5 The waiters have quite a laid-back att i tude.

EE! Itr

Grammar

5 Rewrite the sentence with extra emphasis using the words inbrackets.

I was first attracted to his smite. (it)It was his emila that I war firrt aiiracled Io

1 We need to know when their ftight is due. (what)2 The new head teacher is charming, and she's very

professional too. (on ty)3 He earns too little to support himsetf. (truth)4 Your new haircut looks nice. (does)5 | don' t understand why he's upset. (what)6 You told everyone my secret. (it)7 We're tost. (fact)8 | rarely stopped to think about her feelings. (did)

EE! ]tr6 tick ttre verbs which can complete the sentences correctly.

(Sometimes both are correct.)

1 They were going to cal l this morning, so he _ about thejob by now.a would know b should know

2 I 'm amazed that she - vou t ike that .a would treat b should treat

3 They took some extra blankets in case they - cold.a would get b should get

4 We - to express our thanks by invi t ing you both tod in ner.a would l ike b should l ike

5 l t 's essent ia l that everyone - on t ime.a would arrive

Etr! ]trb shoutd arr ive

4

Complete the sentences with the modal verbs in the box andthe correct form ofthe verbs in brackets.

can' t may not might must needn'tought not to should

1 Candidates ( leave) the room unt i l theexaminat ion is over.

2 Jane's dad is fur ious with her for having a party whi le theyhe was away. He says she (ask) him first.

3 You (oke) i f you think I 'm going to lend youthe money for my bir thday present!

4 People (put) used batteries in theirhousehold rubbish.

5 He (tel t ) me he wouldn' t be home for lunch!5 There's plenty of time so we (hurry).7 You (see) Tom yesterday. He's in China.

Etr! 1Z@

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Language Review z-8,/

iffiffi:;i tWSpeaking

1 Choose a capital city that you would like to visit. Think aboutwhy and make notes.

2 Work in groups. Present your ideas to the other members ofyour group.

Reading

, Read the text. For questions 1-4, choose the best answer.

Dubl in o c sLow-slung, grey, and sol id, l reland's premier ci ty can looksurpr is ingly dark and gloomy at f i rst glance. l ts appearance- the result of i ts 19th-century architecture of l r ish stoneand granite - is decept ive. The town i tsel f is anything butgloomy, and i t 's not the stodgy, old-fashioned ci ty of thelate 2Oth century. Behind al l those sturdy columns andbeneath al l that grey is the real , modern, Euro-Dubl in - anaff luent place f i l led with trendy coffee shops, organic juiceoars, pr icey f ive-star restaurants, and expensive designerrout iques. The European money that has f looded in over:he last decade changed many things in l re land, but i ta l tered Dubl in most of a l l , catapul t ing th is histor ic town'rom the early 20th century, where i t had l ingered too long,nto the 21st, where i t now revels in i ts own success.Gone are the days when many visi tors to l reland chose

:o skip Dubl in al together. Nowadays, a weekend in Dubl ins one of the hottest c i ty breaks in Europe, as people pi lento i ts old pubs and modern bars, shop in i ts thr iv ingnarkets and mal ls, and relax in i ts t rendy caf6s. Because:f a l l of th is, Dubl in 's populat ion has swol len to 1.5'n i l l ion; more than a th i rd of the l r ish populat ion l ives in:nis ci ty, which, whi le good news for the economy, has'esidual s ide effects of overcrowding, high property pr ices,ard gr id locked traf f ic . l t has also helped make Dubl in one:f the world 's most youthful c i t ies, with an est imated 50%:f the populat ion under 25 years old.

I t is a contrary, amusing, complex smal l c i ty, and myalvice to those who haven't been here in a whi le, or who-ave never been here is this: the f i rst thing you should do> leave your preconcept ions behind. Then you can see this- stor ic, modern, f lawed, charming, and entertaining c i ty' : r what i t real lv is.

Dubl in 's physical appearance is misleading because i tmakes the ci tyA seem poorer than i t real ly is.B seem colder than i t real ly is.C seem less l ively and up-to-date than i t real ly is.D look grander and wealthier than i t reat ly is.

What has been the effect of European funding on Dubl in?A The city has become very expensive.B The city has changed faster than the rest of lreland.C The ci ty no longer has a strong sense of history.D The ci ty has rebuit t many of i ts derel ict bui ldings.

The fact that Dubt in 's populat ion has grown rapidtyA is good news for people under 25.B has had posit ive and negat ive consequences.C has damaged the economy of other regions.D has meant some people can' t f ind housing.

The writer advises visitors to Dublin toA see both the otd and the new parts ofthe ci ty.B ignore whatever they previousty thought about the ci ty.C ignore the ci ty 's bad points.D find out about the history of the city before they arrive.

Listening

$ l.OS Edgars, Tomas and Rita are on holiday in Dublin.Listen and identify the three locations for the dialogue.

f) f.Of Listen again. Complete each sentence with asingle word.

1 Edgars says that the hotel reservat ion was made2 Edgars complains that his room looks real ly - .3 One bad thing about the hotel restaurant is that they are

made to4 By the t ime the food arr ives, Rita no longer feets5 Regarding his new business, Edgars feels - .6 Rita would prefer to have their next meal in the - .

Writing

lmagine you are Edgars, Rita or Tomas. Make a note ofthree different things you were unhappy with at the hotel inDublin. Invent detaits or use information from the dialogue.

Write a letter of complaint to the hotel. Say:o what you are complaining about and why.o what you would l ike the hotel to do about i t .

4

6

7

Exnn 8What are the advantages and

disadvantages of bottled water, as opposed to tap water?Which do you prefer to drink?

l .t

t \

I

l f you miss an answer dur ing the f i rst I is tening, don' t worryabout i t . Move on to the next sentence. When vou l is tenagain, focus on the missing answers.

2 6) r.oo Do the Listening exam task.

Listen to the radio programme and complete eachsentence with up to four words.

1 About one in f ive restaurant customers order bott ledwater because they don' t want to

2 l t takes 762g of o i l to make one - .3 When discarded plast ic bott les reach the ocean, they

oecome a _ .4 The Eastern Garbage Patch is a part icular ly pol luted area

of - .5 Plast ic breaks down into oieces which can be smal ler

than - .5 In order to reach i ts customers, about a quarter of a l l

bottled water has to -7 Waterhouse, a new restaurant in London, is unusual

because i t won' t8 Bott ted water has had so much bad publ ic i ty that

eventual ly people who dr ink i t could took t ike

Look quickly through the text in the Use of English exam taskabout Claridge's, a luxury hotel in London. Find the mostexpensive and the cheapest water available.

4 Oo the Use of English exam task.

Read the text and decide which word or phrase (A-D) bestfits each gap.

Water for S5O a liheClaridge's has taken luxury to a new '- by offeringits guesls more than 30'- o[ water - with pricesstretching to as much as f,,50 a litre. The opulent hotelin the heart of l-ondon has "- an extensive menuwith water from places as far flung as Norway, Patagonia,New Zealand and Hawaii. Customers are given adviceon which water is best a- to what occasion. Forthose suffering from exhaustion or trying to get overjetlag, OGO spring water from the Netherlands contains35 times more oxygen than water n- thedrinker. The most expensive on the menu is 420 Volcanic,spring water from New Zealand, which can be bought for921 for 42 cl - the equivalent of S50 a litre. Its low mineralcontent and 'smooth sensation on the palate'come fromits journey from the '- at the bottom of an extinctvolcano through 200 metres of volcanic rock. Fiuggi fromItaly has o- been admired: Michelangelo wroteabout its restorative effects in 1554 and it is said to bevery popular with the Vatican. "- included on thelist is Mahalo Deep Sea Water, from Hawaii, which isL2l for 75 cl. Originally a fresh water iceberg, the icemelted thousands of years ago and sank to the bottom ofthe ocean floor because of its different temperature andsalinif. It is now " to the surface through a 1,000metre pipeline. But among all the grandeur there is oneoption which is free of charge - a glass of 'old-fashionedLondon tap water'.

l Aheight Bpeak Csummit Drate2 Avar iet ies B di f ferencesCvariat ions D oot ions3 A revised B advised C comorisedD devised4 A appropr iateB sui ted C sui table D t inked5 Acommon Btypicat Cordinary Dnatural6 A revitatising B revitalised C is revitalised

D to revitatise7 A source B foundat ion C basis8 A much B thoroughty C once9 A Futhermore,BAlso C Ptus,

10 Adragged Bhauled Cput led

D beginningD longD MoreoverD pumped

*i

3

THtS U1{tT t i tc tuDES . .Yo6bulary . gossip and secrets . giving and withholding information . colloquial omissions . l i teral:1d figurative language . vague languageGnmmar. passive structures. the causative . participl€ phrasesSpeaking . 1311;1g 6bout gossip and secrets . talking about spy stories . talking about conspiracy--eor ies . drawing conclusions\fr i t ing. 3n qt ; r ; . . . r r . t

I can understand and Ne thlanq,taqe of news and gatstp.

1 Work in pairs. Describe what the people in thephotos are doing. Why do you think they might be doing it?How might you explain their expressions? Use the words inthe box to help you.

confide (in somebody) drop a bombshelleavesdrop (on a conversation)gossip (noun & verb) indiscreet outraged rumoursscandal scandal ised scandalous

2 6) f.oz Listen to three people gossiping over the phone.Complete each sentence with the information you hear,using up to four words.1 Kate tells Gerry that Harry has got2 She urges Gerry not to tell anyone because Harry hasn't

yet_.3 She claims only to have totd Gerry the secret because he

is- .4 Brian tel ls Jake about secret plans to5 He suspects that some of the people involved in the deal

wi t l - .5 Jutia tells Karen about two friends who started a

retat ionshioata-.7 She reveals that Sue is very keen to keep the relationship

secret from her - .8 She expects the secret will eventually come out when the

couple

3 6) 3.07 Choose the correct word in these expressions.Then listen again and check.

1 Have you heard the latest / newest?2 I'm telting you this in the firmest / strictest confidence.3 lf word / truth gets out, it ' l l cause ...4 Harry's the heart / soul of discretion.5 He hasn't breathed / whispered a word to anybody.5 | know it won't go any longer / further.7 | managed to glean / clean some information.8 l t 's ful ly / highly conf ident iaI at the moment.9 Don't quote / repeat me on this, but . . .

10 I've got some really fruity / juicy gossip for you.11 l t 's al tvery hush-hush / hush up.12 They won't be able to keep it under hats / wraps for ever.

Rewrite these sentences using expressions from exercise 3.More than one answer may be possible.

1 Don't tel l anyone who you heard this from, but I think mybrother is getting married.

2 | discovered a few interesting tidbits about her private life,but I won't tel l a soul. My l ips are sealed!

3 Her plans for next year are top secret.4 For the t ime being, they're withhotding the ident i ty of their

new manager.5 I' l l tett you my secret because I know you aren't a gossip.6 She told me one real ly fascinat ing secret aboutTony. l f i t

ever becomes common knowledge, he' t l be fur ious!

Work in pairs. Discuss the questions. Thencompare your ideas with the class.1 What kinds of topic often form the basis of gossip?2 Why are so many people interested in gossip?3 In what ways could gossip be damaging?4 What would be the advantages and disadvantages of

being fr iends with a gossip?

i\,..lfo..lulary Buitder 9.1: Giving and withholding\'r'\,S|,fnformation : p. 140

4

5

Unit 9 . Secrets

confidenceI can we naturaL,coLLoqutaL Lanquage

Have you ever failed to keep a secret? lf so,what were the consequences?

Complete the text with the verbs in the box.

betray boost crop drop fall feign get give gohotd prise turn

ffow to Re-e,p q s-eret

Just don't tell anyone! Avoid the subject as much as you can. Should itt- up in conversation for whatever reason, '- ignoranee.Never 3 hints in company that you know a secret but can't saywhat it is. This is like a red rag to a bull. The people you are with willtry to 4- the information out of you and you probably won't beable to 5- out.lf you feel yourself weakening, 6- your motivation by focusingon why it's so important to keep the information secret. ls it to avoidruining a surprise? Or to protect a friend's reputation?

4 Whenever you're tempted to 7- a friend's secret, remind yourselfof the longterm damage that this could do to your friendship. At thesame time, tell yourself that being trustworthy is a wonderful trait tohave.

5 Don't t- into the trap of thinking you can tell just one otherperson provided you insi$ that it should t- no further - it alwaysdoes! And sooner or later. vour lack of discretion will 10- back toyour friend.

(, lf you know you're bad at keeping secrets, don't encourage peopleto share them with you - or at least tt- them some warning ofyour track record!

w4RNtNq! Sometimes it is better to pass on a secret, if you suspectthe person who told you may be in trouble. A secret can 12- out tobe a cry for help.

3 Work in pairs. Decide whether you agree ordisagree with the advice in exercise 2. Can you add anyrnore advice?

It 's of ten more natural to use a phrase (verb + noun)instead of a single-word verb, especial ly in informallanguage.

talk ) have a talk decide ) make a decision

4 Read the Lookout! box. Then rewrite the sentences usingphrases instead ofthe underlined verbs.

1 I 'd love to shop with you this afternoon, but I need torevise.

2 Think about what I 've said and cal l me later.3 I've concluded that what I really need is to rest.4 | looked at her paint ing and compl imented her.5 | hinted that I 'd l ike to be paid, but I didn' t want to offend

by asking.

tIF

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trJ

Jffiii.$

Colloquial omissionsIn informal, spoken Engtish, we often omit unstressedwords at the beginning ofthe sentence (pronouns,articles, etc.) provided the meaning is clear. For exampte:

Can't talk now! (l can't talk now.)Speak later. (We'[ speak later.)Need a lift? (Do you need a tift?)

A negative form is sometimes replaced by not.Not a cloud in the sky. (There isn't a cloud in the sky.)

Grammar Bui lder 9,1: Cottoquial omissions: p. 128

Read the information in the Leorn thisl box. Then cross outany words in the dialogue that you think could be omittedin normal, colloquial speech. (You may have to make otherminor changes as a result.)

Or-\

SamColinSamColin

Are you on your way home?No. I 'm just hanging around.Do you fancy a coffee?Sure.

6

Sam lt's my turn to pay.Col in Thanks. So, how are you?Sam I 'm good. How are you?Cotin I can' t grumble. Have you

SamColinSamColinSam

heard any good gossip recently?I have, as i t happens.Wel l , go on then. Spi t l the beanslWel l , apparent ly Ben and Mo[[y have spl i t up.You're kidding! Reat ly?But they haven't told people yet. So don't say a wordto anyone!

Col in I understand.Sam Do you promise?Cotin YeslSam OK. Woutd you like another coffee?Col in No, thanks. I 'd better make a move.Sam OK. I ' l l see you later.Cot in Sure. l t was nice talk ing to you.

6) l.oe Listen to the dialogue and compare what you hearwith your answer to exercise 5.

Work in pairs. Role-play a dialogue using theoutline below. Include some co[[oquial omissions.

A: You meet your old friend B in a caf6 and start chatting.B asks about a mutual f r iend, and you hint that youknow a secret. You are unwilling to share it at first, but Bpersuades you. You make B promise that i t won't go anyfurther.

B: You meet A in a caf6 and start chatting. You ask about amutual f r iend, and A seems to know a secret about thatfr iend but is unwi l l ing to share i t . You persuade A to let on.

-

unt lg 'secrets

I catt ttttderstand andrcdd to a lterary eKtrqct.

Work in pairs. How much do you know about thewriter Joseph Conrad? Can you name:1 the country he was born in?2 the country he adopted as his home?3 any of his works?

f) f.Oe Listen to the information about Conrad. Find theanswers to question 1.

f) f .Of Listen again. Are the sentences true or false, or isthe answer not stated?1 The themes of Conrad's works are very relevant to the

probtems of the modern wortd.2 Conrad l ived in London and later in a vi l lage.3 Special postage stamps were issued to commemorate the

150th anniversary of Conrad's bir th.4 Conrad's fr iends never real ly regarded him as Engl ish.5 Conrad's contemporaries accused him of racism.

Read the opening to the novel The Secret Agent by JosephConrad. How does it convey the fact that Mr Verloc is a secretagent of some kind? ls it:

a by descr ibing the shadowy characters who frequenthis shoo?

b by mentioning the pol i t icat propaganda displayed in hisshoo window?

c by imptying that the shop is a front for some otherclandest ine act iv i ty?

Read the reading tip. Then find these phrases in the extract.What exactly do they imply? Choose a or b.7 nominolly in charge of his brother-in-law

a His brother- in- law was the one who real ly ran the shop.b His brother- in- law was incapable of running the shop.

2 his ostensible businessa The shop was not his real business.b He was ashamed that the shoo was his business.

3 o square box of a placea The shop was an attract ive bui lding.b The shop was an ugly bui lding.

4 for the sake of the customersa His customers were ashamed to be seen there.b His customers were real ly spies.

5 who hung obout the window for a timea The young men had nothing else to do.b The young men needed t ime to summon up courage.

6 with impudentvirulencea The customers disl iked the toud belt .b The customers rang the bet l loudly on purpose.

Literary texts often impty information without expticitlystating it. To get the most out of a text, you should besensitive to this. Certain phrases can convey informationindirect ly, as can the repeated use of s imi lar words.

6 Does the text imply that Mr Verloc's life is glamorous ornot very glamorous? Find several adiectives in the text tosupport your answer.

Mr Verloc, going out in the morning, left his shopnominally in charge of his brother-in-law. lt couldbe done, because there was very little businessat any time, and practically none at all beforethe evening. Mr Verloc cared but little about hisostensible business. And, moreover, his wife was incharge of his brother-in-law

The shop was small, and so was the house. ltwas one of those grimy brick houses which

to existed in large quantities before the era of reconstruction dawned uponLondon. The shop was a square box of a place, with the front glazed in smallpanes. In the daytime the door remained closed; in the evening it stooddiscreetly but suspiciously ajar.

The window contained photographs of more or less undressed dancingts girls; nondescript packages in wrappers like patent medicines; closed yellow

paper envelopes, very flimsy, and marked two-and-six in heavy black figures; afew numbers of ancient French comic publications hung across a string as if todry; a dingy blue china bowl, a casket of black wood, bottles of marking ink, andrubber stamps; a few books, with titles hinting at impropriety; a few apparently

20 old copies of obscure newspapers, badly printed, with titles like lhe Torch, TheGong - rousing titles. And the two gas jets inside the panes were always turnedlow, either for economy's sake or for the sake of the customers.

These customers were either very young men, who hung about thewindow for a time before slipping in suddenly; or men of a more mature age,

us but looking generally as if they were not in funds. Some of that last kind hadthe collars of their overcoats turned right up to their moustaches, and tracesof mud on the bottom of their nether garments, which had the appearance ofbeingmuch worn and not very valuable. And the legs inside them did not, asa general rule, seem of much account either. With their hands plunged deep in

m the side pockets of their coats, they dodged in sideways, one shoulder first, as ifafraid to start the bell going

The bell, hung on the door by means of a curved ribbon of steel, wasdifficult to circumvent. lt was hopelessly cracked; but of an evening, at the

i5 slightest provocation, it clattered behind the customer with impudent virulence

7 Oiscuss the questions with the class.1 Why do you think people are interested in stor ies about

spies and secret agents?2 Do you tike this genre of fiction? Why?/Why not?3 Do you know any writers from your own country who write

spy stories or mysteries?

Unit 9 . Secrets

theories

Work in pairs. Discuss the conspiracy theories.Have you heard any ofthem before? Do you believe any ofthem?

1 The US mititary has known foryears that UFOs exist but ishiding the truth from the publ ic.

2 Ihe 7969 Apol lo moon [anding did not real ly happen - i twas f i lmed in a W studio on earth.

3 Etvis Presley did not really die - he faked his own deathbecause he was t i red of being famous.

4 The HIV/AIDS virus was created by scientists.5 The US government were behind the bombing of the.World

Trade Center on 11 Seotember 2001.6 Princess Diana, who died in Paris in 7997, was murdered

on the orders of the British royal family.

Read the article, ignoring the gaps. Which of the conspiracytheories in exercise 1 are mentioned?

I cqn ,rndcrstqn/ and reqct ta

a tut abatt t (aniptr i (y thtar iuConspiracy

2

t5

$ON$PTNACotre tLoY LuLt

and was splashed across the media ref lects thegrowing popular i ty of conspiracy theories. I

!Al though Mr Meacher admit ted that he got

much of his information from websites, he madehis claim in the respected Bri t ish newspaper IheGuardian. The newspaper later publ ished let ters fromreaders rel ieved that the truth had come out. DavidAaronovitch, a Guardian columnist, expressed alarmthat his newspaper had given credibi l i ty to such'rubbish' .

According to David Alexander, author ofConspiracies and Cover-Ups - What the Governmentlsn' t Tel l ing You, 'There's been a tremendous increasein conspiracy theor ies about September 11. ' In 1998Rich Buhler, an American radio show host, set upTruthortiction.com to track and prove or disprovehoaxes, urban myths and conspiracy theories. ,

EMr Buhler said: 'The Internet has proven a valuabletool for conspiracy theorists - they exchange ideasand fuel the stor ies. They have a much larger canvasthan before. There's an impression that whateveris wri t ten is more rel iable than what is said. Whenit is wri t ten down, as i t is on the Internet, i t comespackaged as truth. '

Yet there are other reasons why conspiracytheor ies are gaining currency - in part icular thecomplexi ty of our rapidly changing world. 'Aconspiracy theory becomes more compel l ing whenreal i ty makes less sense, when l i fe is beset byproblems, when the establ ished order suddenlychanges - even something as s imple as losing a job,l f people can' t absorb what 's going on, conspiracytheories help us to make sense, ' Mr Alexander said.:

! ' l f people just knew a l i t t le more, they wouldknow the thing is false, ' he said.

People are becoming further removed from seatsof pol i t ical and industr ial power. Patr ick Leman, a

It\

o'

,G Unitg.secrets,/

3 Match sentences a-g with gaps 1-6 in the text. There is onesentence that you do not need.

a His organisation now gets 1,000 such stories a week.b People were more tikely to believe that there was a

conspiracy behind i t i f he was ki t led than i f he wasunrnlureo.And yet, it really does exist: members agree not to revealthe contents of their discussions, and the minutes of themeetings are not publ ished for 50 years.Observers of the phenomenon, more pronounced inAmerica than here, say that their increasing prevalenceis destabit is ing vulnerable individuals and underminingsociety.That is how conspiracy theories gain momentum, eventhough there is no real evidence to support them.One held that he had been spying for the Chinese, and wasspir i ted away by a Chinese submarine.A t imited understanding of the world makes conspiracytheories seem more olausible.

Rephrase the underlined parts ofthese excerpts from thearticle in your own words.1 A bizarre conspiracy theory was splashed across the media.2 They ... fuel the stories.3 When it is written down ... it comes packaged as truth.4 There are other reasons why conspiracy theories are gaining

currencv.5 People are becoming further removed from seats of political

and industr ial power.6 When Harold Holt disappeared, conspiracy theories

ran wi ld.7 Such is the publ ic appet i te for conspiracy theories, there is

money to be made.8 There's danger in buving into pat explanat ions,

o* Vocabulary Builder 9.2: Literal and figurativelanguage: p.141

Give an example of:

1 a story that has been splashed across the media veryrecently.

2 something which, in your opinion, is fuel led bythe lnternet.

3 something which is packaged as truth, but in your opinion isnot.

4 an idea which is gaining currency in your country.5 one of the main seats of power in your country.5 a rumour which has run wi ld in your school but which may

not be true.7 something which there seems to be a growing publ ic

appetite for in your country.8 something which you personal ly refuse to buy into.

6 Discuss the questions with the class.1 Describe any conspiracy theories that are specific to your

own country.2 Why do so many conspiracy theories involve the USA?3 Are conspiracy theories harmless or damaging? Give

rea50n5.

Tlil$(tril$;Tli:to get yo,L

psychologist at Royal Hol loway Col lege, London,who has been studying why conspiracy theories areso appeal ing, said: 'Conspiracy theor ies feed into afeel ing of d isconnect ion wi th government. Peopledon' t l ike gaps in their accounts; they have a needto bel ieve them. They invent fantast ical things thatprotect them from the real world. ' In one experiment,he showed people footage of a f ict ional president whowas shot at, and provided f ict ional newspaper art ic les.' I H" concluded: 'People th ink that a big eventmust have a big cause, but of ten thrngs are caused by'nrstake or accident, not consprracy. '

Thousands of people die in Europe every year,n car accidents result ing from fast dr iv ing and toomuch alcohol . But when Diana, Pr incess of Walesdied, many could not accept that such an importantevent could have such a s imple cause. Many bel ievedthat she was assassinated by the secret services tostop her marrying a Musl im. In Austral ia there were161 suspected drownings between 1961 and 1985 inwhich the bodies were never found. But when HaroldHolt . the Pr ime Minister, d isappeared when swimmingn 7967, conspiracy theories ran wi ld. 5

!Such is the publrc appet i te for conspiracy theories,

there is money to be made. Bart Srbrel makes moneysel l rng his v ideo claiming that the f i rst moon landingwas a fake.

There is no simple way to determine the truthof a conspiracy theory. 'The danger l ies in buyingoverarchrng explanat ions of complex events. Thathaving been sard, there's danger in being toocomplacent and buying into pat explanat ions ofextraord i na ry occu rrences, ' M r Alexa nder sa id.In other words, scept ic ism can go too far. Whenstor ies began to circulate about the Bi lderberg Group,a secret ive grouping of the world 's pol i i ical andbusiness el i te, most people dismissed i t as just aconspiracy theory. 6

!Mr Alexander says that the growth of conspiracy

theor ies is not something just to laugh at . ' l t 'sdangerous i f your bel ief system makes you see theworld in a way that 's unreal. Conspiracy theories canaffect a whole society and make the society mad. '

4

5

Unit 9. Secrets

Passive structu res

1 Complete the article with appropriate passive forms of theverbs in the box. What is your opinion of the way Joyce Hattoand her husband behaved?

bomb consider copy describe hait inform issuemake pass off perform record reduce showuncover

Classical pianist Joyce Hatto was born in London in 1928 andremembers practising the piano as a teenager while Londonr- in the Second World War. As a performer in Londonduring the 1950s and 50s, she 2- to be proficientbut not outstanding and she more or less retired fromprofessional music in the 197Os. She had her piano movedfrom London to a small house in the country, and there shelived with her husband, William Barrington-Coupe, a recordingengineer. Over the next thirty years, she performed at home,and these performances - 104 ofthem in total -3-by her husband and then 4- on his own record label,Concert Artists. They caused a sensation. Her performancess- by music critics as some of the finest recordingsthat 6- ever - and Hatto 7-as 'the greatestinstrumentalist that almost nobody has heard of'.

But last month a music magazine discovered that oneof the recordings 8- electronically from another artist'sCD. Since then, further frauds have emerged. At least five ofthe pieces e- in fact - by other artists, and morefakes r0- on a daily basis. lt seems likely that in duecourse, all 104 pieces 11- not to be genuine. Onlyyesterday, classical pianist David Owen Norris 12- thathis 1988 solo piano recording of Elgar's Symphony No 1 in Aflat major 13- as Hatto's work. 'l'm just very sad,' he said.'l think it's pathetic really that somebody should la- tothis.'

a r Grammar Bui lder 9.2: The passive: p. 128

wrdc range

ItrA(tAru.

I; ' Use of the passive

S The choice between active and passive voice is often

; made for stylistic reasons, because we want a certainSf word to be the subiect of the sentence in order to fit

I with the topic and f]ow of the text. Compare:

$ Ctrro Butt gave the first performance of Elgar's 'Sea.: 't pi61u7s5'. (in a text about the singer Clara Butt)

The first performonce of Elgar's'Sea Pictures'was givenby Clara Butf. (in a text about Etgar's music)

Read the Learn this! box. Then decide which oftheunderlined clauses in the text below would be better in thepassive and rewrite them. Give reasons.

Jovce Hatto and her husband lef t London in the 1920s af terdoctors had diagnosed Joyce with cancer. Away from thepubl ic gaze, they worked together on recordings of some ofthe f inest c lassical p ieces that anvbodv had ever composed.But i t soon became clear that her disease was hamperingJoyce's ef for ts to produce outstanding recordings. Wi l l iammade the f i rst e lectronic al terat ions in order to cover upher cr ies of pain. Al though Wil l iam knew that i t was wrong,a desire to protect his wife's musical reputation triggeredhis dishonest act ions. He simply wanted people to give herthe acclaim which her disease had denied her. Was thatso wrong? Atthough people never took iovce's recordingsser iouslv again, perhaps we should admire her courage, andher husband's love af ter a l l .

Does the text in exercise 2 change your opinion ofJoyceHatto and her husband? Why?/Why not?

I;1 Participle phrasesN Remember that we can sometimes use a Dhrase$ beginning with a past part ic ipte (a part ic iple phrase) inS place of a passive construction. Compare:ii me fraud wos exposed by a music magazine and it# brror" internationat news.

Exposed by a music magozine, the fraud becameinternational news.

Read the Learn this! box. Then rewrite the followingtext using an appropriate mixture of active and passiveconstructions and participle phrases.

Miltions in the USA watched the cookery show Dinner:lmpossible. British chef Robert lrvine presented it. TheQueen had knighted lrv ine and she had given him a cast lein Scot land - or so he claimed. Off ic iats invest igatedlrvine when a business venture fai ted and they exposedhim as a fraud. l rv ine has f inatty admit ted the truth. Now,angry creditors are pursuing lrv ine and the TV channel hasremoved his fictitious biography from its website.

I can use q

af passlve

Unit 9 . Secrets

..-!

Drawing

trif#tKIIIA Work in pairs. Think of three different situationsin which somebody might want to make themselvesinvisible, or very difficutt to see. Then compare your ideaswith the class.

FfiI:|lKIlfA Work in pairs. Compare and contrast the twophotos. Answer the questions.

1 Why do you think each person is attempting to hide?2 How successful do you think their at tempts are?3 In what ways do the photos emphasise the di f ferences

between the town and the country?4 In what other si tuat ions might i t be useful not to be

visibte?

5) f.ro Listen to two students talking about the photos inexercise 2. How different are their ideas from your own?

6) r.ro Read the phrases in the box and ctauses a-m.Think about which clauses belong together logicatly. Thenlisten again and match the clauses with gaps 1-13.

Drawing conclusions

ludging bythe factthat 1I I 'd saythat '?!The fact that 3 would suggest that a!

' I to obviously 6!

It's clear from the fact that t! that t[

This would point to the fact that ef-l

'o l_l which leads me to think tnat " II take it that 121 |Forthat reason; assume that 13!

a He's s i t t ing behind a bush,b he's planning to be there for some t ime.c the photo was taken in a forest or some such place.d this could be Tokyo or some other large ci ty in Japan.e he's bothered to br ing such a large piece of equipmentf he's some kind of photographer or cameraman.g she's pul led the top part up in order to hide.h there are bushes, long grass, and a r iver.i she's in a back street rather than on a main road.j the picture was set up, so to speak.k he's got a camerat The people look Japanese to me,m he wants to btend in with his surroundings.

Use the prompts to make sentences. Include phrases fordrawing conclusions from exercise 4.

1 there's a microohone -) i t 's a video camera2 he has a grey beard -J he's quite otd3 he's chosen this career -) he l ikes being alone4 the boy is turning around -) he's seen the woman5 i t doesn't look much l ike a real vending machine -) i t 's

iust a ioke

, ( , t t l \ l t (L late abant, endtr ' t r ' , ' , ( t t i ( !Lt . r iOtt . r / rAnr, phCtA:

Vague [anguageWords like thing and stuff are useful when it isn't possibleto be more precise about what you see. You can also usephrases Iike some kind of and some ... or other.

Read the speaking tip. Find examples of vague language inclauses a-m in exercise 4. Then use the same language tomake these sentences more vague.

1 He's wearing a coat made of feathers.2 The ohoto was taken in Brazi l .3 He's bored.4 She works as a private investigator.5 She's in her thir t ies.6 She wants to btend into the background.

Turn to page 143 and do the speaking task. Usephrases from exercise 4 for drawing conclusions and includevague language from exercise 6.

v

laconclusrons

6

Unit 9 . Secrets

'.

I c. - , t1 ' , , , r i lc ; i t t

iPl l i l fL i L. t t l ) ' ,

Discuss the quotat ion by academic NoamChomsky. ls it an argument against or in favour ofcensorship? Do you agree?

If we don't believe in freedom ofexpression for people we desprse,

we don't believe in it at all.

Read the essay. What is the writer's basic answer to thequest ion in the t i t le?

Should freedom of speechalways be defended?The f i rst amendment to the American Const i tut ion defendsevery citizen's right to free speech, and most democraciesaround the world pr ide themselves on a lack of statecensorship. Indeed, the fact that newspapers and TVnews stat ions report stor ies which are highly cr i t ical ofthe government is seen as one of the signs of a healthydemocracy. But how far should this lack of censorship extend?Is i t possible to have a society which places absolutely nocontrols on information?

Freedom of speech is usual ly regarded as one of thecornerstones of democracy. It is essential that the content ofnewspapers/ for example, is decided by the newspaper editorsand not by pol i t ic ians or pol ice. l f pol i t ic ians were al lowed todetermine what should or should not be pr inted, they wouldbe able to suppress any information which did not put them ina good l ight. Corrupt ion would increase and there would beno way of exposing pol i t ic ians'wrongdoings. Moreover, i t goeswithout saying that ordinary ci t izens in a democracy shouldbe al lowed to voice their personal opinions without fear ofint imidat ion.

Having said that, it is clear that total freedom of speechis impossible, or at least extremely risky. This is becausesometimes i t is necessary to l imit f reedom of speech in orderto protect individual members of society or society as a whole.An example of this would be the laws against l ibel . Theseprohibit you from mal<ing damaging and untrue statementsabout somebody. Without this protection, people's lives couldbe ruined by false accusations.

It is widely accepted that some information needs tobe kept secret for reasons of national security or crimeprevention. If a newspaper was allowed to print details of asecret anti-terrorist operation, there might be catastrophicresu lts.

To sum up, I would say that freedom of speech should bedefended in the majority of cases. However, there will alwaysbe situations in which this freedom would have negativeconsequences. In those instances, I believe that it is necessaryto sacrifice freedom in order to protect people's lives.

Passive structures with verbs like regord, considerand believe make statements appear less personaland are therefore often appropriate in an essay. Theptain statement: 'Censorship is undesirable. ' could berephrased in these ways:Censorship is usually regarded as undesiroble.Censorship is generally considered (to be) undesiroble.Censorship is often seen es undesiroble.It is widely accepted that censorship is undesirable.It is often said that censorship is undesirable.It is generolly believed that censorship is undesiroble.

Read the wri t ing t ip. How many t imes is this type of passivestructure used in the model text? Choose one other sentencewhich could be rephrased in this way and rewrite it.

N\ { . i i . i t i1si , t r i - i r - i i i i jgr : i . : l : i } . isSi , . ' i : : , i i i t i : i iJ i r , r : . i \ , \ i i i l

rtrlri.\s'rittr, lrit' i i:i\ ', t:ir:.: g:. .i "iii

Match 1-6 with a-f to form common collocations. Checkyour answers by finding them in the essay in exercise 2.

1 free2 state3 personal4 false5 nat ional5 catastrophic

a oprnronsb securi tyc speechd resultse censorshipf accusat ions

Complete the sentences with the collocations in exercise 4.

1 l t was fel t that reveal ing the government 's nuclear planscould ieopardise -

2 Whatever her - may be, she never cr i t ic isesher employer in publ ic.

3 Attempts to close down the website have been portrayedas an attack on -

4 Attowing people to st i r up raciaI hatred could havein a mutt i raciat societv.

5 In some countr ies, prevents newspapersfrom print ing the truth.

5 The minister c laimed that he was ent irely innocent andhad been the vict im of-

trTitlllflel Discuss whether it is more important, in youropinion, to protect freedom of speech or to protect peoplefrom false accusations. Give reasons.

,45 Unit e. secrets/

L-4ur-

FlllttltlllfiCl Work in pairs. Discuss the proposition. Do youagree or disagree? Give reasons.

The Internet should be more tightlycontrolled by gover nmen fs.

Read the start ofthree newspaper articles about Internetcontrols. Do they change your opinion about the proposit ionin exercise 1? Why?/Why not?

Cyber Bultying ledto Teen's Suicide

The parents of a I 3-year-old girl lvho believe their daughter's:urcide lvas the result of a cruel cyber hoax are pushing formeasures to protect other children online.

Terror websites could beblocked in Eucrackdown-\ccess to websites that provide information on how:o make bombs could be blocked by security forces inan attempt to crack down on terrorists.

Plan an opinion essay about the proposition in exercise 1.Make notes for paragraphs 2-4. Use ideas from exercises 1and 3.

Paragraph 1 Introduct ion

Paragraph 2 Points in support of the opposite opinion

Paragraph 3 Points in support of your opinion

Paragraph 4 Further points in support of your opinion

Paragraph 5 Conclusion

One way of wri t ing the introduct ion to an opinion essayis to descr ibe the current si tuat ion as you see i t and thenrestate the quest ion in your own words.

Read the wri t ing t ip, then look at the Introduct ion to themodelessay on page 100. Which sentences describe thecurrent si tuat ion? Which sentences rephrase the quest ion indifferent words?

Work in pairs. Write the introduction to your essay using thephrases below to help you.

Over the past few decades, the Internet . . .We have now reached a point where . . .Newspapers are ful l of stor ies about . . .In some countr ies . . . white in others . . .

The key quest ion is . . .What i t comes down to is . . .What needs to be decided is . . .Many people are start ing to wonder whether . . .

Compare your introduction with another pair's introduction.Share ideas to improve your work.

Working individually, write paragraphs 2-5 of your essayfollowing your plan. Write 200-250 words in total.

Check your work using the list below.

Have you

I fotlowed the essay ptan correctly?

I wri t ten the correct number of words?

I included passive phrases for distancing youropin ions?

I checked the spet l ing and grammar?

Online anorexiasites shut downamid claims they

Microsoft abruptlg closed

down four pro-anorexiaurohei tpq in Snain

" ' " r -" '

UesterdaU after a complaint

that theg were endanger ing

the l ives of teenage girls.glorify starvation

Bank details being sold overthe Internet for just f 1l - i . ts ot ' t ' ret I i t t ' l r l r I nrunlr t ' rs. nan)( 's art t l a<l t l rc 'sscs ar ' ( '

1, , ' ing t rar lcr l a<'rrrss t l re Trr tcrrret lx cr i r r inals i rnolret l

i r r ID 1i 'arr t l . i t is r ' la i r r rer l tot lar .

FffiltllllGl Work in pairs. Decide whether the fotlowingthings should or should not be al lowed on the Internet. Thencompare your ideas with the class.

1 stor ies about famous people which may be untrue2 unauthorised photos and video ct ips of ordinary people3 instruct ions for wri t ing computer viruses4 unauthorised video footage of rock concerts5 negat ive opinions about the government6 adverts for untested medicines

Unit 9.5ecrers

Exarn 9Describe the photograph. What is the role of the two peoplein the photo? What does the machine do? Use the words inthe box to help you.

blood pressure decei t decept ion detect detect ionl ie detector oulse sweat

2 O l.rr Do the Listening exam tasl<.

Listen to a radio programme. Choose the best answers(A-D).

1 Dur ing an exper iment into the development of decept ionin chi ldrenA almost al l of the three-year-olds l ied.B about hatf of at l the chi ldren l ied.C al lof the f ive-year-olds l ied.D al t of the three-year-olds and hal f of the f ive-year-olds

t ied.

2 According to research, what proport ion of everyday l iesare not ident i f ied as l ies?A four out of f iveB a th i rd

3 Research into how wel l people can detect t ies hasshown thatA people can onty te l t i f c lose fami ly members are ly ing.B men are better than women at detect ing l ies.C young people are the best at detect ing [ ies.D only a sma[[ number of people can ident i fy I ies

con sistent ly.

4 Psychologist Paul Ekman has demonstrated thatA judges and psychiatr ists l ie just as much as robbers.B i t 's easierto detect a l ie when you watch i t on v ideo.C i t 's hard to detect a l ie when you are part of a group.D experts are no better than ordinary people at

deferf ino l ipc

5 Research by Professor Charles Bond suggests thatpeople fai l to detect [ ies becauseA they don't look into the eyes ofthe person speaking.B they are looking for the wrong signs.C they don't not ice changes in body [anguage.D people from dif ferent countr ies have very di f ferent

body [anguage.

3

4

Read the text quickly, ignoring any extra words. Why was aninabi t i ty to l ie a big problem for th is cr iminal?

Do the Use of English exam tasl<.

Some l ines of the text are correct and some contain anextra word which should not be there. Cross out the extrawords and t ick the l ines which are correct.

0 l t may be tough fon Alelandro Mart inez to be00 clear himsel f of charses that he robbed a Las1 Vegas przza par lour af ter" he al lefedly leavrng2 behind a crucial p iece of evidence According to3 prosecutors, the 2S-year-old Mart inez entered the4 par lour, ordered a pie and requested for a job5 appl icat ion 'The cashier immediately gave him an6 appl icat ion and a pen, so that he stanted f i l l ing i t7 out, ' said Clark County Prosecutor Frank Coumo-8 'Then, when he thought the moment was r i f ht , he9 l i f ted his shir t , exposed the butt of a f i r "earm, and had

10 told her to Sive him al l of the money't7 Having stuf fed over the $200 in his pocket, Mart inez72 r"ushed out to a wai t ing car ' , author i t ies say But a -13 witness was fol lowed the gunman and wnote oown74 the number plate An easy trace of that number rnat75 led to pol ice straight to Mart inez, whom they foundt6 s i t t ing at home None of that has not made i t easyt7 for the lawyen who he has been given the yob of18 defendint Mart inez But the evidence that lef t behind79 could render his lob almost as impossible When20 pol ice feturned to the pizza par lour af ter the arrest ,2t they found Mart inez's.1ob appl icat ion st i l l was on the22 counter He had dut i fu l ly f i l led in wi th hrs neal name23 and address ' l 'd chalk i t up to ei ther inexper ience24 or plain stupidi ty, 'he said Prosecutor Coumou

, Work in pairs. Decide in whatcircumstances, i f any, you might be tempted to l ie about:

1 somebody's appearance. 3 your age.2 feet ing unwet l . 4 your emot ions.

6 Oo the Speaking exam task.

Read the fol lowing statement. Do you agree or disagreewith i t? Discuss the issue with your partner, responding toany counter-arguments they have.

l f you want to succeed in l i fe you shoutd become agood l iar.

_L

C more than 8o%D eight percent

THrS Ut{ tT tNCtUDES O.docabutary o synonyms for end . the environment . adverbs of degree . adiectives to describe fitms::-iotation) . verb-noun collocations. negative prefixes and suffixes . stylistically appropriate language

6r.mmar. whotever,whoever, etc . complex sentences. prepositions in relative clauses. impersonal; - - - : :ures for introducing opinionsSeaking e role.play . talking about threats to the planet . tatking about fl lms and their endings. : :

-munication strategies

lrtt ing. an opinion essay

I can say farewel laf conluts and

Ln a vqrL(

JLt^atL0w.

1 l t is l ikely that many of these languages wi l l - toexist over the next century or so.

2 This research in the discovery ofthe generesponsible for a rare form of bone cancer.

3 Ryan Jones - it - for City with a goal inextra time.

4 And now I 'd just l ike to - this rather long speech bythanking the br idesmaids for looking after Karen.

5 The party doesn't ti l l eleven.6 The phone l ines are now open and they - at

nine o'c lock.

5 Read the usage note trom The Oxford Leorner's Thesourus.Which of the four verbs connot be used to complete thesentences?

EEIE END, srop, FtNrsH oR coNct-uDE? End can be usedfor things that end in space as well as things that end intime: The road ends here End, finish and conclude areused especially about things that you do not expect tostart again after they have ended: The war ended in1945, after almost six years of fighting. o The concertshould finish by 10 o'clock. o She concluded her speechwith a quotation from Shakespeare. Finish and con-dude, in particular, suggest that sth has come to an endbecause it has been completed. Finish is used more totalk about when sth ends; conclude is used more to talkabout how sth ends. Stop is used about things that mayor will staft again, or that cannot ever be'completed':me rain stopped just long enough for us to have a quickwalk in the park.

The river - in a long narrow [ake.The party didn' t - unt i l the earty hours of themorning.The pol ice have - their invest igat ion into the murder.Wil lyou please interrupt ing me?

5 The sales conference with a speech by themanaging director.

Woft in pairs.. Prepare one of the fol lowing si tuat ions. Make notes.. Start the si tuat ion a minute or two before the dialogue

would end.. End by part ing from each other.

1 a job interview2 a conversation with a friend at a party3 an interview with a famous oerson4 a business meeting

Act out your roleplay in front of the class.

as Vocabulary Builder 10.1: Synonyms and antonyms: p.141

Describe the photos of people saying goodbye toeach other. What do you think they are feeling? What mightthey be saying?

Read the quotation from Romeo and luliet by WitliamShakespeare. Explain its meaning.

Good-night, good-night! Parting ls suc/rsweet sorrow.

That I shall say good-night till it bemorrow.

6) f .f z Listen to nine extracts and match them withdescriptions a-i. One description is not needed.

1I zZtI +I sf ef zI aI sIf a news buttet ing a speecnh a chat between fr iendsi a documentaryi a business meeting

O f .f Z Complete the sentences with the correct formof the verbs in the box. Use a dictionary to help you. Thenlisten again and check.

cease close culminate conclude wind up wrap up

{t

tu

12

34

6

a a job interviewb a radio interviewc a talent showd a radio advert isemente an announcement

47

varIcry

Unit 10. Endings

I can talk abatt tj labal threatsto our

1 Complete the facts about the environment using the wordsin the box.

carbon dioxide degrade rubbish equivalentexported extinction impact occurred polar ice capsraw material resident tailbacks

f) f.rf Listen to three people talking about differentglobalthreats that we face. Who is least optimistic about thethreat? Who is most optimistic?

Match the verbs and nouns to make collocations used by thespeakers.

1 address2 combat3 assess4 stockpi le5 decommission6 br ing in

a cl imate changeb vaccinesc weaponsd a threate measuresf a r isk

I;' whotever, whoever, wherever, etc,.x We use whotever, whoever, etc. to say 'it doesn't matter; what, who, etc. because the result wi l l be the same'.H Whotever we do, global worming is here to stay.\ Whoever thinks we can ignore the problem is seriouslyrtw mtsnKen.7'i Whichever country you live in, you'll be offected by climate

cnange.We'll never prevent sea-levels rising, however hard we try.In some clauses we can omit the verb be.However difficult (it is), we have to oct now.

O+* Grammar Buitder 70.7: whatever,whnever, etc. : p. l l t

6) f.ff Read the Learn this! box. Then rephrase theseideas as they were expressed by the speakers, usingwhatever, whoever, wherever, etc. Then listen and checkyour answers to exercises 4 and 5.1 l t doesn't matter which way you look at i t , gtobal warming

is a very reaI threat.2 Everybody should do their bi t and make an effort , even i f

i t 's real ly smal l .3 Any t ime the media hear about an outbreak of bird f lu,

they always blow i t out of proport ion.4 l t doesn't matter how much the government scient ists try

to reassure us, nobody real ly bel ieves them.5 Real ist ical ty I don' t think there's any chance at al l of that

happening in the foreseeable future.6 l t doesn't matter what we do with our own nuclear

weapons, we have to prevent other countries fromdeveloping their own.

Work in pairs or small groups. Decide what inyour opinion is the gravest threat facing either your country,your continent or the world. Choose one of the threats in thebox, or come up with your own. Present your ideas to theclass.

excessive consumption populat ion explosionglobalviruses global warming the drugs tradenuclear war al ien invasion global terror ismdisease and starvation naturaI disasters

plan etTh reats

4

6

2

Enuironrnenfnf fafttIn the UK, 20 mitlion tonnes of food are imported, and12 mitlion tonnes , every year.On average every person in the UK throws away theirown body weight in - every three months.Internationatty, one in six species of mammaI faces

4 On average, each UK - uses 55,000 litres of waterevery year.

5 Across the European Union at any one time, there arestretching atong 64,000 kitometres of road.

6 The ten warmest years in the last 130 have atl. _since 1978.

7 lt takes around 450 years for a plastic bottle to8 Aviation generates nearty as much - in one year as

the totaI poputation of Africa.9 An area of tropical rainforest to 16 footbatt

pitches is destroyed every sing[e minute.10 For every tonne of waste we produce in our homes, it

is estimated that 5 tonnes of waste has atready beencreated at the manufacturing stage, and 20 tonnes at theDoint where the - was extracted.

11 40% of the - have metted over the past 50 years.t2 The - of the average US ci t izen on the environment

is approximately three times that of the average ltatian,thirteen times that of the average Brazi[ian. 140 timesthat of the average Bangtadeshi, and 250 times that ofthe average sub-Saharan African.

Work in pairs. Do any of these facts disturb you?Are many people concerned? Why? I Why not? Agree onwhich three facts alarm you most. Give reasons.

O uni t lo.Endinss

I can talk t ,baut

film endutqs.

)

Sl-ftlm[d Look at the list of films. Have you seen any ofthem? Do you remember the ending? Use the words andphrases in the boxto help you describe the ending.

a great last shot an upbeat f inale bleakcould see i t coming dramaticat ly coherentend with a twist feel-good ending long, drawn-outmystifying conclusion unsatisfying

7 Shrek2 Spider-Mon j3 Pirates of the Caribbean: At World's End4 Enchonted5 The Sixth Sense5 2001: A Space Odyssey7 Carrie8 Before Sunset9 Love Actually

6) l.r+ Listen to a film critic tatking about the endings ofthe films in exercise 1. What is her opinion of them? Write:+ (good), - (bad) or ? (he doesn't know yet) next to the filmtitle.

6) f.rA Listen again. Are the sentences true or false, or isthe answer not stated?

1 Unsatisfying endings to Hollywood fitms are often theresult of fear.

2 Film studios often use special effects because thev can'tcome up with a good ending.

3 The film Titanic confirms Hoilywood's view of whataudiences want.

4 The onty good thing about Ihe Sixth Sense was the ending.5 Nobody has succeeded in solving the r iddle at the end

2001: A Space Odyssey.6 l t is a shame that almost every horror movie fol lows the

example setby Carrie.7 The critic liked Before Sunset because the audience is left

not knowing i f the lovers get back together at the end.8 The cr i t ic hates al t f i [ms in which the lovers kiss atthe end.

Explain these sentences from the listening exercise in yourown words.

1 By the final reel, inspiration is often replaced by rote.2 Special effects have become the crutch of lazy dramatists.3 [The closing shot of The Third Man is] a shot that has

echoed through movie history.4 When someone does come up with an or iginal ending,

everyone apes it.

Look at the list of adjectives that could be used to describethe ending of a film. Decide whether each one has a positive,negative or neutral connotation. Use a dictionary to help you.

ambiguous baffling ctich6d feet-good hackneyedheart-rending incongruous intr iguing nonsensicaloverblown sent imentaI shocking spectacularsubtle touching thought-provoking unexpectedunsatisfying vague

Complete the sentences with a suitabte adiective fromexercise 5. Several answers may be possible. Compare youranswers with a partner.

1 The f inalscene is real ly-- | was cryingso much Icoutd hardly see the screen!

2 The ending is completely - you tend to assumethat the hero is going to win, not die!

3 There's a very - twist at the end of the fitm, which Icouldn' t get out of my mind for days.

4 Unfortunatety, the film's finale is totatly - , withloud, frant ic music and huge speciaI ef fects.

5 The fitm deals with tragic events, so I found the happy'Hol lywood' ending total ty - .

6 Thankfutty, the director avoided the obvious endings andopted for something far more

Complete the sentences with your own ideas.Then compare sentences with your partner, justifying youropinions. Does he or she know the film and agree about theending?

1 The f i tm with the most touching ending I 've ever seen is . . .2 The film with the most spectacular ending I've ever seen is ...3 The f i tm with the most baff l ing ending I 've ever seen is . . .4 The film with the most unexpected ending I've ever seen is ...

Work in pairs. Discuss the questions.

1 Why do you think American f i lms tend to have more happyendings than European f i lms?

2 ls there a kind of ending that you part icular ly l ike or dist ikein f i lms?

3 Which fitm that you've seen recently had the mosteffect ive ending, in your opinion? Why?

4 Which f i tm had the worst ending, in your opinion? Why?

r as" Vocahutary Builder 10.2: Adverbs of degree: p.141

I

#nW{}V #rz#Engr

aUnit 10 . Endings ( 1

\

lmmortatity

Wge* gl I cd'tt un/crstand and react

;( " t ld l abtul lanlr t i ) .

1 Work in pairs. Look at the photo of a patient carebay and the title of the text. What do you think is inside themetal cylinders?

Would gou die ofboredom if Uoulived for ever?

Lined up in neat rows, their stainless steel s ides gteaminj , tnehufe metal cyl indens stored in a nondescrrpt of f ice bui lding givel i t t le clue as to their gnuesome contents 0n each vessel there is ast icker bearinf , the name and logo of a company cal led Alcor0nly the smal l pnint beneath hints at what i ts wonk might be 'Li feExtension Foundat ion Since 1972, ' i t reads, offer ing a websiteaddress for those visi tor"s who. loin the twice-weekly tours ofAlcor 's headquanters in Scottsdale, Ar izona, and who might wantto f ind out mone about i ts hiShly unusual senvices

Alcor is in the business of cryonics Fon a $135,000 fee, i t wi l ld ispatch a trained response team when you die to drain yourblood and deep freeze your body in one ofthose huge vacuumflasks of l iquid ni trogen The theory is that the frrm's employeeswil l thaw you out and revive you at some point in the futune whenscience has advanced enough to cune you of whatever i t was youdied of And al though the total number of people acnoss the worldwho have si fned up for f reezing is st i l l l i t t le mone than 1,000,Alcor says i ts membership has incneased napidly recent ly

This may be explained by the gnowing convict ion among scient iststhat mankrnd is closen than even to achievinf what unt i l now hasseemed the stuff of our wi ldest dreams 0r worst nightmares,

2 Read the first two paragraphs of the text and find the answerto question 1. Exptain in your own words what'cryonics' is.

depending 0n y0ur perspect ive They think i t may wel l be possibleto extend human l i fe way beyond i ts cunrent span - enabl ing us tol ive many hundreds of year"s and perhaps even for ever

The problem with all attempts to find the secnet to longer life overthe centur ies has been that the human body somehow seemsprogrammed to die Although we Senenal ly enjoy much lonferl ives than our fonebears, we accept that even i f we avoid accidentor i l lness, our bodies wi l lwear out and we wrl l eventual ly die of'o ld age' However, humans don't have a 'death gene' whichtniggers the ageing process; the pnocess is the nesult ofmalfunct ioning cel l reproduct ion From the immortal ists ' pointof v iew, instead of berng an inevi table part of human biolo€icaldest iny, death is something which can be avoided i f we canonly f ind cunes for the i l lnesses which threaten our l ives Giventhat we are talk ing about diseases such as cancer, this is avery big' i f ' - but medicine's success in eradicat ing pol io in thetwent ieth century shows how quickly today's incurable i l lness canbecome tomorrow's medical success stor"y Already, advances intechnolo$y are raising pneviously unimafinable possibi l i t iesin medical science. Fon example, scient ists at the Wake ForestUniversi ty Medical School in America ane workinf to gnow twentydif ferent t issues and organs, includinS blood vessels and heants,in the laboratory using human cel ls This procedure could, oneday, help combat diseases such as cancer, by simply replacingthe diseased organs with 'spares' suppl ied by the recipients 'own cel ls, with therefore no r isk of reject ion. In this way, humansmi$ht become much l ike cars - with every part replaceable andimmortal ity guar"anteed

Perhaos the real ouest ion is not whether eternal l i fe wi l l oneday be possible, but whethen the quest i tsel f is misdirected Inhis short story, Ihe lmmortol, the Argentinean writer Jorge LuisBortes wnites of a man who goes in seanch of a r iver whichcleanses people of death The immortal people whom he f indsthere are inert and apparent ly misenable Since they wi l l l ive foran inf ini te number of years, they reason that everything that canhappen to them wi l l do at some point As a nesult they can handlybning themselves to move ' l rememben one who I never sawstand up, 'says Borfes'nannator. 'A bird had nested on hisb reast.'This raises the ouest ion: what incent ive would ther"e be to doanything i f we knew that we had an endless number of daysahead of us in which to accomplish al l our goals? Indeed, wouldour l ives have any meaning at al l? As humans, we only seemable to understand our feel ings when they ane balanced againstopposinS emotions When we feel happy, i t is in contrast to bein€sad; when we feel at peace, i t is a respite from beinf anxious.How then could we feel glad to be al ive, to savour our existencedayto day, i f there was no possibi l i tythat i t might one day besnatched from us? Al l our emotions would become immaterial

40

15

60

70

,44 Uni t lo.Endings

Read the rest of the text and choose the best summary. Whatis wrong with the other two summaries?

AMany scient ists now bel ieve that death is not biological lyinevi table and could be avoided i f there were cures for a[ [l i fe-threatening diseases. However, I iving for ever wouldcreate i ts own problems. People might become apathet icand the planet would be overcrowded.

BScient ists are developing new ways to combat ser iousdiseases l ike cancer, and may soon be able to replaceparts of the body, just l ike a mechanic replaces partsof a car. However, living for ever would have severaldisadvantages as wel l as advantages.

cl f scient ists found a way of al lowing humans to I ive forever, the result would not necessarily be positive. AsBorges illustrated in a short story, immortatity would leadto a complete lack of motivat ion. l t would atso cause theplanet to become over-populated.

According to the text, are the sentences true or false, or isthe answer not stated? Justify your answers.1 Scient ists bel ieve that immortal i ty may soon be a

possibitity.2 Past attempts to find the secret of immortality failed

because nobody ful ly understood the ageing process.3 Everyone accepts that f inding cures for i l lnesses wi l l never

be enough to prevent people from dying.4 Advances in science make i t almost inevi table that we wi l l

soon find a cure for cancer.

And what about the l imitat ions of our memories which often fai lus, even in the shont lives currently allotted to us? lt is frustratingenou$h to acknowledge that we have fonfotten things whichnappened ten, twenty or thirty yeans ago. lmagine then thefr"ustnation of hundneds of years' worth of memories slippingaway from us as we dnift through the centuries - constantlyiosing sight of whene we have been and what we have done.There would be other pnoblems too Unless we began to colonisespace, the Earth would soon be burdened with too many peopleand some sort of l imit on the number of chi ldnen we can havemight be necessary. Perhaps we might only be allowed toreproduce if we undertook to die ounselves at some futune point

Given al l this, i t seems that longer l i fe mifht c0me at a pr icemuch heavier than many 0f us are wi l l ing to pay. For most ofus alive today, immortality may never be an issue - but forthose who are at the start of their lives, or yet to be born, it is adecision they may well have to confront, and much soonen thanany of us might have ima$ined.

Scientists can take what they learned from tackling polioand use it to find cures for other diseases.Scientists at Wake Forest University Medicat School aredeveloping man-made organs to replace human organs.The Borges story impties that achieving immortal i ty woulddeprive us of the joy of being al ive.

8 Deciding whether or not to choose immortal i ty may bedifficult, but it witt probably never arise for anyonealive today.

Match the adiectives in red in the text with these definitions.Underline the negative prefix or suffix in each adjective.7 - impossible to imagine2 - not working properly3 - not relevant4 - with no interest ingfeatures5 - having no conclusion6 - not aimed at the correct goal

Complete the sentences. Make the words in bracketsnegative by adding the correct prefix or suffix from exercise5. Use a dictionary to help you if necessary.1 Cetls can become as a result of replicating

themselves t ime and t ime again. (FORMED)2 Knowing that you wi l l never die could make your daity l i fe

. (MEANtNG)3 One day, ser ious diseases could be rendered

(EXISTENI) by science.4 Perhaps people who opt for cryonics are - to accept

the reality of death. (WILLING)5 Reviving people who have been frozen may prove to be

scientifically (FEASIBLE).6 lf you were revived centuries into the future, you might be

to life in that era. (ADjUSTED)7 Anyone who l ived to be 200 would be - of

remembering their own ch ild hood. (CAPABLE)8 Perhaps the very ambit ion of achieving immortal i ty is

. (coNcErvED)9 Maybe the secret of immortality will remain

(PENETRABLE) for ever.

Discuss the questions with the class.

1 What emotions might somebodywho had been frozen for200 years and then revived experience, in your opinion?

2l What might be the best and worst aspects of beingimmortal?

3 Woutd you personal ly choose to be immortal , i f you could?Give reasons.

6

7

Unit 10 . Endinss

I can ute aof connpLex

wicle range

tentcnces.Complex sentences

I Read the text and explain in your own words how the DarwinAwards get their name.

The Darwin AwardsThe various individuals upon whom the Darwin Awards arebestowed each year are, by definition, unaware of the honour;and even if they were, it certainly is not an award of whichany right-minded person could be proud.This is because thepeople to whom it is awarded have inadvertently causedtheir own death through an act of reckless stupidity (Thefamous scientist that the awards are named after out fonvardthe theory of natural selection, according to which inferiormembers of a species are less likely to survive long enoughto pass on their genes.) Each year; the Darwin Awardswebsite publishes a number of such stories which are thenvoted for by the public in order to select a winner. Althoughthe purpose of the award is, strialy speaking, to celebratethese bizarre deaths and the people whose stupidity broughtthem about, the website also includes'near misses', whichpeople can receive an'honourable mention' for. J

2 Read the information below. Then, where possible, rewritethe clauses in bold in exercise 1 with the preposition in adifferent position. lf it is not possible, explain why.

Prepositions in relative clauses1 When a relative clause includes a preposition, we

can often choose whether to put it at the beginningor at the end. The lat ter is more common and moreinformal.Thot's the man from whom we bought our car.That's the man (who / that) we bought our cor from.

2 However, when the preposition is part of a phrasalverb, it always stays with the verb.He adopted three children, whom he looked afterwell.

3 Multi-word prepositional phrases can go at thebeginning or end, but we don't separate the words.We sow a caf6, in front of which sat severol diners.We passed a caf€, which severol diners sat in front of.

4 We can't put a preposit ion at the beginning when therelative pronoun is the subject of the following verb.I bought a house which hodn't been lived in for years.

5 The relative pronoun may form part of a noun phrasesuch as some of which, many of whom, the first ofwhich or an adverbial phrase like ot which point, forwhich reason, in which case.I have three brothers, the youngest ofwhom is five.He recorded more than fifty songs, many of whichbecame hits.The host fell asleep, at which point we left.

Grammar Bui lder 10.2: Relat ive clauses: o. 130

3 Write the story of Larry Walters by joining each group of twoor three sentences into one complex sentence. When thereare two possible positions for a preposition, choose themore formal.

1 Among the 'near misses' is the story of Larry Walters. Mostfans of the Danruin Awards are familiar with his exploits.

2 ln 7982, he attempted a daring f l ight using only anordinary garden chair . He'd attached 45 hel ium bal loonsto it.The plan was to f loat up to a height of about ten metres.He'd be able to enjoy a f ine view of the surrounding terrainfrom that height. The plan had been worked out carefutly.Unfortunately, he rocketed into the air , c l imbing more than5,000 metres. He remained at that al t i tude for more thanfourteen hours.Air traffic control received bewildered messages frompassenger ptanes. Their pi lots had seen Larry.It was a terrifying flight. Larry had no control over it.Lucki ly, Larry had brought his pistol . He burst some of thebal loons with i t .

8 He gradualty descended to the ground. At this point, hewas arrested by the potice.

Work in pairs. Decide which of the complex sentences youwrote in exercise 3 could be rewritten in a less formal styleby putting the preposition in a different position.

Add the information a-e to the correct place in the text 1-5using one or more relative clauses.

One evening, Fabio was chatting to some friends.'! fabio was a 28-year-old ltalian truck driver. 'I Hetook a gadget 3I out of his pocket to show his friends. ltlooked like an ordinary pen, but was in fact a pistol aI .Keen to demonstrate the gadget to his friends, Fabio heldit to his head and pulled the trigger 5! .

a He'd recently become the proud owner of it.b A single.22 cal ibre bul let could be f i red from i t .c He was having a quiet dr ink with them.d At this point, the gun f i red and Fabio died.e His hobby was spy gadgets. He had some ofthem

with him.

Work in pairs. Student A: Briefly retellthe storyof Larry Walters in your own words. Student B: Briefly retellthe story of Fabio in your own words. Try to use complexsentences. Which person deserved a Darwin Award more, inyour opinion? Why?

67

l.r1

"sN

Ois

O uni t lo.Endinss

:t i t t t t ' ,

F'T.KI[G work in pairs. Read the task below. Discuss:nd decide on three things you might talk about. For each:ring, think of two reasons why the world would be better offr i thout i t .

f) :.rS Listen to extracts from five students'presentations. For each speaker say what thing has beenchosen and give one reason that is mentioned.

f) f .rS Listen again. Complete the phrases the studentsuse when they forget a word. Then write the word that theyhave forgotten.

'The word has iust my mind. ''The correct word - me for the moment. '' l can' t oui te remember what i t 's - . '

'The word is on the t ip of my

' l can' t put my on i t at the moment. '

Try not to panic if you forget a word while you arespeaking. Just use one ofthe phrases from exercise 4 toadmit i t , and then f ind a di f ferent way to descr ibe i t .

Read the speaking t ip. Then put the phrases in the box underthe correct headings below.

I t 's qui te simi lar to a . . .I t woutd come in handy for - ing . . .A [potice officer] would probably have one of these.I t 's a word that means . . .

A Specifying useIt 's one of those things for - ing . . .I t 's something you might use for . . .I t can be used to . . .

B Describing appearanceIt 's one of those things that has [a handte]I t looks a bi t t ike a . . .I t 's l ike a . . . only [smatter]

w

C Mentioningassociat ionsYou'd f ind i t in/on/near . . .I t 's something you'd expect to see i f you were . . .You might need one of these i f you were . . .

D Giving a def ini t ionIt's a type of ... that ...I t 's another word for . . .

Play a word game to practise coping when youforget a word. Use phrases from exercise 4.. Everybody in the class wri tes three nouns on three pieces

of paper.r At l the pieces of paper are put into one bag.. One pair takes the bag and has one minute to score as

many points as possible. Student A takes a piece of paperfrom the bag and describes the word to Student B withoutsaying (or spett ing) the word. Student B has to guess theword. The pair receives one point for each word correctlyguessed. You are al lowed to 'pass' i fyou cannot guess theword, but only twice.

. The pair with the most points wins. l f there's a t ie, the pairwith the fewest passes wins.

Choose one idea from exercise 1 and expand your list ofreasons why the world would be a better place without thatthing.

Try not to repeat the same phrase too often in a presentation.Before you start, try to think of a few different ways ofreferr ing to the main idea. ln addit ion, think about whatadject ives you wi l l need and note down a few synonyms.

Read the speaking tip. Then study the box below. Can youadd any phrases to it?

r i

Ct i i i tL '1

5

6

1

2

3

4

5

7

I Give your presentation to the class. Rememberto carry on speaking if you forget a word, using phrases fromexercises 3 and 4. You can also use the phrases below tohetp with fluency.

Correcting yourself Paraphrasing

What I meant to say was . . . Or to put i t another way . . .What I should have said was . . . In otherwords, . . .

put a stop toput an end to

I 'd put a halt to[ ike to see the back of

" do away with

Come to th ink of i t , . . .Or rather, . . .

because . . .

What l 'm trying to say is . . .The point I 'm trying to maketq

Give a presentat ion about one thing which, in youropinion, the world would be far better of f without.

Unit 10. Endings

Look at the photo.What are eBool<s andhow do they work?Read the first sentenceofthe essay in exercise 3to check your ideas.

Flifi lKm" Work in pairs. Read the proposition below.Decide if you agree or disagree with it, and brainstorm ideasfor and against the proposit ion.

eBooks will eventually maketraditional books obsolete.

Complete the essay with the phrases in the box, addingcapital letters where necessary. (Some of the phrases cango in more than one gap, but there is only one set of correctanswers.)

Work in pairs. Think of as many other phrases as you canthat would fit in the gaps in the essay.

Did the wri ter mention any of the arguments which youdiscussed in exercise 2? Which of the writer's arguments doyou find most persuasive? Give reasons.

In which paragraph does the writer:

1 state his/her own view for the f i rst t ime?2 rei terate his/her view?3 give background information about eBooks?4 focus on the proposit ion by turning i t into a quest ion?5 give arguments support ing his/her view?6 give counter-arguments?

FlIh[ItrlIIFl Work in groups. Discuss the questions.

1 Do you think any of the th ings in the photos wi l l becomeobsolete in the future? Give reasons.

2 Can you think of anything else which might becomeobsolete in the future? lust i fy your opinions.

s"

howeverI f i rmty bel ieve thati t would be hard to deny thatof the opinion

I accept thatin conctusionmoreoverthe key quest ion is

Over the past few years we have seen the introductionof eBooks: digital versions of paper books which canbe downloaded from the Internet onto small hand-helddevices called eBook readers. t- that eBooks wil leventually have a big impact on the sales of traditionalbooks, but '-, wil l they become so popular thatthey wil l eventually replace books?

Many of us already download more music than we buyfrom shops in CD form, and the same will soon be true offi lms r- in the next decade or so it wil l be the turnof books So what are the advantages of eBooks? A singleeBook reader can hold hundreds of digital novels, whichin their traditional form would occupy metres of shelving.o-, they are more environmentally friendly as theysave paper and there are no transport costs

t- eBook readers have two major drawbacks: theyare currently very expensive and they rely on batterieso-

, they are sure to come down in price as theygrow in popularity, as computers and mobile phones havedone, and l 'm convinced that battery-l ife wil l improvedramatically in the coming years

'-, then, although eBooks are a relatively newphenomenon, l 'm 8- that it is only a matter of t imebefore eBooks make traditional books uneconomical andtherefore obsolete.

Uni t 10. Endines

-LJf : ' r r \

Sz.il

Fi ,KIIf" Work in pairs. Discuss the proposition. Do you:gree or disagree with it? Brainstorm ideas for and against.

Computers will soon make pens, paperand hand-writing obsolete.

J,ren you are expressing your own opinion in the essay, i ts acceptable to use f i rst person pronouns.am convinced thot ... I am of the opinion that ...

roW€V€r, to avoid over-use of personaI pronouns,opinions, judgements and arguments can be introduced

-sing impersonal language, for example passive structuressee page g8), or preparatory if.

,I is interesting how much ...rl would appear that ...it is undoubtedly true/highly likely that ...it is usuol/importont/impossible, etc. for ... to ...lt is right/wrong to suggest that ...

Read the writ ing tip. Then rewrite the sentences usingpreparatory if and the words in brackets.

1 We have to remember that people have been using penand paper for centur ies. (bear in mind)

2 I 'm pret ty sure that paper won' t become obsolete. (a lmostcertainly t rue)

3 Some people say that i t 's a waste of t ime teachingchi ldren to wr i te neat ly. (be argued)

4 | s imply cannot bel ieve that paper wi [ [ become obsolete.( inconceivable)

5 What surprises me is how few people can write neatly.(surpr is ing)

6 | th ink chi tdren real ty should be taught to touch-type atschool . (essent ia l for chi ldren)

7 Peopte who say that paper and pen wi l l become obsoleteare wrong. (wrong to suggest)

f) f.re Listen to two people giving their opinions on theproposition in exercise 1. Which opinions do you agree with?Which do you disagree with? Give reasons.

Rephrase these extracts from the l istening so that theywould be stylistically appropriate for an essay. Use thewords in the boxes to help you. Sometimes a passiveconstruction is appropriate.

admit tedty considerably cont inueto current lyelderly in a minority increasingly moreover the fact is

1 | mean, we now send loads more e-mai ls than tradi t ionalletters.

2 OK, so some old people wi l l s t ick wi th paper and pen, butthere won' t be many of them.

3 Atso, more and more of ten we're doing our schoolwork oncom pulers.

7

atthough granted hightyimprobabte inconceivabtemy own view not too distant future

4 Sure, I admit that pretty soon they' t l develop a computerthat you can carry in a pocket.

5 Peopte sometimes even say that handwri t ing wi l t becomeobsolete, but I real ly don' t reckon i t 's at al t l ikety.

6 You simply cannot imagine they won't teach handwri t ingin schools in the future.

Plan an opinion essay about the proposition in exercise 1.Make notes under the headings using ideas from exercises1 and 3.

Paragraph 1 Introduct ionParagraph 2 Points in support ofyour opinionParagraph 3 Points in support of the opposite opinionParagraph 4 Conclusion

Write the introduction and paragraphs 2 and 3 of youressay following your plan. Write no more than 210 words.Remember to use some impersonal language.

ln an essay of zoo-z5o words, your conclusion shouldn' tbe more that 4o-5o words long. A good strategy is toacknowledge the strength of the opposing argument andthen to restate your own opinion. Do not introduce newarguments in the conclusion.

Read the writing tip. Then write the conclusion to your essay.Use the phrases below to help you.

While i t 's t rue to say that . . . , I real ly do think . . .Even though some people maintain that . . . , I neverthelessbel ieve that . . .There's some truth in the view that, . . . Nevertheless, i tdoesn't alter my view that ...

W0rk in pairs. Swap essays and check your partner's workusing the list below.

Has your partner

! foltowed the essay plan correctty?

! wri t ten the correct number of words?

tr used expressions from the wri t ing t ip and exercise Z?

tr checked the spelt ing and grammar?

Unit 10. Endings

Vocabulary

1 Complete the sentences with the correct form of the verbs inthe box. The answers may be active or passive.

breathe confide drop glean hear keep

1 The manager - a bombshel l in the boardmeeting when he handed in his resignat ion.

2 Tel l me what you know - | promise | _ a word.3 Anna at l the information she could about the

job from the HR manager, who happens to be her cousin.4 The ident i ty of the jury members under wraps

in case they are blackmai led.5 | totd my best friend about my date with Dylan and now

everyone knows. | -nevet _ in her again!6 - you - the latest? Martha's spl i t up with Paut

and she's going out with Andy!

EE! ]tr2 Complete the sentences with the correct form of the words in

the box.

accuse catastrophe censor nation person speak

1 Democratic countries believe in -.2 In many countries, there is state - of the press.3 lt 's essential to be able to express your _

opinion when discussing pol i t ics.4 Opponents to total i tar ian regimes are often imprisoned

because of false5 - security is under threat from terrorist groups.6 The results witl be if the problem is ignored.

EE! ]tr3 Match 1-8 with a-h to make common collocations.

1 f inal ise a conf ident ial2 str ictest b acontract3 complete c ameeting4 highly d arrangements5 wind up e a Master's degree6 cease f aword7 terminate g industr iaI act ion8 breath h conf idence

Etr! E

Grammar

4 Complete the sentences with the correct passive form of theverbs in the box.

decide evacuate lie rebuild record repair

1 Several towns - last night due to flood warnings.2 The staff have been assured that the pay increase

during the next board meeting.3 Pete couldn't watch the match because his W _.4 You can' t enter the studio r ight now because tonight 's

news programme _ .5 lt took time to realise he - to by his wife.

EE! E5 Rewrite the sentences using the correct causative form of the

verbs in brackets.

1 Someone mows my aunt's lawn once a fortnight. (have)2 They're coming to change our windows next week. (have)3 They'tt refurbish the office when they can afford it. (get)4 No one had serviced my father's car in years. (have)5 Someone stole my boyfriend's wallet yesterday. (get)

EM ]tr6 Rewrite the sentences using the words the box.

however whatever whenever fu whicheverwhoever

No matter where you end up, please wri te to me.u.lheravar 1ou and up, p\ea* writa 1o ma

1 The person who gave you that has impeccable taste.2 John wi l l never become an air l ine pi lot , no matter how

hard he tr ies.3 Everyt ime I 'm in the UKI buya load of tea bags.4 She'[ took stunning, no matter which dress sne wears.5 l t doesn't matter what you do, but don' t panic.

Etr! ]trJoin the two sentences using formal relative clauses.A f ight started in the club. At that point we went home.A iight rtarted in tha c\ub, at vlhich point $& weni home1 She started to dust the desk. On top of it tay piles of papers.2 He has won eleven medals so far. Most of them are gold.3 The president wi l l appoint a number of new ministers in the

new session. Many of them are women.4 That woman's an actress. My friend was mistaken for her.5 | addressed my complaint to an employee. He was blatant ly

ruoe.

EE! ]tr

Language Review 9-10

@

Reading

1 took quickly through the two excerpts from two e-mails,ignoring the gaps. Decide:

a who each e-mai l is f rom.b what the relevance of the photo is.

2 trtatch sentences A-G with gaps 1-5 in the e-mails. There isone sentences that you do not need.A That would be a shame, because I 've made some good

friends here, inctuding a really nice guy from Latvia calledEdgars.

B That's how I managed to earn enough money for the flatdeposit .This was a bit of a disaster, as l'd already found a flat andneeded to pay my rent.lronically, she works for InterPost, the company who letme down over that job offer.It's in a great location too, only a couple minutes from atube station.

F As it happens, my ftatmate's sister, Rita, works in lT andwould be an ideal business partner.

G Who knows when another one might come along?

:,.^"thing is going well here. l'm-:'rng a flat with two other women,-: from Lithuania and the other from- and The flat isn't huge, but it's big-:ugh and in relatively good condition,,:r modern furniture and appliances.- (Everybody travels by tube here,; ihe only way to avoid the traffic.)

,', rrk is going fine. In fact, l've recently::en offered a promotion, which would-ean more money as well as more'=soonsibilitv. The downside is that l'd-:!'e to relocate to Edinbursh because-3t's where the company's head office is. '- We've really hit it off,

'"d between you and me, I think he quite fancies me. And of course,-,v brother is here too. But I suppose I should do what's best for my::reer and accept the opportunig, 3- Anyway, I haven't made a'ral decision vet.

Listening

3 f) l.rZ Listen. Which three of the following fourdialogues do you hear, and in what order?

a Edgars and Tomasb Tomas and Ritac Rita, Edgars and Tomasd Edgars and Rita

4 O f:fZ Listen again, focusing on the speakers'intonation. Say how each speaker sounds when they saythe words below. Then say what this implies about whatthey are thinking or feeling.

1 Rita: 'Oh, I see. Professional.'2 Edgars: 'You don't have to say anything now.'3 Rita: ' l 've just accepted a promotion.'4 Edgars: 'So you're moving to Edinburgh.'5 Tomas: 'No, she hasn' t said anything to me. '6 Tomas: 'Nobody tel ls me anything. '7 Rita: 'His face went red and he couldn' t speak. '

Speaking

5 Work in pairs. Rote-ptay one of the foltowing dialogues:o Edgars persuading Rita not to go to Edinburgh.r Rita tel l ing her boss that she's leaving the company.

Writing

6 nead the statement below. Decide whether you agreeor disagree with it. Make notes for and against. Use thewords and phrases in the box to help you.

It is impossihle to maintain a closefriendship with somebody who lives

a long way away.

body language chat rooms email face to facehang out physicat contact social networking sites

7 Write an essay of 2OO-25O words using your notes fromexercise 6.

o. Checkyour progress: p.4

I've been in London for six months now Can you believe that? The time has really flown by!

m so sorry I haven't been ln touch earlier, but I never seem to have time to write

I haven't had a particularly easy time since getting here, for one reason or another Having

:een offered a job at interview, I was then told that I didn't have the job after all a- I decided

:? set up in business as a consultant, and it's really taken off In fact, I'm so busy that I'm

,roking for somebody to work with me erther an employee or a partner t- Not only is she

:ea1ly well qualified, but we also get on well together However, she's currently in full time

:mployment, so I'd have to lure her away from her job. u- She hasn't been there long, so

- doubt she'd want to leave

ski t tsRound-:pl-1i ' ( r }

"{f f/

Read the text in the Reading exam task,ignoring the gaps. In what order will the Sun turn into thesetypes of star?

a a black dwarf b a red giant c a white dwarf

Read the information about synonyms of old and completethe sentences with the adjectives in the correct form. Justifyyour choice of adiective.

SYNONYMS

old

elder ly. aged. long- l ived. malure

These words all describe sb who has lived for a long timeor that usual ly l ives for a long t imeold having lived for a long time; no longer young: 5he s

gening old- she's 75 next yeor.elderly (rather formal) used as a polite word for 'old': 5he

is very busy caring lor two elderly relativesaged lJormal) very old Having aged relatives to stoy in

your house can be quite stressJullong- l ived having a long l i fe; last ing for a long t ime:

Everyone in my lamily is exceptionally longJivedmature used as a polite or humorous way of saying that

sb is no longer young: clothes fot the mature woman

1 The person in the wor ld is 777.2 A 4O0-year-old c lam may be the - animal known.3 There are over eleven mi l t ion people in the Uni ted

Kingdom, according to the most recent census.4 This part icutar dat ing agency is for men and women of

\ra2 rq

5 Women have tradi t ional ly borne the brunt of support ingrelatives.

Do the Speaking exam task.

Compare and contrast the two photographs. Answer thequest ions.

In your opinion, at what age do people become 'o ld '?What effect wil l increasing l ife expectancy have onsociety?What, i f anything, can we learn f rom talk ing to elder lypeople? Give examples.

3

4

A

12

2 Do the Reading exam task.

Read the text carefully and decide which sentence (A-F)best fits each gap (1-5). There is one sentence that you donot need.

The end of the worldThe Sun is now approximately half-way through its l i fe span. ltis in a 'dynamic equil ibrium' - there is gravity on one hand andthe fusion process that 'fuels' the Sun on the other hand. 1!

Astronomers sti l l don't know all the exact details but theyknow that the Sun wil l start to swell uo and turn into a redgiant with a diameter about lOO times greater than its currentsize. 2l-l The Earth wil l be scorched at this point, leavingthe planet unsuitable for l i fe. Pluto, in fact, would be the onlyplace suitable for any l ife in the solar system. At the very endof its life cycle, the Sun is likely to blow off its outermostlayers. lt wil l then shrink to the size of the Earth, surroundedby a glowing bubble of gas called 'planetary nebulaei 3l-l

Astronomers have observed many Sun-like stars in their f inalstages, before becoming white dwarfs. The images of planetarynebulae are spectacular and each looks l ike no other: Theexpelled gas has intriguing symmetrical patterns as well asmore chaotic structures.

A white dwarf derived from a star as massive as the Sun wil lbe roughly the same size as the Earth. a! The gravity onthe surface wil l be over 100,000 times what we experienceon Earth! Once the white dwarf has reached its minimum size,it wil l have a temperature of over 100,000 Kelvin and shinethrough residual heat. 5! Because the Universe is only 13.2bil l ion years old, there are no black dwarfs yet.

One thing is for sure: if the human race hasn't migrated toanother solar system within the next f ive bil l ion years, it is sureto become extinct.

The star wi l [ gradual ly cool and eventual ly, af terhundreds of b i l l ions of years of radiat ing, i t wi l t nolonger be vis ib le, becoming a black dwarf .The gases wil l eventually disperse in the course ofseveralthousand years leaving behind a white dwarf.I t wi l l be so dense that a teaspoon of whi te dwarfmater iaI wi l t weigh severaI tonnes.I t wi l l cont inue to burn in th is stable condi t ion for afurther five bil l ion years, when it witt start to change.This means that the radiat ion, which in i t iat ty wi l l be veryhigh, wi t l lessen with t ime.I t wi t l be so big that i t wi l l engul f Mercury, whi le Venuswit t probably orbi t just outs ide the Sun's surface.

flsx\i\'rrN\- l \ $ i i i : i r i l . i i i \ , i i t r \ , i l i i i r t r t i i t i i : i

,'t\v Tatking about habitual actions

!-=ent simPlei i - ; : :1e present s imple wi th an adverb of f requency to ta lk. : : - : 'eDeated act ions, habi ts and rout ines.

:^" ' , ' gaei | ' , , rorK b1 bic lc\ar-=ent / Past continuous

: , ! : :he Dresent / nast cont inuous with the adverbs

-- , -,5. constantly, continually and forever to talk about.- - - - . 'g repeated behaviour.

: ; azvi complaining about har lob

-'-.e iarever shouiinq ai vach olhor

,'..1 would

' ="d would can be used to ta lk about habi tual act ions. - : :ehaviour. When they are stressed in spoken Engt ish, i t

' -a5rsts cr i t ic ism. Would refers to the past.:r*en forget to bLry milr

-:-,C plal re.cords so \oud wa couldn't havy a convyrsalion

-sed toJr i ;s€ used to + inf in i t ive to descr ibe past states or habi ts-- : : someone did in the oast but does not do now.

-:sd to l ive in Naw YorK

tUould

" ' : - ld can also be used to ta lk about past habi ts, but i t can' t:= -sed to tatkabout Dast states. We use used to to do that.

.ouid go 1o rtal wilh our grandparentr aveq suflmar

1 Choose the correct words to complete the sentences. One,two or three answers may be correct.

1 Before my brother had chi tdren he - a motorbike.a used to have b would have c had

2 My sister of ten gets annoyed with her husband - he

a would wind the chi ldren uob 's always winding the chi ldren upc wil l wind the children up

3 When I was l i t t le my mother nursery rhymes to meat bedt ime.a used to s ing b would sing c sang

I moved out of lsaac and Maisie 's house - thev -when lwas around.a were constantly arguingb would arguec will argue

Before she got married she - in Germany for twovears.a used to l ive b l ived c would l ive

l f i t 's not ra in ing | - to work.a usual ly walk b used to walk c ' t l walk

2 Rewrite the sentences using the word in brackets.1 We used to spend hours playing hide-and-seek when we

were kids. ('d)t'(e'd epend hourr plaling hrAe-anA'woY whsn wa ware Kidr

2 My mother wi l [ cook something special whenever we goround. (usually)

3 Gina wit l take my CDs without asking. (constant ly)4 We had no pets when we were little. (use)5 Ben would always leave his dirty dishes all over the place

when he lived with us. (leaving)6 Every summer we made sandcast les on the beach. (used)

W ent".al verbs

Phrasal verbs combine verbs with adverbs or preposit ions (orsometimes both) to create a new meaning. Phrasatverbs canbe divided into four main types:

Two-part verbs with no obiect.M1 car broKe doun on 'lha molorwal lart night

Two-part verbs whose object can come between or after thetwo parts. However, when the object is a pronoun, i t mustcome between the two Darts.He turned dovrn thalob offar he receivedAv recervvd alob offer but ha furned it down

Two-part verbs whose object cannot come between the parts.tNa hava lo allovr for differenl opinions from slaff mamberr

Three-part verbs whose object cannot come between the parts.How do 1ou put up vrith his commants?

1 Complete the sentences with the correct form of the phrasalverbs in the box. Where possible use an obiect pronoun.

cheer sb up rommerees*t# get away with sthgo for sb pass out put up with sth set off tear sth up

My old school reports were in a box - | camv a*oss them inthe attic yesterday.Carol 's chi ldren are very badly behaved - | don' t knowhow sheWe're going to have an early night as we at6 a.m. tomorrow.Matt's girlfriend has teft him, so his friends are trying to

5 Nobody could prove that Bi t t had stolen the car and so he

67

I t 's too hot and I 'm feel ing dizzy. I think IThe letter made Karl furious, so he and puti t in the bin.Emma's dog bi t her last night - i t as shewas opening the door.

Grammar Bui lder and Reference o i l r r r l

2 Complete the sentences with the phrasalverbs in the box.Use an object pronoun where necessary.

do away with sth ffi fall out with sb get awaygo through sth let sb down run into sb turn sb down

1 'Did you watch the f i lm al l the way through?''No, I droppad off in the middle.'

2 'Did you see Becky yesterday?''Yes, I in the supermarket.'

3 'Does your boyfr iend think he' i l get the job?''No, he thinks they

4 'Do you know where you went wrong in the exam?''Yes, mytutor wi th me. ''Does your school sti l l have a uniform?''No, they'Did they catch the thief?''No, he'Do you st i l l see your old neighbours?''No, I'Does Harry always turn up for footbalI practice?''No, he often . '

67

tD ent"tal verbs: passive and infinitive forms

Some phrasal verbs that have an object can be used in thepassive. As in at[ passive structures, the subject comes beforethe verb. This means the two or thee parts of the phrasal verbalways stay together. This also applies to infinit ive structures:?lease swilch lour compuier off when you leave lhy otltcv?\eaw maYe sure your compu'ler ir suitched off when 1ou leavaiho olficvIt'r verl difficult io get through fo him Ha never lirtene

Rewrite the second sentence with a suitable passive form ofthe phrasalverb in brackets.

1 A gang attacked Tom on his way home. (beat up)Tom was bvalvn up on his way home.

2 They've cancelted the match. (catl offlThe match

3 Her grandparents took care of her. (bring up)She by her grandparents.

4 A local builder is doing the work. (carry out)The work by a local builder.

5 500 workers wil l lose their iobs. (tay offl500 workers

6 The police stopped the riot. (break up)The riot by the police.

7 An accident is detaying the traffic. (hotd up)The traffic by an accident.

8 His boss has refused his transfer request. (turn down)His request

2 Comptete the sentences with the infinitive form of thephrasal verbs in the box and an object pronoun.

do sth up get round to doing sthget through to sb give sth up go with sth put sb up

1 Jim was going past the station so I asked him to dropme off outside.

2 lf they want to rent out the cottage, they'lI havefirst.

3 | haven't washed the car - | hope soon.4 We've thoroughly enloyed our stay. lt was so kind of you

5 lane's phone is always engaged - i t 's impossible

Once you start smoking, it 's very hardKeira bought a dress but couldn' t f ind shoes

@ or and tike

Like is a preposi t ion and i t is used with a noun or aDronoun to descr ibe s imitar i t ies.M1 brothar's1uet lire my dad

Unl ikeis also a preposi t ion and i t is used with a noun oraoronoun to descr ibe di f ferences.UnliKe Jacr, I don't ego.1 vratching realitl showr

As is a conjunct ion and i t is used with a subiect and a verbto descr ibe s imitar i t ies.He's a good p\a1ar, as his faihsr was whan ha wae loungar

However, in informal speech / ike is also of ten used as aconlunct ion.ihe doaan't drass liKe loLr do iha hatn'.f got lourr oilla

In wr i t ten Engl ish, when as is fo l lowed by an auxi l iary ormodalverb the word order of quest ions is of ten used.Ha want, as dld hro brotharr, to a boarding ochool

As is used to ta lk about the job a person has. In th is case i toperates in the same way as a preposi t ion.As lour doctor, I rocommend lou give up smoKing

l f we replace os wi th l ike in th is sentence i t changes themeaning. As means ' l am your doctor ' and l ike means ' l havethe same opinion as your doctor ' .UKe lour doctor, I racommend you give up smoKing

ln very informal speech like can be used to introducereported speech.M1 dad was lire, 'what time do 1ou ca\l ihie?'

Not ice how the funct ion of l ike can change depending onwhether i t comes before or af ter a negat ive ctause.LiKe q ristsr, l'm nol keen on comedivs(She doesn' t l ike them and nei ther do l . )l 'm no't Kaan on comediet,l iKe my ristar(My sister [ ikes them but I don' t . )

Grammar Buitder and Reference . Units 1-2

t 13 " .

I Choose the correct words to complete the sentences..Sometimes both are correct.)1 | prefer l ta l ian food, -pizza and pasta.

aas b t ike2 The weather was superb, - was the hotet .

aas b t ike3 - you, I don' t enjoy staying in at l day. You never move

from the sofa!a Like b Unt ike

4 My boyfr iend's - yours in some respects.o o> b l ike

5 | don't work out every day, - you do.aas b t ike

5 ' - your doctor, I recommend you to try and lose weight, 'said Dr White.o d> b t ike

7 My sister 's - , 'Where's my jacket?'aas b l ike

8 ' - your doctor, I th ink you should lose some weight, 'h is mum said.aas b t ike

2 Comptete the sentences with as, l ike or unlike. Sometimestwo answers may be possible.

1 Owen enjoys ptaying team sports, basketbal l andvotteybatt .

2 ' - the rest of the famity, I 'm fed up with your moods, 'her mum said.

3 - my brother, I 'm not very good at maths. He atwaysgets top marks!

4 Your dad doesn' t go away on business mine does.5 You've got a car mine, haven' t you?5 We got lost on the way, did most of the guests.7 ' - your father I th ink you shoutd ser iously consider

your future, ' said Connor 's dad.8 My boyfr iend's - , 'Where have you been?'

' ,:\ Narrative tenses

We use past tenses to narrate past events.

We use the past s imple to referto short act ions and eventsthat are soon f in ished, longer act ions and events and torepeated act ions:". vralKed down the slraet and boLrght a ne.v,ripaper'. i l ived rn Manchester ior 7o pactuenl to the g'1nr everl weeK \as.i lear

We use the past cont inuous to set the scene of a s i tuat ion inthe past. l t is of ten used to descr ibe a background event inconjunct ion wi th the past s imple, which descr ibes an event oract ion that interruoted i t .i t-E sun vras shining and ihe birds wara srngirrgiirel uere cleaning lha car whan 11 starisd io rain

We use the past perfect to ta lk about an event that happenedbefore another event in the oast.I siarted the erercire and rea\rred I had done it ba{ore

" ! i { q.

We use the past perfect cont inuous to tatk about longer eventsthat were happening before another event in the past.l 'd been uaiting for an hourr bafore rha arrived

We use used to + inf in i t ive to descr ibe past s i tuat ions orhabi ts that are di f ferent now and would + inf in i t ive is used todescr ibe past habi ts that are di f ferent now.ihe used to go out with Tornt(e vrould go io the .inema evgr1 iaturdal morning

We use the future in the past to ta lk about th ings that were inthe future when we were talk ing about them. We express theseideas by using structures s imitar to the ones we normal ly useto ta lk about the future but changing the verb forms.I thought 10u uer? going awal for.tha weaKondHe. said he vrould see me nell r^re.eK

1 Correct the mistake with narrative tenses in each sentence.

1 Atthough the storm had passed, the roads were st i [ [treacherous because it Hsnowed atl night.had bt.en snov,ring

2 He cl imbed the stairs steal th i ly and was enter ing thebedroom.

3 She crossed a f ie ld when she spotted a bul l grazing by thegate.

4 They couldn' t take the f l ight because they had beenforgett ing their passports.

5 As a chi ld, I was si t t ing in the k i tchen for hours watchingmy mother cook.

6 They used to be marr ied in the spr ing, but war broke outand he was cal led uo.

7 My parents would l ive in a cottage in the country beforethey moved to the city centre.

8 Our arms were aching as we had shi f ted boxes al l day. Weweren't tooking fonryard to continuing the next day.

2 Complete the mini dialogues with the correct form of theverbs in brackets.

1 'Why didn' t she answer the phone?''Because she uras \1 ing in the bath. ' ( t ie)

2 'Why are you late?''Because I mytrain. ' (miss)

3 'Have you got any pets?''Not now, but I a dog.' (have)

4 'Why were they so lethargic?''Because they TV a[[ day.' (watch)

5 'Do you remember your grandparents wel l? ''Yes, we every summer wi th them as kids. '(spend)

6 'Why was Annabel cry ing?''Because her boyfr iend . ' (watk out)

7 'Why didn' t you book a hotel? ''Because we had decided we camping. ' (go)

8 'When did you have your bag snatched?''While I at the traffic t ights.' (wait)

flD sirnte and continuous forms

We use simple forms to talk about habits, repeated act ionsand states.We plal tennii everl rlreeKI uas in ihe armlWa've alwala lived hare

We use cont inuous forms to talk about something happeningat a part icular moment.Ha vras rtill sleaping ai lo am'[his time lomorrow l'll be lling on a bvachHa'e vrorking at tha momant a

We use simple forms to talk about permanent si tuat ions.Ha r^rorKed {or tha companl all hie life

We use continuous forms to talk about temporary situations.l'd baon sfaling wiih Jack uniil tha house was finirhcd

We use simple forms to talk about f in ished si tuat ions.t{a cleanod lhy officv and than wa uenl homa

We use cont inuous forms to talk about unf inished si tuat ions.I've bccn reading thii booK for two monthe

There are two types of verbs, dynamic and state. Dynamicverbs are verbs that descr ibe act ions. They can be used insimole and cont inuous forms.iho sals lunch ai homa avarl da1I uas ealing lunch at home whan I heard the newe on thc radio

We don't usua[[y use state verbs in cont inuous tenses.thel wanl io visii the calhedra\

Some common state verbs are: enjoy, tike, love, hate, prefer,understand, believe, remember, forget, want, need, belong.

1 Choose the correct words.

1 They'd only known / 'd onty been knowing each other forthree weeks when they got married.

2 The teacher refused to repeat the explanation becausesome students hadn't listened / hadn't been listening.

3 | adored my new shoes - they were just what | 'd lookedfor I 'd been looking for.

4 We voted for the opposition party because we thought /were thinking they might change our foreign poticy.

5 Ruby didn't enjoy / wasn't enjoying the party, so shedecided to leave early.

6 The fish smelt / was smelling off, so we threw it away.7 The ring had belonged / had been belonging to my

grandmother before it was handed down to my mother.

Complete the two sentences with a simple and a continuousform of the verb given.

1 RUNa He was out of breath because he d bean running.b He was out of breath because he d run alI the wav.

2 EATa Ruth got food poisoning because she

something strange.b Daisy had greasy fingers because she fish

and chips.

3 JOGa I in the parkwhen l twisted my ankle.b I didn' t have much t ime so I once round

the oark.

4 STUDYa George passed his exams because he

every night.b Charl ie had a headache because he

ab

3ttab

@ sn".ulating

We use the fol lowing structures to speculate about people andthings:

look (and seem, sound, feel, etc.) /ike with a noun.iha looKa liKe a etudentIt feele lixe rilr

look (seem, sound, feel, etc.) with an adjective.Thal looK upsetiha seems angrl

wonder + f followed by a subject and verb.I vronder if thal hava had probleme

modalverbs to ta lk about possibi l i ty , probabi t i ty and certaint l 'in the present and the past.He murl ba a'f homa nowThel might havo gone out lasi nighi

1 Rewrite the example sentence using the words in brackets.

1 | wonder i f he's a sai lor .a Ha looKs lira a sai\or. (look)

b Ha might have byen a sailor. (might)

2 She might be i t l .. (wonder). (took)

looks l ike they're going to a football match.. (wonder)(must)

I wonder i f he's passed his exams.. (not took)

,--r" Grammar Bui lder and Reference. Unit 2/

a(can't)

I l : .tplete the sentences with one word.

i - -e t ights are on. She must be home.I ' : . r - awfut ! What 's wrong?= _ what t ime i t is .: - : r boyfr iend didn' t stop. He have seen her.i : rd i looks - he didn' t s leep last n ight.: Sara's not at school today. I suppose she - be i t t .- , ' , ' rat 's that noise? l t - l ike a f i re alarm.3 ' . rv mother didn' t cal t me on my bir thday. She -

-ave forgotten.

Present perfect simple and continuous

. .<e the nreqent nerfect :

. cont inuous for something which has been happening-: :eatedly in the very recent past.

. s imple when something has happened on severaI occasions: . er a per iod of t ime and may happen again

. cont inuous with for or s ince to say how long an act ion has:een In progress

. s imple with for or s ince onty i f the verb is one which is not:ommonly used in cont inuous tenses.

. s imple for a recent act ion that is now complete.

. cont inuous for a recent act ion that is ongoing.

1 Complete the two sentences in each pair with the presentperfect simple and the present perfect continuous form ofthe verbs given. Use contractions where possible.

1 SWIMa Wil l iam 50 lengths today.b We in a mountain stream and now we're

froze n.

2 SEEa I al l of Woody Alten's f i lms.b Lity Adam for over two years now.

3 STAYa Daisy in rented accommodation since she

arr ived in London.b We at this guesthouse a few t imes

before.

4 DISAPPEARa My car isn' t where I parked i t . l t !b Bags from the changing rooms for several

weeks now.5 STOP

a Now you arguing perhaps you can tel l mewhat happened.

b The pot ice pedestr ians to ask them aboutthe burglary.

2 Complete the formal tetter with the present perfect simple orcontinuous form ofthe verbs in brackets.

Dear Albert,

I arn writ ing to complain about your proposed changes toour agreement regarding business fl ights.

Employees from TNN ' (fly) with BusyAirfor over twenty years now, and our relationship until now

' (be) more than cordial. Each year we

' (negotiate) a reasonable increase in faresand every rnonth our accounts department a

(deal) promptly with your invoice. I fail to understandwhy on this occasion you 5 (choose) tocommunicate your proposal in this impersonal manner.

Regarding the price increase itself, I can only hopeyou 6 (make) a rnistake. This year we

' (pay) on average nearly 80% ofthe fullbusiness rate and you are now proposing that we pay thefull fare.

Since receiving your fax, my colleagues and It (discuss) our relationship with BusyAirand we wish to express our indignation at the lack ofrespect we have suft'ered at your hands.

Yours sincerely

Benjarnin Murray

S veru patterns (1)

Some verbs are fot towed by an inf in i t ive.Wa wanted to leave earll but vre coLrldn't

Some verbs are fot lowed by + object + inf in i t ive.I won't allovr the children to stal up

Some verbs are fot lowed by + object + base form.Wr\l thol let us stal and tee. tha end2

Some verbs are followed by + (object) + -ing form.ula en1o1 coming io rae you

Some verbs are fo l lowed by + obiect + past part ic ip le.Sha had her nails polished at tha hairdresearo

Verbs which are only followed by an infinit ive: afford, agree,oppeor, decide, expect, fail, happen, hope, monage, meon,pretend, promise, refuse, seem, wont.

Verbs which are onty followed by an -ing form: admit,appreciote, avoid, can't stand, consider, contemplate, delay,deny, dislike, enjoy, escape, foce, feel Iike, finish, forgive,mention, miss, practise, put off, resent, risk, suggest,understand.

Some verbs are fo l towed by both an inf in i t ive or an - ing wi thIitt le or no change in their meaning: begin, I ike, Iove, hote,prefer, start.

t i i a:r i l i l i r . i lu i idt t and Re: i ' t i$t i l .

r )

Some verbs are followed by both an infinit ive or an -ing with achange in their meaning: forget, go on, try, regret, remember,stop.

We can also use infinit ives and -ing forms directly after somenouns.I nvod a Ka1 to open the doorIt's noi uorlh vrorrling aboul

1 Comptete the sentences with the correct form of the verbs inbrackets.

1 Most people tend to taKe their summer hol iday in August.(take)Angie volunteered - the money for Gina's leavingpresent. (coltect)

Because of the cr is is they had di f f icul ty - theirhouse. (setl)The inher i tance enabled him - a yacht.(purchase)Ryan's parents wouldn't let him a tattoo. (get)I t 's not worth - the doctor - he' l [ only give mesome pi t ls . (consutt)Peter stopped in a car park- a phone cal l .(make)Last year we spent a month around Europe.(travel)I 'm so glad I remembered my mum's bir thdaycard yesterday. (post)

56

@ verU patterns (2)

When a verb is fo l lowed by anotherverb, the inf in i t ive or - ingform can include the passive, perfect and cont inuous forms.

1 Complete the sentence with the correct alternative.

1 After her ordeal , she descr ibed - in the iungle.a to be held b being held

2 lf he starts another fight at schoo[, he risksa to be expelled b being expel led

3 She was untucky that she happened - in the wrongplace.a to be standing b being standing

4 They admitted - the car.a to have stolen b having stolen

5 The actress agreed - on W.a to be interviewed b being interviewed

6 We appear - an agreement.a to have reached b having reached

7 The pol i t ic ian denieda to have been mistaken b having been mistaken

8 The paint ing seems - by a professional .a to have been stolen b having been stolen

:-\sR ii-\r

2 Complete the sentences with fo be, being, to have or hoving.

1 My sister avoids being seen with her glasses on.2 | don' t recol lect been bul l ied at school .3 She resents t reated l ike an id iot when she

takes her car to the garage.4 The accident appears been caused by leaves

on the track.5 | refuse sooken to tike that.

€l cornarative and superlative forms

Some comparat ives can be used with fhe to say that twochanges happen at the same t ime or are l inked.The bigger Iho pitu, the happier I amIhe richer Jou ara, lhe more successful jou are

We can use two comparat ives to express the idea of cont inuingcha nge.ulhat hs sals is less and less inlerestingHe's gatting taller and tallerl

We use the following words to modify comparatives: verymuch, a lot, lots, any, rather, a little, a bit.le he an1 happier than whan I \ast sa'/./ him?That rastaurant \.1as vgr.{ much nicor than tha olhar one. \.ra v,ronl lo

1 Complete the sentences with a comparative or superlativeform ofthe adjectives in brackets. Be carefuI of negatives!

1 The - (tong) you wait for something, the moreyou appreciate i t .

2 Good heal th is one of - ( important) th ings in l i fe.3 The - (fast) he speaks, the -

( intel t ig ibte) he becomes.4 Most mothers are at their ( low) when their

chi ldren leave home.5 The more t ime he spends at home, the - Good).6 Life is (hard) in Europe as it is in Africa.

2 Comptete the sentences with the words in the box.

awfu[ bit deal far mile quite slightty very

1 Mal lorca isn' t - as popular as lb iza wi th youngpeople.

2 I 'd l ike to introduce you to my - best friend,Katie.

3 My mother spent a good - more t ime with us askids than my father did.

4 My younger brother is a l i t t le ta l ler than me.5 Daniet Craig is better as James Bond than Sea-

Connery.6 In my opinion, Cr ist iano Ronaldo is - and awav

the most tatented footbal ler in the wor ld.7 lK Rowting is an - lot r icher than Phi t ip Put lmar.8 Nico is the most intel l igent student in our c lass by a

4i l Granrmar Bui lder and Reference. uni ts 3-4/

I n"6u.ed relative clauses

ne can sometimes form reduced relative clauses fromr:e.iifying relative clauses. In a reduced relative clause werr:3 the relative pronoun and auxiliary verb that helps form:-e verb tense.

:- '' -.e peopte (uho r.rere) sitting at ihe table vlare mJ rclaiivae' : :.,rs (uhich uore) constructed in lhe seventias are ugl1?eCuced relative clauses cannot be used if the relative:rf,noun is not the object ofthe verb in the relative clause.' '- :j're. peopta vrho I talfe.d to af the table wera m1 ralaiiver

I Join the two sentences using a reduced relative clause.1 Some information was given in the leaftet. lt was wrong.

::rrt rnformation givgn in the laaflei l'rag wrong2 A ptayer was iniured in the match. He was rushed to

hospital .3 Some boys are hanging around outside the shopping

centre. They live on my estate.A man was arrested last night. He is now in police custody.Some hostages are being held by the hijackers. They areal[ members of the crew.SeveraI employees were dismissed for bad conduct. Theyhave al[ been reinstated.

7 A l i feguard is iumping into the sea. He's going to rescuesomeone.

8 Some measures have been enforced by the government.They seem to be working.

9 A woman is standing on the podium. She's my mother.10 Some houses were destroyed in the earthquake. They're

going to be rebuilt.

45

if+ past perfect would have + past participle

lf 1ou had left earlicr, 1ou wouldn't have missed ihe plana,

Mixed conditional

We use mixed condit ionals to say how an imaginary si tuat ion inthe present depended on an imaginary event in the past takingplace.

We form mixed conditionals with rf + past perfect and would +bare infinitive in the result clause. lt 's also possible to put the ,fc lause at the end of the sentence.

f + past perfect would + bare infinitive

lf she had gone rhopping, she r,rouldn'l have an amp\ fridga now

Inversion

ln a more formal style the auxitiary verbs should, were and hadcan replace f at the beginning of a condit ional sentence.lf t had eeen him, I uould hava told himHad I seen him, I uould have told him

We can use unless instead of if ... notwhen we want to say we'tldo the f i rst thing i f the second condit ion does not happen.lrla'll havc a barbecuo unless it raine

We can sometimes use os long os instead of f in firstcondit ionaI sentences.lrla can wa.tch tha film as long as i'i'r not too lata

Decide if the sentences are correct or not. Correct thesentences that are incorrect.

1 You'd have passed yourtest ifyou hadn't been so neryous.2 lf I 'd spoken better English, I got the job.3 She wouldn' t have cal led unless she had a problem.4 Suppose I hadn't been to the bank, how did we pay for that

mea[?5 Had they arrived any later, the show would start.6 You wouldn't be so tired if you went to bed earlier last night.7 Shoutd you require any help, our call centre is open 24

hours a day.8

"lf they'd been driving more slowly, they wouldn't crash.

Choose the first, second, third or a mixed conditional tocom plete the sentences.

1 You spent all your money in the sales. You're broke now.lf 1ou hadn't tpant all lour money in ihe n\er 1ou wouldn't beDr0K0 now.

2 | didn't know you tiked Coldplay. I didn't buy you a ticket forthe concert.

You didn't lose your glasses. You'll be able to read themenu.

Gl 6on6;tionals

Second conditional

We use the second condit ional to talk about an imaginarysituation or event and its result in the oresent or future.

We form the second condit ionalwith the past s imple in thecondit ionaI i f c lause andwould + bare inf ini t ive in the resultc lause. l t 's also possible to put the f ctause at the end of thesentence. Furthermore, were can be used instead of was in thecondit ional c lause with / , he and she.

f + past simple would + bare infinitive

tf 1ou lived in ?arir, 1ou'd learn Franch quicrll

Third conditionat

We use the third condit ional to talk about the imaginary resultof things that didn' t happen in the past. l t is of ten used i t toexpress criticism or regret.

We form the third conditionalwith f + past perfect, would have+ past part ic iple. l t 's also possibte to put the f c lause at theend ofthe sentence.

Had

Grammar Bui lder and Reference . Unit 4

.-$

4 )ohn didn't pack the sandwiches. He's starving now.tf

5 lf they don't ban tourists from the ancient city, it wil l beruined in no t ime.UnlessMary doesn't work at home. She doesn't spendwith her chi ldren.Mary

much t ime

@ nr+ noun/pronoun + infinitive

We use for + nounlpronoun + infinitive after certain adiectives.These sentences are often introduced by if.

With adjectives used to express importance or the lack of it:It'r vital for us lo uin tha matchli's unnecsesarl for tho sfudenle to memoriae overfhing

With adjectives used to express frequency:It's normal for lorry driverr to gat tiredIt'r rare for mt studants to do all thair homoworK

With adjectives used to express reactions to future events:I'm oagor for tha ptal to btarl$le'ra Keen for tha childran lo return

This structure can be more formal[y expressed by using a fhafclause:lJ'r vital ihat wa win tha ma'fchti's normal lhaf lorrl drivars gai tiradI'm eagec that tha plal should riart

This structure is also used with some nouns:It'r lime for us lo rtari worK

1 Complete the sentences using the words in brackets.1 lt 's a shame for 1ou io miea (you / miss) the party.2 Her father's plan was - (she / take over) the

medical pract ice.3 They're reluctant- (he / leave) the company.4 - (they / win) would be a miracle.5 She's anxious (we / go) and stay in her new

house.6 lt's impossibte - (l / start) work next week.

2 Rewrite the fhat-clauses using /or + noun/pronoun +infinitive.

1 lt 's important that Grace arrive before the other speakers.li's important lor Gracy to arriva belore lhy oihec tpea(yrt

2 Mum's plan was that the whote family go campingtogether.

3 l t 's essent ial that he shouldn' t turn up late.4 He's eager that his gir l f r iend accompany him to Jo's

wedding.5 lt seems unnecessary that we stay until the boss leaves.6 Our host's idea was that we shouldn't set off until after

lunch.

@ etunsis

We can leave words out when the meaning is ctear withoutthem and also to avoid repet i t ion.

We can sometimes just use to, a reduced inf ini t ive, instead ofrepeat ing the whole expression again.Hs wanlr mc .lo go Io lhv cinema urith him and I would life to (go totho cinYma r^ri.fh him)We sometimes leave out the whole inf ini t ive.You don't have .to tell ma if 1ou don't wanl (to tall me)

We sometimes leave out the main verb after an auxi l iary ormoda[ verb.ule didn't finish tha urorr bui wa should hava (ftniehad iha v.rorK)I can'i fir it thio morning, but I can (fir it) ftis aftarnoon lr ihat 0K?In these cases, the second auxi l iary verb is stressed in spokenEngtish.

1 Cross out the words that can be omitted from the sentencesbecause of ellipsis.

1 Mi l l ie agreed to peel the potatoes atthough she didn' twant to oeel them.

2 Maria is going to try to get the books I want but I'm sureshe won't be able to get the books.

3 | didn' t ask after Pam's mother when I should have askedafter her.

4 Alfie's always upsetting his girlfriend atthough he doesn'tmean to uDset her.

5 My brother didn' t go out tast night al though he could havegone out.

5 Andy doesn't know if he'il be able to beat Rafa, but hecertainly hopes to beat him.

7 Max goes horse-riding now, but he didn't use to go horse-r iding.

8 When Liam asked Grace to go out for a dr ink, she saidshe'd love to go out for a drink.

Itl r.u.ing about the future

We use ryil l + infinit ive when we decide to do things as we a':spea ki n g (i nsta nt decisio ns, offers, prom i ses).l 'm going now l ' l l phone 1ou ihir avaningYou don't tooK wall t'll tare 1ou homaule'll bring 1ou thai booK iomorrow

We also use wil l to make predictions about the future.Ha'll never gat all thai worK finiehod b1 Fridal

We use going to + infinit ive for plans and intentions that $.have already decided on before speaking.r,rla'va already dyctdod whora wa \,{ant io go \{a're going lo vis.9ratl\

We also use going fo to make predictions about the future. -th is case, the predict ion is based on some present evide::=-l't'e fivc to nina and ha'o onll juet left He's going to be :'t "

aaainl

Grammar Buitder and Reference . Units 5-6

i {q i

, : : :^e present cont inuous to ta lk about arrangements we= = 'eady made, usual ly at a speci f ic t ime in the future and.: - t rebody else.

-t. ' ' , ! -r i boss in har offica ai nine. o't\ocY lontorro$r mocning

-: : :he present s imple to ta lkthe t imetabtes of future: :s and events.

' leavet at 5 pm tonrorrow

' : - : : the future cont inuous (wr l l + be + - ing) to ta lkabout: : : : -s thatwi l t be in progress ata certain t ime in the future. l t. - i i=sts that the future event has already been decided on.

: i ^crKing n our i1dna1 offica nart month-. )e slaying with 1ou at Lhrittmar?

i' l : -se the future perfect (wil l + have + past participte) to tatk

' : : - : act ions or events that wi [ [ have f in ished in the future.-:r,e finished fhe coursa rn TLrne

' 'll have lefi tha office b1 *vvn o'c\ocK

t Choose the correct alternatives.

i Sophie 's gone very pale, I th ink - out .a she's going to b she' l l pass

2 Come and stay wi th us, the f resh air - you good.a is going to do b wi l t do

3 Dave's been saving up. - a new car.a He's going to buy b He' l l buy

4 There's a documentary on W tonight. -at7.30.a lt 's starting b lt starts

5 Atex can' t see his gir t f r iend tonight. - with her fr iends.a She' l t go c lubbing b She's going ctubbing

6 This t ime next year - around the world.a we'I be travel l ing b we're travell ing

7 By the t ime you get home - the cases.a I ' l I pack b I ' l l have oacked

8 Don't cry. By this t ime next week - someone new.a you' t [ be meeting b vou' [ [ have met

Complete the mini dialogues with a suitable future form ofthe verbs in brackets.

1 'Can you ca[[ me before midnight?''OK. I'm sure | '\\ hava arrivad by then.' (arrive)

2 'Shall we go out for a coffee after class?''Sorry, I can't. I tennis.' (ptay)

3 'Why are you slowing down?''Because I can see the traffic lights - .' (change)

4 'Shatt I pick you up at eight tonight?''No, We dinner then. Come round at 8.30instead. ' (have)

5 'What time do you have to get up?''At s ix. The bus - at7.75. ' ( teave)

6 'When wit t you be able to hand in your project?''l 'm sure | - it by Friday.' (finish)

2

W n.tti.les and their meanings

Phrasalverbs are formed from two (somet imes three) parts: averb fo l lowed by a preposi t ion or adverb. The preposi t ions oradverbs are sometimes referred to as particles. These particlesoften add a part icular meaning to a phrasalverb and theyusual ly have more than one meaning.

back: repeat ing or looking into the pastLou\d you plal bacr the te\ephone morr,age, p\vasv?Tha tonnir c\ub dates bacK io tho t{th canturl

down : record in wr i t ing or reducingLould loLr urite these dater dovrn2Houte pricar have finall l gone dovrn

off = depart ing or endingHa quicKll raid goodble and then ran off io caich tha busThe two coLrntrras have cul off diplomaiic relations with aach othar

on = cont inuing or at tacking6ha opent 'the whola tima going on about her naw partnorThose bLrll ias are a\wa1s picKing on Dave

out = disappear ing or solv ing, searching-[ha forart fire. finalll died oul after two daleLan yor-r uorK out tha anrwer io this maths qurartion?

over = v is i t ing or consider ing, examiningt'^]e popped over lo m1 mLlm's burt aha l,las oLrtLal't go over the report befora tha maefing

up : approach or improveHe a\wa1e Lwep6 up on me Hejust

^??yaft, without makinq a noira

I r,.rant to brush up on m1 computer sKil lr this lear

1 Choose the correct meaning for the underlined particle.

1 Have you sorted out what you're doing at the weekend?a disappear ing b solv ing, searching

2 We're going to ask some fr iends over for dinner onSaturday.a vis i t ing b consider ing, examining

3 Hannah cheered up as soon as she saw her boyfr iend'smessage on her mobi le.a approach b improve

4 Janice is going to stay on at school to do the universityentrance exam.a cont inuing b attack

5 Every now and then we look back at our wedding photos.a repeat ing b tooking into the past

6 Matt 's mum asked him to turn down theW.a record in writ ing b reducing

7 The otd man is atways tetling the kids to clearqff.a depart ing b ending

Choose a particle that can be used in both sentences. Decidewhich meaning from exercise 1 is used in each sentence.7 bacY - a looKing in'to iha past, b repcating.

a This song takes me to our first family holidayin Greece.

b Paola played the CD to make sure it hadrecorded properly.

a When my aunt had f inished cr i t ic is ing my sister, shestarted - me.

b They kept - working unt i l they f in ished thereDon.

3-a Let's invite some friends to see our holidav

photos.b I'm going to think - the job offer before I

acceot it.

a Tom noted her number and arranged to cal lthat afternoon.

b They played the incident to prevent thecrowd from panicking.

a The weather soon brightened - and we wereable to go out for a walk.

b The castle loomed at us through the fog.

a We set - for the beach as soon as the suncame out.

b Anne's waiting for Stephen to log - so she canuse the phone.

a We need to find - what time our train leavestomorrow.

b The government is phasing analogue il

f'tl n.norti n g structu res

We use direct speech to repeat the exact words that someonesaid. We use reported speech to report what someone hassaid, but without using the exact words.Anna said, 'lt waa an rncradible conccci ula had a fanla$ic |imv'Anna said ihel had realll enjoled lhe concorl

When we change direct speech to reported speech weusual ly change the tense ofthe sentence, the pronouns andpossessive adjectives from first and second person to thirdperson and the t ime expressions.'l had an intarview .iarterdal', said JohnJohn said he had had an inlervievr fhe da1 before

Reporting verbs

We can use a number of other report ing verbs to introducereported statements apart from say and fel/. These verbs areused with a variety of structures. A few verbs are used withmore than one structure:

verb + infinitive: agree, ask, claim, offer, promise, refuse,threatenHa promised to help ua

verb + object + (not) infinitive: advise, dare, beg, order,remind, urgeHa advisod us to appll for a visa

verb + gerund: deny, mention, recommend, suggestHe recommcndcd visiling tha mureum

verb + preposition + gerundi occuse, odmit, confess, boast,congratulate, insistHa confcssed to copling my '.^rorKverb + object + preposition + gerund: occuse, blome, warnThol accu*A me of slealing |hyir car

verb + that + (should) clause: demand, propose, recommend,request, suggest6ha suggests ihai wa rhould get up aarll

verb + (object) + question word + infinitive with to: ask, tellHe asKed uhero to go

1 Complete the sentences with the correct form of the verb inbrackets. Use an object pronoun where necessary.1 Tyte/s friends dared him to do a bungee jump. (do)2 I 've only lent Hot ly the money because she's agreed

by the end ofthe week. (pay back)3 As soon as Beth mentioned to a theme park,

her brother and sister wanted to join her. (go)4 The teacher kept the whote class behind unt i l someone

confessed her mobile. (steat)5 Nathan's parents urged - home. (not leave)5 The head teacher gave the student her pr ize and

congratulated the competition. (win)7 The protesters are demanding that the government

taxes. (reduce)8 The muggers threatened - Amy's boyfriend if she

didn' t reveal her PIN number. (beat up)

2 Choose the correct alternative.

1 They warned me against crossing / not to cross the parkat night.

2 Tom's gir t f r iend reminded to cal l her at midday / himwhen to catl her.

3 He accused me to use / of having used al l the mitk.4 Mitlie advised us where to stay / we stay in Mykonos.5 The teacher suggested Dan to stop / that Dan stop and

think about i t .6 Mum insisted on giving / to give us more cake.

Grammar Bui lder and Reference. Uni t 5

&

t l-l *

Adverbs and adjectives

I : lect ives-- = order of adiect ives before a noun usual ly depends on their- =. ' ing. Adject ives which descr ibe at t i tudes and opinions

-. -a: ly come before al l other adlect ives.incredible o\d French pairri ing

: : ect ives referr ing to s ize, [ength and height of ten come:=' : re age, colour, or ig in, mater ia l and purpose.

- - -:, ' enormous b\acK Tapanere moto|biKe.

" -r bers usually go before ad jectives and the words first, next

, - = lost go before numbers.- , : rr\ f irsl . lwo o\d 9ri i i th siamps

Adverbs

, ' , : can usual ly use adverbs in three posi t ions: at the:=ginning, in the middte or at the end of a sentence. However,- :st adverbs are only used in one or two of these posi t ions.

, i : use adverbs that show our thoughts or feel ings about. : rething at the beginning of a sentence.:: 'ronall1, l 'm not raa\\1 intereriod in his idaas,"fortuna.tel1, r^re. uron't be. able to r,om0 to ihe ueddLrrq

, ' ,e use adverbs of f requency in the middte of a sentence. They

3: af ter the verb fo be, between an auxi t iary verb and a main, : -0, and before a[ [ other verbs.

.- often \aje.-

' aluals \ived hereusualll plal at the rare.e.Kends

,',e also use adverbs of degree like almost, nearly and quite in:^e middle of a sentence.

, 'r nearll . lhere

almosl won lhe raco

' t /hen we want to say something was unexpected we use even:efore a verb.

-: even cooKed \rrnch And i ' t v,ras goodl. lrdrr' i even re.frrrn the nronel I had \en1 he.r

'Ve usual ly use adverbs of manner wi th the verbs theydescr ibe. l f the verb has an object , the adverb fo l lows i t .: , iras a\wa1r strng opera beautifull.y-- . r.hi\dran ate quicKll and werrl out to pial

-!QN.

\ i {q.

Complete the sentences putting the adjectives in brackets inthe correct order. You may also need to add an article.

1 They purchased a charming \itt iaihatched cottage in theauct ion. ( thatched, charming, [ i t t le)

2 She looked very stytish inevenrng gown.(sitk, btack, tong)

3 John dr ives spons car.(fast, ltalian, elegant)

4 They're going to pul l downthatbuitding on the corner.

(concrete, grey, h ideous)5 Grace is hoping to meet

stranger while she's away. (tall, dark, gorgeous)6 Susan's down-and-out father wore

sui t to her wedding. (check,old-fash ion ed, sc ruffy)

2 Decide if the sentences are correct or not. Sometimes thereis more than one possibility. Correct the incorrect sentences.

1 We'd lucki ly booked a table for dinner the day before.LLicKi\1, rre'd boofe.d a tabla

2 Zoe spent her chi tdhood in Moscow and she can st i l lspeak f luent ly Russian.

3 Unfortunately, the young people in my area rarely put theirl i t ter in a bin.

4 | lost my lob almost yesterday.5 Basicat ly, we never are going to f in ish on t ime.5 She's been try ing to eat heal th i ly for the last week or so.7 They occasional ly in the summer go camping.8 My cousin even didn' t say thank you when we put her up

[ast weekend.

-ing lorms after preparatory if, nouns andadjectives

/ f can be used as a preparatory subiect or object for an - ingform, especial ty in informal styte.

We often use if with adiectives.It vras inleresting hearing what he had io sa1ti vri l l be greal *eing lorr a\\ again

We often use if with the noun ryorfh.ts it reall l r^rorth bLrling ihooaleans?[i vras vrorth asKing for he\p

The object of the - ing form can sometimes become the subiectof the sentence.I1'r worth saeing Regant's ParKKegent's ParK ri horih bePing

/f is a lso of ten used negat ively wi th the noun use.It vron'l be an1 u5e vraii inq here for him

Some nouns and adiect ives can be fot lowed by - ing forms.A preposi t ion usual ly jo ins the - ing form with the noun orad ject ive.t hate the idea of getting tai

Sl rmnhasis

We add emphasis to wri t ten Engt ish by using specialstructures.

Cleft sentences

We can use /f rs lwos ... that ... to emphasise different parts ofa sentence from the verb.Jacr lort Ihe camYraIt r^ras JacK vrho looi |hv cameraIt uas the Lameta thal JacK lost

We can use What . . . is lwas.. . to emphasise the subject oroblect of a sentence.Kata told har flat

lnversion

What Kaie sold uas her flai

Some negat ive adverbs can be used at the beginning of asentence to add emphasis. In these cases the auxi l iary verb isput before the subject. lf there is no auxil iary verb do, does ordid is used.l've never *en such an animal Nover have I eeen such an animalula rarell arrivad on tima Rarell did w? arrive on iime

We use not only ... but olso... to emphasise that two negativeevents have happened.Ha lori hrslob and hir wifa laft himNot onll did hir wifa laava him, bui he also lost hirlob

AdverbiaI expressions of place

Adverbial expressions of place can be put at the beginning ofa sentence for emphasis, especial ly when they are fol lowed byintransitive verbs such as come, sit, stand or walk.He walrad uo tha hil\Up the hill ha walrad

We can also use phrases such as the problem I trouble I truthI foct I question is.The problem is ha doarn'i do an1 worK

We sometimes use the auxi l iary verb do to add emphasis tothe main verb.lrle real\1 do aqlo1 his recita\s a'f tha concart hall

1 Complete the second sentence adding emphasis.

1 The four officers iumped into a waiting police car.lnto a \.raiiing polica car jumpod fhe four officert.

2 The party had hardty got going when the lights went out.Hardly

3 We got completely carried away. That's the truth.The truth is

4 The captain reported the fault as soon as we took off.No sooner

5 They need to improve public transport to solve thecongest ion problem.What

6 | miss my older sister the most,It's

6 l t isn' t

Complete the sentences with the words from the box and the-ing form of the verb in brackets.

good nice pointless tiring use worth

1 lt's no uic reporiing the crime. Your waltet wil[ never befound. (report)

2 lt was your mother out for lunch. She

on at school if you aren'tdidn't eat anything. (take)

3 l t 's nogoing to study. (stay)It's been to you. Thank you for yourtime. (talk)It was with the same old probleins,

our house right now. (selt)day in and day out. (deal)

Complete the sentences using the word in brackets and an-ing torm.

1 Nobody wants to have an operation. (thought)People don't [ike the thoughi o{ having an operation.

2 Of course l'[[ pass all my exams. (confident)I 'm

3 EverybodyNadal has

th inks that Nadal wi l l win. (chance)

4 Her main concern is that her chi ldren(wonied)

may get lost.

She's5 I've never spent the night in an igloo before. (strange)

I t ' l tbe6 Kids rarely [ ike thinking that their parents might spt i t up.

(thought)Most chi ldren hate

7 Two armOutside

ed soldiers stood outside the oalace.

pay for the ftight. We paid for the hotet. (do)8 We didn' tWe didn' t

Rewrite the underlined phrases in the text to add emphasis.1A sol i tarv f isure stands in front of the ruins of his house.2 Neither a bomb nor a f i re caused the destruct ion. but aformidable tornado, which roared through the French townof Hautmont last Sunday night. 3 The storm r ipped housesapart and ki l led three people. 4 Nobodv knows what turned athunderstorm into a devastat ing tornado.Paul Knighttey, at the Tornado and Storm ResearchOrganisat ion, bel ieves that 5 a superce[[ struck the north ofFra nce. Su perce[[s a re exceptiona lly powerfu I th un dersto rm s.They rotate l ike a slowly spinning carouseI but deep in theircentre a faster-spinning column of air drops down to theground as a tornado. 6 These storms occur frequent lv in theUSA. but t thev haven't been se

Grammar Burtc ier and Reference. Uni t 7

l {

In front oftha ruins o{ hio houea standra soliiary figuraWhat

(not only)(question)

It

(not untit)

@ woutd

We can use would tot. express examples of what was typical behaviour in the past.

Paop\e vrould uear ihair be$ c\oihvt on tundalr. express examples of wi l l ingness in the past or in a

hypothetical present.Ha vrouldn'l halp me with m1 homaworK last nighiI vrouldn't vranl to virit 6g1p't at ihis iime of lear

o make a deduct ion about the present or past.I heard romeone aliho door That uould be tha oosimanWa urould havo been al universi\ whan we ravr iha't film

We express preferences usingwould + like,love, prefer andrather.i'd lirp a b\acY coffee, p\oarc

We use would with the verbs say and thinkto make ouropinions more tentat ive.l'd sa1 that 1ou ehould .try and improve lour parformancal'd think 1ou'll havc a difficult timc

1 Complete the sentences using would and the verbs inbrackets. Then match the sentences to the uses on page 82ofyour Student's Book.

1 The children didn't like vegetables when they were littte.(eat)Thal wouldn'i eaI vegolab\es whan thal wera litilc

2 As a chitd I always made my own birthday cards. (create)When

3 Can't we get a takeaway instead? (rather)I

4 lt never occurs to my brother to catl me. (think)My brother

5 In my opinion about twenty people turned up. (say)

5 | guessyou were tired after your journey. (been)YouGoing to the REM concert's a great idea! (tove)IOf course her boyfriend stood up for herl (defend)

1234567

(do)

l? rrroa.rModalverbs are used to talk about obl igat ion, permission,wi l l ingness, abi t i ty and future possibi t i ty. They are also usedto talk about the possibi l i ty or probabit i ty of somethinghappening.

Ability

we use con and amlarelis able to to talk about ability in thepresent.t'm abls to drive very big lorrics6an lour daughter r',,rim?

We use could and waslwere able to to talk about abitity in thepast. We use both structures to talk about repeated activitiesin the past.He could danco varv wall$le weren'l able lo tpoau Fcench thsnWe only use waslwere able to (i.e. not could) to talk aboutsomething that only happened once in the past.The partl ftnirhad late bui l uas able lo ia<o a ta'^i

Permission

We use con to say something is permitted in the present andcould to say something was permitted in the past. Can't andcouldn't are the negative forms.\rls can laave worK ai 5 pm evary FridalI can'l u* tha ln'tarnei at homa af'tar t0 omM1 dad could onll vaI chocolalv on SundalsI couldn't waar long trouserr to echool when I wae a bo1

Obtigation

We use must and hove to to tatk about obligation in thepresent. We usualty use have fo when we are talking aboutrules, musf when it's a personal obligation.You have lo wsar a swimming cap aI lhe public swimming poolI must rtudl more Onglieh bafore I go to livc in LhicagoWe use mustn't when something is prohibited.Studenis mueln'f eai and drinK in tha libraryWe use needn't and don't hove to to say there is no obtigationto do anything. You may choose to do or not to do something.l.la noodn't do thaea e\wcibeb bui I thinK it would be a good tdealoHa dop.sn't hava fo halp his old naighbour but ha ltos to

Possibitity

We use may, might and could to discuss the possibitity ofsomething happening. May suggests that the chances ofsomething happening are slightly greater than could andmight.I thinK it mal rain thir avaningiha raid rhe might como, bui rha didn't sound verl anthuriaslic

Logical deductions about the present

We use maylmightlcould + infinitive to say something ispossible.Tom might win iha race He'i in good form

Her

Grammar Bui lder and Reference . Unit 8

s

We use must + infinitive to say something is certain.Mikg is 5oaKing. lt must bg raining.We use cofl't + infinitive to say something is impossible.li can'l ba truc. iam wao wiih ma last night

Logical deductions about the past

We use maylmightlcould + have + past participle to saysomething was possible in the past.l|'t $rangv that hc hasn't phoncd. He might havo lost hia mobilaWe use must + have + past participle to make a strongsupposit ion about something in the past.Tohn war off worK last wcsK. Hc musf havo baen il[.We use con't + have + past participte to say it was imposs'iblethat something happened in the past.thel didn't Know anfhing aboui thc film so thcl can'l have secn ii.

1 Cross out the modal verb that cannot complete the sentence.Try to justify your choice.

1 He - walk for a year after his accident. He went aroundin a wheelchair.a couldn't b wasn't able to c shouldn'tc - couldn't and wasn'f ablc lo erprere no abtlitv, ehouldn't isnormalll wcd for advice

2 She - have left her mobile in the coffee shop. Her mumcalled while she was there.a might b can c could

3 | - get my hair cut - it looks awful.a must b can't c have to

4 You - park on a double yellow line or you'll get a fine.a don't have to b can't c mustn't

5 - | stay at your house tonight? I've missed the last bushome.a Can b May c Must

6 They - wait in the queue. They had already bought theirtickets.a mustn't b didn't need to c didn't have to

7 We - buy a leaving present for Mary. She's been such agood boss.a ought to b shoutd c would

8 lt's 2.30 p.m. George - have arrived in Beijing by now.a can b must c wil l

Complete the sentences with a suitable modal verb and theverb in brackets. More than one answer may be possible.

1 | don't mind our school uniform because we _a tie. (wear)

2 To reduce carbon emissions people - publictransport more. (use)

3 My mother until she was 40. She passed hertest on her birthday. (drive)

4 lt - John that called. He said he would. (be)5 You - your mobile phone while you're driving. lt 's

ittegal. (use)6 - | - a pen? | want to write down your

email address. (borrow)

I'm not sure why they're so late, but theyGet tost)Jessica isn't going out tonight because she - fortomorrow's exam. (study)

9It Cotloquial omissions

-In informal spoken English we can sometimes leave out wordsat the beginning of a sentence if the meaning is very clear.These words are not stressed in spoken English when they areincluded in a sentence.Articleswh1 did 1ou catch tha bue? (The) Traine aren'i running todalPossessive pronounsAra 1ou 0K? No. (M1) Head hurtr. I ihinK I've goi a n,igrainc.Subject pronounsulhat did 1ou sa1? (l) aan't hcar 1ou! Thc muoic'e too loud.Auxitiary verbs and personaI pronouns at the beginning ofquest ions(Hava 1ou) gcen Io ihy cinema racan'tl1?No. ulhai's on?

Negative forms can be replaced by nofHow's Tohn?(Ho isn'l) Noi happ1, l'm afraid

@ rr,. passive

We make passive forms with the verb be + past participle.

is decorated every summer.

is being decorated at the moment.

has been decorated recently.

was decorated last month.

was being decorated untilthe badweather started.

had been decorated only once beforewill be decorated soon.

is going to be decorated next month.

may be decorated in the next fewmonths.

The passive is used to talk about processes.thv cart are laKon from tho factonl and ihcn .thcy are transporfodall ovor Ourooc.

The passive is used when we don't want to say or we can't saywho performed the action.'lhir boof urae uritlsn in the t]'th cen'tury but thc au.lhor ia unKnourn.

Grammar Builder and Reference . Unit 9

iL

.\r"N\ l {4*lj -s

The passive is used when i t 's obvious who performed theact ion.Irre fire. has fina\\1 been put oul

The passive is also used to put the main focus at thebeginning of the sentence. l f we want to say who carr iedout the act ion we introduce the person's name with thepreposi t ion by.Itrere emai\s have been eent \ somaone in thie office, and I wan'f torrrow uhol

Complete the article with the correct passive form of theverb in brackets.

A study into the future of the wortd 's monkeyst has baen carriad oul has been carried out (carryout) recentlyby animal experts, the resul ts of which

(release) at an internat ionalconference last month.

During the survey i t r (f ind) that 303 ofthe 634 or imates studied mav soon become ext inct in thewi ld; 69 species o (ctassify) as critica[[yendangered since the resul ts became known.

The main reason forthe raoid decl ine in numbers(identify) in the report as

deforestat ion.6

However, in some areas more damage(do) by local people who hunt the

animals for food. Monkeys 7 (eat) inseveral regions of Africa and Asia.

Conservationists want world leaders to take urgentmeasures to protect these animals in the hope that they

(save) from extinction in the nearfuture.

Passive structures with consider, believe, etc.

We sometimes use passives wi th an introductory subiect totalk about th ings in a general sense. Some the verbs mostfrequently used in this way are believe, consider and feel.i ir is rran is considered erlre.nre\1 dangerousll lo fslt ihat the goverrrnreni murt do sonreihing aboLri inflation

1 Rewrite the sentences in the passive using the words inbrackets.

1 Nat ional secur i ty is of paramount importance. (bet ieve

firmly)It ir f irmll bs\iovcd tha.i nationai sacuri '\ rs o{ paramonntrmPOrtanrg

2 Human act ions are responsibte for g lobat warming. (accept

widely)ItMonsoonsMonsoons

Wind power is the best solut ion to the global energy cr is is.(say often)It

5 oi lo i l

is running out. (consider general ly)

Publ ic transportPubl ic transport

is too unrel iable. (see usual ly)

Air t ravel causes a great deal of pol lut ion. (acknowledgewidety)Commercial f l ights

8FtI t

ooding has worsened in recent years. (report frequently)

1234

N rtot" ver, whoever, wherever, however, etc.

We use whatever, whoever, wherever, however, etc. to sayi t doesn' t matter what, who, where, how, etc. becausethe outcome wit t be the same. As these exoressions areconjunct ions, they can come at the beginning or in the middteof a sentence.Whatever \ou saj, t vron'i change my mindtNe. had a great l ime in lta\1, vrherever we weni

We can also use however with an adiective or adverb to meanit doesn' t matter to what extent. In these sentences we cansometimes leave out the verb fo be.Houever inieresling (t rr), I don't r^ran'f to rea the plal

1 Complete the sentences using the words in the box.

however whatever whenever wherever whicheverwhoever

I 'm not tel l ing you my phone number, you are.Don't go out with Mandy's brother, you do.We can meet up day is best for you.People are seldom satisfied with their salary -much they earn.We can meet - you've got time, I've got a ftexibteschedule.My little brother follows me - | go.

are a t ropicaI phenomenon. (regard usual ly)

W

@ Relative clauses

Relative pronouns

who / that

which / that

where

when

whose

which

where

when

whose

Defi ning relative clauses

Defining relative clauses give essentiaI information aboutthe person, th ing or place in the main c lause. Without th isinformat ion the sentence would be incomplete.That's the flat lhat wo want fo bu1I met ihe parmn who i$ going lo laKa ovartho departmantl've bought 1ou

'thc booK uhich t told 1ou abouf

We can omit the relative pronoun when it is the object of thedefining relative ctause but not when it is the subject.-[hai'a the flat (that) wa want lo bu1I mai ihe parron vrho ii going lo IaYv over iha dapartmenil've boughl 1ou tho booK (dhich) | told 1ou about

Non-defining relative clauses

Non-def in ing relat ive c lauses give non-essent ia l informat ionabout the person, th ing or place in the main c lause. This extrainformation must atways go between commas.The Quaen, vrho wae uearing a bluo summer dress, opynod Ihoncw hosDiial in MancheriarM1 car, uhich I bought last 1ear, is alwalr brcaKing down

We cannot omit non-def in ing relat ive pronouns from thesentence. Nei ther can we use the relat ive pronoun fhaf inolace of which or who.

Prepositions in relative clauses

l f a relat ive c lause includes a preposi t ion we can of ten chooseto put i t at the beginning or the end of the c lause. l f i t is usedat the beginning of the c lause i t sounds more formal.Thio is tha church (which) wa got marriad inThia ir tha church in which wa got marriad

We usually use the formal relative pronoun uvhom instead ofwhowhen a preposi t ion comes before i t .'fte peop\e who I rpoKa to ware realtl helpfulTha people to whom I epoKa ware realll helpiul

lf the preposition is part of a phrasat verb it stays with theverb.I met ihs man who sei up tha company with m1 faihar

1 Join the sentences with a suitable relative ctause. Omit thepronoun where possible.

1 A man answered the phone. He refused to tisten to mycomplaint.Tha man who / ihat answarad tha phona ra{uoad io listan io mvcomplainiSome medicine got rid of my cough. lt tasted of liquorice.The Golden Gate Bridge is an impressive sight. We crossedit yesterday.He's a pilot. His plane crashed yesterday.They're mending the lift. This means we'll have to use thesta i rs.

6 | asked a woman for information. She was very helpful.7 Bri tney Spears is hoping to make a comeback. She sang

'Baby one more t ime'.8 The hotelwas ful[. We had booked it.

Rewrite these relative clauses in a more formal style.1 The land which the river runs through belonged to my

family in the past.Tha land through which tha rivar flows belonged to m1 famill inihe Dast

2 My grandfather, who I have the utmost respect for, diedfighting for his country.

3 Apptications which are fitled in incorrectly wilt be rejected.

My mother 's glasses, which she cannot see without, lookqui te sty l ish.

Wil l iam's best f r iend, who he has always conf ided in, hasjust moved abroad.

They gave away some old toys which hadn't beenwith for years.

played

The wall which Ryan was standing on top of tooked like itwould topple over.

The boy who Sarah fetl in love with turned out to be athief.

who 23

45

2

Grammar Bui lder and Reference . Unit 10

r VoqABULARYttl rrefixes

Negative prefixes

We can sometimes add the prefixes un-, in- (im-, i l-, ir-)and dis- to adiectives, adverbs and verbs to make themnegative.

impracticol unfortunately disappeor

Use a negative prefix dis-, i l-, im-, in-, ir- or un- with thewords in the box to complete the sentences.

accessible aeetnate advantaged inhabitableIiterate partial replaceable

They sued the newspaper because many of the facts in there port were ir r.rr r-r.rr,'rl r..Jack's chances of reaching universi ty were s l im, becauseof his background.The house has fa[ [en into ruin and is now completely

The f i re at the art gal lery damaged a number ofexh ib i ts.

They reat ised the appl icant was when hecouldn' t read the instruct ions to the test .A chairperson has to be , even when theycompletely disagree with one of the speakers.The snow can be very deep in winter, making the vi l lage

Prefixes with fixed meaning

1 Some pref ixes have a f ixed meaning, e.g.over: too much

overcooked overcharged overworked

2 You need to check in a dict ionary whether the newword is wr i t ten wi th orwithout a hyphen, e.g.

anticlimax co-educationol self-evident underpoid

2 Match the prefixes (1-8) to the meanings (a-h).

:l

a""

Grace was unhappy with her boyfr iend'sbehaviour, so she lef t h im. (SOCIAL)Students are general ly more in c lass whentheir views are taken seriously. (OPERATIVE)The government is introducing new measures to tax the

. (RtcH)His instruct ions were very , and so we gotcompletely tost . (LEADING)

f? Corpound adiectives

Use the present or past participle of the verbs in the box tocomplete the compound adject ives in the sentences.

behave catch equip keep make raise reach sound

1 The United Nat ions has sent a peace- force tothe area to deal wi th the rebels.

2 l th ink my GP must be foreign as he has such a strange-name.

The expedi t ion was extremety i l l - , and so theyhad to turn back just three days af ter they had lef t .The store had an eye- window disptay, whichattracted many customers.We arr ived home absolutely petr i f ied af ter ourhair- dr ive through the bl izzard.I don' t mind baby-si t t ing for my nieces and nephews becausethey're very well-The best th ing about v is i t ing my grandmother are her home-

caKes.The government has proposed some far-changes which wit t af fect the whole populat ion.

J:-

t \.\

N\

l over la badty2 cross lb extremely3 mis I c too much4 super ld between

5 ant i I e not enough5 under I f by i tsel f7 co lg against8 sel f lh wi th

IS\\-s\i

::i

N3 Complete the sentences with a prefix from exercise 2 and

the words in brackets.

1 That coat seems a bi tmuch! (PRICED)

i i , i . . ' i . I 'm sure i t 's not worth that

2 They completely the number of guests, sothere wasn' t enough food to go round. (ESTIMATED)

3 We have a number of projects aimed atimproving relat ions between immigrants and residents.(CULTURAL)

4 My uncte 's a art ist - he's never been topaint ing c lasses in his l i fe. (TAUGHT)

*

f? cornound nouns

Compound nouns

1 Compound nouns are formed by joining an adject iveand a nounspecial effects romantic comedy

or by ioining two nouns.Iove story box office

In the second case the f i rst noun def ines the secondnoun so i t funct ions as an adlect ive.

2 You need to check in a dict ionary whether acompound noun is wr i t ten as one or two words.

Match 1-8 wi th a-h to make compound nouns related to thefi lm industry.

1 feature 5 btock a buster e movie2 shoe-str ing 6 road b thr i t ler f f i tm3 opening 7 psychologicat c buff g budget4 heart 8 f i tm d sequence h throb

Vocabutary Bui lder. Uni ts 1-2

,'

Match the compound nouns in exercise 1 with thedefinitions. Use your dictionary to help you write the wordscorrectly.

1 A blocrburrtar is a very successfuI film.2 ln a the main characters undertake a

journey.is a full-length film with a story.

A film made on a has had verv littlefunding.A is an expert on cinema.The first scene is known as theIn a there is a mental or emotional conf l ictbetween the main characters.A is a famous actor who a lot of women findattractive.

@rnodifying adverbs

Gradable and non-gradable adiectives

Gradable adjectives can be used with adverbs like very orertremely to say that a person or thing has more or lessof a quality.

not very pleased extremely disoppointed

Non-gradable adjectives are used with adverbs whichemphasise their extreme or absolute nature such asabsolutely and co m pletely.

absolutely terrible completely impossible

The adverbs fairly, pretty, quite and really can be usedwith both gradable and non-gradable adjectives.

foirly common pretty huge quite poor really excellent

Read the Learn this! box and underline the non-gradableadjectives in the sentences.

1 Did you find the ptot a bit far-fetched?2 The speciaI effects in Transformers are utterly spectacular.3 Susan Sarandon's portrayal of a cancer vict im was

intensely moving.4 Javier Bardem's performance in No Country for Old Men

was extremely powerfu[.5 The photography of the desert landscapes was simply

superb.6 Didn' t you f ind the character development rather weak?7 The f i tm takes a sl ightty l ight-hearted look at the guns

pol icy in the USA.8 Keira Knighttey was practica[[y unknown before she starred

in Bend it like Beckham.9 The f i tm wasn't part icular ly fai thfutto the or iginal story.

10 The lead was played by a newcomer, who was perfectlyawful.

Iz, -.Ett<(=JF

N34

567

6 bone l f asleep7 sound lS black8 brand lh open9 pi tch l i new

10 wide l i idte

2

t-dt

2E

t!

10

@ s"t phrases

Collocations

In English some collocations are so strong that theyhave become set phrases.

boiling hot freezing cold

1 tvtatch 1-10 with a-i to make set phrases.

1 boi t ing la f i t2 wide lb dry3 f ight inglc wet4 bone ld hot5 soakingle awake

Complete the sentences with the set phrases from exercise 1.1 After such an eventful day, the children were soon soLrnd

as\eop.When the l ights went out, it was - wecouldn' t see a th inglI t was last Saturday, so we spent the wholeday at the poo[.After months wi thout any rain, the ground in my garden is

It started to rain when we were walking back to the car, sowe gotThey teft the back door , so the thief walkedstraight into the ki tchen and took her bag.My dad has always bought second-hand cars, but his latestcar isMy sister's boyfriend is - he never does anywork.After drinking so much coffee, I was sti[[ at 3a.m.My grandmother 's after her heart operat ion- it was a complete success.

O vocaourary Buiroer r unrts 2-3

II

Match the verbs (1-8) with the words (a-h) to make idiomswith their origins in war. Use your dictionary to help you.

a a bombshel lb the gunc old woundsd the hatchete a losing batt lef your sights on somethingg your br idgesh your guns

@ Verl-noun collocations

1 tvtatch each verb in the box with the two nouns it collocateswith. Use your dictionary to help you.

acquire administer cause laugh off pronounceprovoke shake off take take over

t acountry,arestaurant2 afeet ing,acold3 trouble, a fire4 sentence, the winner5 a suggestion, a claim6 advice, a chance7 areputat ion,ataste8 punishment, drugs9 a quarrel, an allergic reaction

Complete the sentences with the verb-noun collocationsfrom exercise 1. You may have to change the articles.

1 My father has a lot of experience in money matters, so Ialwavs from him.There's a group ofyouths on our estate who do nothingbut every night.Despi te the support of her fami ly, Eva couldn' t

she was making a big mistake.When someone asked i f she was going to resign, she tr iedtoThe army is threatening to by force i f thegovernment does not meet their demands.Peanuts can which can bel i fe- threatening in some cases.The judge is going to f i rst th ing in themorning.Doctors usual ly intravenously to pat ientswho are admit ted to hospi ta l .I d idn' t for sushi unt i l I went to l ive inJapan.

2

2

VocnBU

@ ftptessions with chonge

1 Complete the sentences with the words in the box.

better direction hands heart minds plan tune ways

1 His parents had a change of and let h im goon the school exchange af ter a l l .

2 We were consider ing going camping, but we changed ourwhen we saw the weather forecast.

Tina said she'd never get marr ied, but she's changed hersince she met Steve. Yesterday I saw her

looking at wedding r ings!My brother has changed his s ince he founda gir l f r iend - he even t id ies his room now!Dan's decided to study music at n ight schoot. l th ink he'slooking for a change ofEl l ie 's new job is a change for the - shegets paid overtime now.The stolen paint ing changed several t imesbefore it was found in a backstreet art dealer's.

8 There's been a change of The move hasbeen postponed unt i l next January.

ftl loiort

1 open up2 burn3 f ight4 set5 bury6 jump7 drop8 stick to

Complete the sentences with the idioms from exercise 1. Usethe correct form of the verb.

1 Parents are i l ihtrrrg a \oring bait\a with the school governorsover a reduct ion in school fees.

2 My sister on becoming a c l in icatpsychologist when she leaves universi ty. l t 's what she'salways wanted to do.

3 Si lv ia fe l t the argument wi th her brother had gone on forlong enough, so she decided to and invi tehim round for lunch.

4 The company and launched the productbefore i t had been proper ly tested.

5 My brother at d inner by announcing he wasgett ing marr ied. We didn' t even know he had a gir t f r iend!

6 The pr ime minister al though the rest of theparty are against the pol icy.

7 When Matt saw his ex-wife at a friend's party, it

Ben when he resigned in the middle of theproject . The company wit l never take him back.

Vocabulary Buitder. unirs 4-5 (h

,..,**o**.VOmB

@ wora formation (1)

-ol = relating to

centre ) central

-lr = characterised by

wit ) witty

cloud > 3

-ed = having

devotion > devoted

determination >

1 Complete the examples inthe Learn fhist box.

Adjective suffixes

Many adjectives are formed by adding a suffix to a noun.These suffixes often have a fixed meaning.

I-F=lE

tg

nat ion>t mystery>2-ful = Iull of

thought > thoughtful

event > a

-less = without

harm > harmtess

home > 6

You can sometimes add -ful or -less to a noun to makeadiectives with opposite meanings, e.g.

thoughtful thoughtless harmful harmless

However, this is not always possible, i.e.

eventful not eventless endless not endful

Complete the sentences with adiectives formed addingsuffixes to the words in brackets.

1 My sister prefers travel l ing on her own. She's real ly qui te. (ADVENTURE)

2 Wendy's had several nights because she'sconcerned about her daughter. (SLEEP)

3 Our teacher was feel ing benevolent, so she said thehomework was . (OPTION)Harry is trying to lead a life by cutting outfats from his diet and doing more sport. (HEALTH)We bought the house because of i ts idyt l ic locat ion and

rooms. (SPACE)Andy's ankle was so he couldn' t walk on i t .(PAtN)Dean and Jo are an unbearable couple. He's very arrogantand she's tenibly . (CONCEII)Doctors and nurses sometimes have to face the

hazard of violent patients. (OCCUPATTON)

3 Complete the table. Use your dictionary to help you.

noun verb adiective

1 admire 2

com m un tcatron 3 4

5 6 considerate

7 devote 8

imaginat ion 9 10

11 t2 possessrve

73 rery t4

to lerance 75 t6

Complete the sentences with the correct form of words fromexercise 1.

1 One of my mother 's most qual i t ies is hercalmness in moments of cr is is.Nobody knows what 's happening because of the tack of

between management and employees.Joshua can be incredibly thought less because he isn' tused to other people before himself .Emity 's dog never leaves her side. l t 's completely

to herlTo be a successful novelist you have to be extremely

The Frenchman Matthieu Ricard gave away al l h isto become a monk.

A best f r iend is someone you can alwayson.Many ci ty-dwel lers escape to the coast in the summerbecause thev can' t the heat.

-ous = having the quatity of

courage ) courageous

4

2

2

€i unt"rs (1)

Choose the correct linking word.

1 In addition to / Furthermore her good looks, what firstattracted me to my gir t f r iend was her charm.What 's more / Besides being an excet lent pianist , she hasa beaut i ful s inging voice.Last year was fantastic - I got top marks in my exams and Ipassed my driving test into the bargain / as well as.The ideal teacher should have both / as wel l as pat ienceand a reaI dedicat ion to their fob.Ptus / Apart f rom the fact that she's completely ret iable,my best friend is also extremety witty.Furthermore / Along with her intel l igence, the quat i ty Imost admire about my sister is her determinat ion.My great-grandmother was a very brave woman. Moreover/ Along with she was a devoted mother to her six chi ldren.Harry is a very ski l led footbal ler and a br i l l iant studentto boot / in addit ion to.

Look at the sentences in 1 and decide which other linkerscould be used.

O Vocabulary Builder. unit 5

I

Vocr,BuLARYItf synonyms ol predict

1 Complete the sentences with appropriate verbs in the correctform. Use the dictionary entries to help.

anticipate (rather forma| believe that something wil lhappen or sb will do sth We dotr't anticipate anytnajor problems.

e\pect believe that something wil l happen or sb wil ldo sth You can't expect to leqrn o foreign language in afew rnonths.

forecast say what you think wil l happen in the future,based on information, and often using scientif icrnethods Experts are forecastitrg a recovery in theecononty.

predict say that something wi l l happen in the futureSlrc predicted thot the electiort resrtlt would be close.

prophesy say what wil l happen in the future, especiallyusing religious or magical powers He prophesied tlnt a

flood wotrld cover the Earth's xrface.project (usually passive) estimate the size, cost or

amount of sth in the future, based on what ishappening now A growtlt rate of 4%t is projected forncxt year.

1 We are lots of v is i tors th is weekend.2 Nostradamus - that the wor ld would end by 1998.3 The airport isn ' t busy so the captain doesn' t - any

ser ious delays to our f t ight th is morning.4 Severe weather is - for next week.5 The company - that a number of employees wi l l be

made redundant.6 Despi te voter unrest , the rul ing party is to win the

next elect ion.

:\:,

Gl nesister1 Complete the sentences with words from exercise 7 on page

53 ofyour Student's Book. Sometimes you need to changethe form.

1 A software company is a survey into onlineshopping.

2 Which i tems do you by the end of theweek?

3 Experts l ist a of causes as to why theeconomy is founder ing.

4 The soldiers were rel ieved when the f ight ingand they could return to their barracks.

5 Scient ists have discovered that f requent exposure to thesun can have a ef fect on the skin.

6 Off ic iat sources refused to comment on how the accident

7 The funct ion of perspirat ion is to bodytemoerature.

2 Replace the underlined words with the correct form of thewords in the box. Use your dictionary to help you.

assist assure locate obtain permit purchaseretain f€'St €st select

1 | cat led the agency to ask for a brochure.I ca\\e.d the. agency io re.irrgit a brochura

2 Teachers should not let students leave the room dur inglectu res.

3 The audience kept their composure unt i I the speaker hadleft the room.

4 The aim of our housing associat ion is to help people intheir quest for af fordable accommodat ion.

5 Vis i tors may gg! a substant iaI reduct ion i f they make anadvanced booking.Rescuers are t ry ing to f ind two cl imbers who have beenreported missing in the Swiss Atps.I tems bousht in th is store wi t t only be replaced onproduct ion of a val id receipt .Please choose the colour you require and then place your

oroer.I promise you i t won' t happen again.

g|*

4

@ O"n"ndent prepositions

Dependent prepositions

Many nouns, adiectives and verbs need to be followed bycertain preposit ions.

She apologised for giving me the wrong chonge.

I don't know whot they're arguing obout.

Complete the sentences with a suitable preposition.

1 I 'm very suspic ious job adverts that of fer anexorbitant salary.

2 Most teenagers go through a stage of rebel l ingauthority.

3 The key good organisation is not leaving everythingto the last minute.

4 Doctors say she would benef i t - a change in her diet .5 The government recommended a number of measures to

help c i t izens cope - the heat wave.6 Einstein 's teachers desoaired him when he was a

chi td, but i t became clear later that he was a genius.

7 More people are al lergic peanuts these days thanever before.

8 Those people that are keen - ski ing of ten take aweek's hot iday in , |anuary. vocabutary Builder. Unit 6

(:ts

l

@ Con.ession and counter-argument

Rewrite the sentences using the words in brackets.Sometimes you wil l need to make two sentences into one,and vice versa.

1 Al though she's incredibly absent-minded, she's got aheart of gotd. (a l t the same)ihe'r incredib\1 absen.i-mindsd A\\ ' the rama, gha'r got a heariof go\d

2 Despi te set t ingoffat the crackof dawn, we encountered alot of traffic. (even so)

Atthough she spends al l her f ree t ime clothes-shopping,she's never got anything to wear. (and yet)

My father's looking forward to retiring, despite the fact heenioys his job. (having said that)

Your car was cheaper than mine, yet my petrolconsumption is lower than yours. (granted)

Despite quat i fy ing for the f inal phase, the team ended upwithout a trophy. (it 's true that)

In spi te of being the t i fe and soul of the party, Mart inthinks he's ant isocial . (Mind you)

Complete the sentences with an appropriate reporting verbfrom exercise 8 on page 66 ofyour Student's Book. Thenpunctuate them correctly, adding capital letters wherenecessary.

1 Get out of my way - Harry2 | love you she do you love me3 Oh, no -Tom i t 's raining again.4 Mum, please let me have an ice-cream - Lucy5 Open the window -Vicky I can hardly breathe5 That 's just typicat he - to himself

Punctuate the dialogues correctly.'Home. sweet home. ' the man remarked.His wife sighed. 'What a reliefl 'I 'm t i red whined Tommy I want to go homeIt won' t be much [onger said his motherWhat 's wrong she askedIt 's my ankle he groaned I th ink i t 's brokenThere's a spider in the bath she shr iekedI ' t t get r id of i t of fered her husbandWatch out she yel led there's a car comingI know he repl iedPaul whispered who's that woman over thereShe's the new manager rept ied Phi l t ip

Al though he became court music ian,pauper. (Nevertheless)

4tl lnrotmat language

1 bust2 mates3 loo4 kids5 bangers6 yob7 chi l t out8 sarnie

Match the informalwords (1-8) with the definit ions (a-h).Use your dictionary to help you.

a sandwichb hool iganc fr iendsd retaxe toiletf sausagesg brokenh chi ldren

Mozart d ied a

f.tl nun.tuating reported speechI;;l Punctuation

= When you write down a conversation, you normatty begin7 a new paragraph for each speaker. Quotation marks3 enclose the words spoken.

'One day,'said lohn, 'You'll regret it.'

Complete the sentences with informal words from exercise 1.1 You must be starving. You only had a _ for lunch.2 We've got - and mash for tea. ls that OK?3 I'm going out with my - tonight, so l' i l be late.4 Wait for me outside. I need the - before we go.5 The - are staying with their gran tonight.6 Let 's just stay in and - tonight.7 My watch is - . Have you got the time?8 Some scratched my car last night.

g vocabulary Builder r units 6-7

' VOGABULARY

@ efrt.sal verbs with run and wolk

1 Match the phrasalverbs in the box with the definitions. Useyour dictionary to help you.

run sb down run away run into sb run sth by sbrun out of sth walk up to sb walk in on sbwalk out on sb walk att over sb walk off

1 to enter a room when sb is not expect ing you2 tel t sb an idea to see their react ion3 treat sb badly without considering their feel ings4 meet sb by chance5 escaoe6 leave a si tuat ion suddenly because you are upset7 suddenly leave sb you are having a relat ionship with8 cr i t ic ise sb in an unkind wav9 approach sb

10 f inish a supply of sth

2 Comptete the sentences with the correct form of phrasalverbs from exercise 1.

1 Nobody knows why Gina is st i t t going out with George -he's always her

2 | don' t know what 's wrong with Brett . I said I l iked his newhaircut and he iust in a mood.

3 , |enny's tenibty upset. Her boyfr iend's justher and she doesn't know where he's gone.

4 | wanted my sister 's present to be a surpr ise, but sheme when I was wrapping i t up.

5 We'tl have to stop at the next fil l ing station because we'repetrol .

6 He the proposal his assistantbefore he hetd the meeting.

7 The boy before I could ask him what he wasdoing in my garden.

8 She's done a realty bad job of br inging up her son - heher.

9 | an otd school f r iend when I was in thesupermarket this morning.

10 David was so keen to make a good impression that he iustto the manager and introduced himself .

@ synonyms lot wolk

1 Complete the chart for different ways of walking. Use yourdictionary to help you.

creep timp plod march saunter sneak staggerstride stroll strut stumble tiptoe traipse trudgewander

quietty

casually

purposefully

with difficulty

slowly and wearity

..

2 Work in pairs. Think of situations in which somebody mightdo these things.

1 l imp along2 t iotoe into a room3 strol l a long4 march into somebody's off ice5 sneak up on somebody6 trudge back home7 wander around8 stumble9 stagger

@ louns related to phrasal verbs

Compound nouns

Compound nouns formed from phrasalverbs have twodifferent patterns:

verb + particle, e.g. breakthrough, take-off.particle + verb, e.g. input, uprising.

Two different comoound nouns can be formed fromsome phrasal verbs using both patterns, e.g. breokout,outbreak.

Whatever the pattern, the stress is atways on the firstsyl lable of the compound noun.

In some cases the compound noun is clear ly related tothe phrasalverb, e.g. get-together, overthrow. whereasin other cases there is no clear relation, e.g. showdown,outcome.

Complete the three compound nouns in each group with aword from the box. Use your dictionary to help you.

away back d€r'vr? off out over up

Ifi=&E

{

break--dp-utt--dovrn fs[[down pour

drop--

- [ook_pur

cuL-

5 write-stand-

shoot

*

Vocabulary Bui lder. unir 7 ( :}

Complete the sentences with compound nouns fromexercise 1.

1 The robbers made a speedy gatawal after taking fiftythousand pounds from the safe.

2 The buitding was sold as the owners could no longerafford to pay for itsMy brother's car was a after the accident.The match was a for the number 1 seed asi t was his opponent 's f i rst game.The team suffered a serious when their bestplayer was in jured.We were caught in a on the way home^.sowe got soaking wet.The for the next f inancial year is qui te poor.

Complete the sentences with nouns from exercise 1.

1 A service was held in ramembranca of those miners k i l ted inthe accident.

2 She took him into her and told him whereshe'd hidden the money.

3 Press is st i t l evident in many countr iestoday.

4 The athlete was presented with a t rophy for his remarkable

The lack of educat ion shown by young people today is dueto a [ack of parentalWhen they tried to get into the club they were refused

7 The of people for their re l ig ious bel iefs hasbeen prevalent throughout history.

3 Complete the sentences with the noun form of the verbs inthe box.

attempt conquer invade know migrate resistsucceed sEp,fel?e

1 A battte is raging between the two leading factions forslrpretnar.i in the region.

2 The of the populat ion to the big c i t ies was acommon phenomenon in the last century.

3 The manager 's proposal to extend the working day metwith strong from the unions.

4 Experts say that the of the city centre byf locks of p igeons is a heatth r isk to the generaI pubt ic.

5 He had no of mechanics, so he took his carto the garage.

6 Edmund Hi l tary and Sherpa Tenzing were responsible forthe f i rst of Everest in 1953.

7 ln 7972 captain Robert F Scott led an unsuccessfulto reach the South Pole.

8 The Japanese considered changing the laws regardingunt i l Pr incess Kiko gave bir th to a son.

@ rasilV Gonfused words

1 Complete the pairs of sentences with the correct word.

1 excessively / exceedinglya She became nervous as the dav of the

exam approached.b The new hotel in ourvi l lage charges hig '

prices for what is a very ordinary room.

2 unreasonable / irrationala My boyfriend has an fear of f lying.b I was asked to do an amount of overt in=

next week. so I refused.

Vo22

34

@ worO formation (2)

1 Read the Learn fhist box. Use a suffix to form nouns from theverbs in the box and write them in the correct column of thechart.

I6r Suffixes

E We use the suffixes -sion, -tion, -ation, -ance, -ence and4 -mentto form nouns from verbs. Sometimes the spet l ingE

S changes.' 1 clear -) clearance

il emrt --? emrssrol

$ describe -) description confer ) conferenceI ' examine -) examination argue -) argument

achieve admit confide exist extend guide imagineorganise persecute prescribe recruit remember

-ston -tion -ation

-ance -ence -ment

O Vocabulary Buitder r Unit 7

.>

VocnBurnR$infer / implya The art ic le seemed to that the s inger was

suffer ing f rom depression.b The pol ice were able to f rom his

statement that he had not returned home that night.

c lassic / c lassicala My professor is fascinated by mythology.b I made the mistake of asking af ter her

boyfr iend when they'd spt i t up the previous week.

borne / borna My brother 's me a grudge ever s ince I

went to universi ty and he didn' t .b The twins were prematurely, but they

were both very healthy.

possibi t i ty / opportuni tya We try to get away to our hol iday home at every

b We had to rule out the of ear ly ret i rementwhen we found out how low our pension would be.

Choose the correct word. Use your dictionary to help you.

1 Ruby took her phone of f the hook because of cont inual /cont inuous interruot ions f rom her f r iends.

2 My brother is completely uninterested / d is interested insc I en ce.

3 The salesman f inal ly convinced / persuaded my father tobuy a new car.

4 The manager doesn' t a l together / at l together agree withour proposal .

5 The f i rst moon [anding was, for me, the most histor ic /h istor ical event of the twent ieth century.

5 Governments are becoming increasingly concerned aboutthe current economical / economic s i tuat ion.

7 Escape was impossible because of the tat l / h igh wat lsurrounding the comptex.

8 Anna adores al [ her pets, especial ly / special ly her dog,Mits i .

i

@ rrnressing cause, purpose and result

Rewrite the sentence using the word in brackets.

1 She was unable to compete because she had in jured herteg. (oWlNG)the. wa* urrrl,,\r io comprle o\Nii l j to a leg irlLrrl

2 The school is unable to orovide free meals because thebudget has been reduced. (DUE)

3 As a consequence of the argument, my brother lef t home.(UPSHOT)

4 There has been an increase in kni fe cr ime.(CONSEQUENTLY) spot checks are being carr ied out onclubbers. (RESULT)

5 Interviews are being hetd tocatty because they want toattract more appticants. (VIEW)

5 He lost h is l icense due to his reckless dr iv ing.(CONSEQUENCE)As a resul t of h is success, the actor received a number ofof fers f rom other studios. (RISE)They started saving money because they wanted to buy ahouse. (AlM)

2

for the next season.

unsuccessfu l .3 We were expecting rooms

price we paid.

on further occasions.PleaseWe went tosui table venue for the event.The service provided by your staff

a We're sorry to tell youb I hope you' l l make surec I 'm sendingd a lotofe betterf Pleaseg say'hi 'h isn ' t good enough

i f you would send me your brochure

that your appl icat ion has been

for the

that th is behaviour is not reoeated

to your wi fe.t rouble to choose a

@ rinters (2)

1 Complete the sentences using the linkers in the box andyour own ideas. More than one answer is possible.

actually as a matter of fact in fact the plain fact isto tel[ the truth

23456

This exercise looks qui te chal lenging, but ar a nral fer o i \ :cJii 's i l ir\.1 r, l iy.The restaurant didn' t look part icularty invi t ing, butI accepted the iob because of the at t ract ive hours, butThe manager wasn' t intending to resign, butAt f i rst we weren' t going to have a hol iday th is year, butMarr iage had never appealed to Ben, but

56

78 a copy of my current CV.

@ rotral language

1 wtatch the formalexpressions (1-8) with their informalequivatents (a-h).

1 a great deal of2 | would be grateful3 leaves much to be desired4 We regret to inform you5 Please f ind enclosed5 give my regards7 of a much higher standard8 | t rust vou wi l l ensure

Complete the sentences with formal expressions fromexercise 1.

Vocabulary Bui lder . Unit 7

****[OCARU

flD croures idioms1 Complete the sentences with the words in the box. Use your

dictionary to help you.

belt boots cap collar cuff hat shoes sockstrousers

1 Your comment about my gir l f r iend leaving was a bi t belowthe

2 Did you not ice Ryan got al l hot under thewhen you asked him about that money he owes you?

3 | don' t mind making speeches, but I hate speaking off{he-

My sister's incredibly reliable - she's always ready to helpat the drop of aI 'd hate to be in Myra's - she's being sentto lceland for a year.You can tel l who wears the in their house -she walks al l over him!l f you don' t pul l your up, you're going to fa i la l [ your exams.Andy's got too big for h is own now he's thearea manager. He never comes out wi th us any more.His first class honours degree is a feather in his

for his future career.

1 Cross out the word that does not collocate with the

@ r"fmng about food

adjective.

1 r ich2 tough3 ptain4 light5 rotten5 raw7 fresh8 stale9 greasy

Complete the expressions with the words in the box. Useyour dictionary to help you.

butter bread garlic mitk parsley salt sugar wine

asipof- 5 a clove of6 a pinch ofa spoonful of

a knob of-a spr ig of -

dessert carrotssteak chopsfood applesr ice snackeggs fishfish cakejam fruitbread cakesausages chips

saucecourgettesyogh u rtspongedessertmeatvegetablesspinachsalt

3 Complete the sentences with the expressions in exercise 3.1 Take a rprig of parr\e.1 and chop it finely.2 Would you like a with your cheese?3 Mett a in a fry ing pan.4 Crush and add i t to the sauce.5 | don' t want sugar, but can I have in my tea?6 She took to make sure i t was the r ight

temoerature.7 Season the casserole with8 | haven't got a sweet tooth, but I do like in

mv coffee.

GD Ciuing and withholding information

Complete the chart with the expressions in the box. Use yourdictionary to help you.

b# blow the whistle break (news) clam up hush upkeep the tid on leak let something slip stonewall

2 Complete the sentences with the correct form of theexpressions in exercise 1.

1 The potitician tried to hush up rumours of his affair with awaitress.

2 The government didn' t manage to thef inancial scandal .

3 The manager every t ime someone askedhim about the closure of the factory.

4 There wi l l be a publ ic outcry when the news

The head teacher the name ofthe studentwho had been arrested.Chi ldren tend to when the ool ice ask themabout their parents ' act iv i t ies.One of the accompl ices accused me of tothe ool ice.The forger 's wi fe on her husband's i l tegalbusiness.Someone must the story to the press.

2

7234

7 a drop of8 a st ice of

Giving information Withholding information

b\ab7234

5678

O vocabulary Buitde, units 8-9

€t rit.tal and figurative language

Literal language is explicit, obvious and easily understood, e.g.

Her family were extremely rich.

Figurative language contains images. The writer or speakerdescr ibes something through the use of unusualcomparisons for effect, interest, and to make things clearer.

Her family were rolling in money.

1 Match the figurative language (1-10) with the meanings(a-j).

1 The view of the Northern Lights took my breath away.2 His new car cost an arm and a leg.3 My brother and his wife have quite a stormy relationship.4 Money talks.5 The exoerience scarred me for [ ife.5 The olot for her new novel came to her in a f lash.7 She was in f loods of tears when she lost her iob.8 They're made of money.9 l t wasn' t unt i [ | saw the t ide coming in that i t dawned on

me we were going to get cut off.10 They're having a few hiccups bui ld ing their new house.

a very richb she suddenly thought of . . .c crying a lotd was very expensivee impressed me considerablyf I s lowly real ised somethingg People wi th money have more inf luence than others.h have a lot of rowsi having some problemsj had a profound and terribte effect

@ Synonyms and antonyms

1 Complete the chart with the synonyms and antonyms in thebox.

as miserable as sin as tough as old boots biasedcomic ilt-fated ifinefrs€ minute objectiveopportune over the moon priceless sotemn trivialvital vulnerable worthless

synonyms antonyms

big enOrmOUS ' rmmon59 t iny 2-

fair impart ia l t - preiudiced o-

funny humorous t- sombre o-

happy elated /- dejected t-

important essential n - immaterial to-

lucky fortuitous tt- doomed t'-

strong inv incible t t - . flimsy to-

valuableworth its weight in

gold t5-paltry t6-

2 Comptete the sentences with suitable words from exercise 1.

1 The mil l ionaire's wife was distraught. The thieves had madeoff with a number of ant iques.

2 There was very little interest in the referendum - only aminority turned out to cast their vote.

3 She looked real ly when she lost hertennismatch - | though she was going to cry!

4 He waited for a/an moment to ask his bossabout his pay r ise.

5 She made a promise to her parents never torun away again.

6 | did not take part in the argument - | was merely a/anoDServer.

7 There's nothing to worry about - i t 's purely a/anmatter.

8 Their nat ionatteam is - thev're bound to winthe championship.

@ Adverbs of degree

1 Match the adverbs (1-10) with the verbs (a-i) they collocatewith.

I=z

l thoroughly la damage2strongly lbrefuse3ser iously lcenioy4vaguely lddisapprove5f lat ly leremember

Complete the sentences with the correct form of anadverb-verb collocation from exercise 1.

1 We thorough\1 eqoyed our last hotiday in Menorca - theweather was suoerb and the is land was beaut i fu l .

2 She him when he cal led to ask her out - i twas a dream come true!Tom taking any money from his mother'sour5e.I my grandmother, but she died when I wasonly s ix.My father to let me go camping with myfr iends.Evie's parents of her current boyfriend -

he's a drummer in a rock band.Government f igures f rom those of the unionson how many workers io ined the str ike.My best friend wasn't tatking to me because I

her.That pine tree wi l l those bui td ings i f i t fa l tsdown.He with his gir l f r iend that they should rentthe flat they had viewed.

6 hot ly l f agree7 deeply lgbet ieve8 ent i re ly lhof fend9 signi f icant ly l ideny

10 scarcely l id i f fer

2

10

Vocabutary Buitder r Units 9-10 (h

20Photo comparison1 Work in pairs. Take it in turns to do the task. The student

who is listening should think of two questions to ask whenhis/her partner has f in ished speaking.

Compare and contrast the photos. Answer the questions.

1 What do you think t i fe is t ike for these people?

2 What experiences might they have had in their l ives?

3 Do you agree that the elderly have a lot to offer society?Why?/Why not?

4 Do you think we treat the elderly with enough respect?Why?/Why not?

O communicative activit ies

l l4"

60Photo comparison1 Work in pairs. Take it in turns to do the task. The student

who is listening should think of two questions to ask whenhis/her partner has finished speaking.

Compare and contrast the photos. Answer the questions.

1 What do you think these people have done to achievetheir awards?

2 Which person do you admire more, and why?

3 What does it take to be successful?

4 What do consider success to be?

8(lSti m ulus-based discussion1 Fresent the information in relation to the topic.

Sharp rise in childhood obesitY i

brings call for action i

157o decline in school meal uptake ironlwin_1_11,T_::",,.oi ro,ilr,lT.,,,, i

Teenagers' attitudes to healthy eating

yo

Eat iow fat versionsof food

Take more exercise

F2l q n^didnq ^f

f f l r i t

and vegetables

Drink more water

Eat less sugar

Cut down my sal t intake

Eat fast food

Eat foods with more f ibre

Eat calor ie-controt led foods

.on' t do anything because myl i festyte is heal thy already

I am not interested

Discuss the questions.

1 What kinds of fast food are availabte where you live? Howoften do you eat them?

2 What are the pros and cons of fast food?3 Are young people 's tastes in food becoming more heatthy

or more unheal thy, in your opinion?4 How could we encourage young people to have heal th ier

diets?

0 5 10 15 20 25 30 35 40

eoPhoto comparison1 Work in pairs. Take it in turns to do the task. The student

who is listening should think of two questions to ask whenhis/her partner has f in ished speaking.

Compare and contrast the photos. Answerthe guest ions.

1 What steps has each person taken in order to makehimsetf hard to see?

2 Why do you think they have taken those steps?

3 How would you feet i f you were in each person's s i tuat ion?

4 Which of the photos do you f ind the most interest ing andwhv?

Communicat ive act iv i t ies

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Will humans be next?' byJames Meek, 12 January 2001,The Cuordian Copyright Guardian News & Media Ltd.2001 Reproduced by permission p14 From '$150,000

for a pet dog, just l ike your last one' by Nico Hines, 15February 2008, M.tirnesonline co uk Reproduced bypermission of NI Slndication p16 From 'Too much TVmay result in academic failure' by Roxanne Khamsi, 8May 2007, Newscientist com Reproduced bypemission. p1 8 From Lmd oJ the Hies by William GoldingFaber and Faber Ltd /@ The Estate ofWilliam Golding.Reproduced by permission. p26 From 'Killer bananarumour grips China', 25 May 2007 @ bbc co uk/newsp26 From 'Wormburgers' by Alex Boese fiom TheMuseum of Hoaxes, http://museumofhoaxes com. p28'ITurn To You' Lyrics by Diane Wamen @ Copyright 1996Realsongs Administered by Sony/ATV Music PublishingAll rights reserued Used by permjssion p30 From'[oveAnd War', 25 August 2004, w.CBsNews.com @ MMIV,CBS Worldwide Inc All Rights Resewed Reproduced bypermission. p32 From 'Identical twins' first novel is adouble vision'by David Lister, 29 May 2OOT,TheTimes.Reproduced by pemission of NI Syndication p36 From'Couple wed over 60 years after falling in love', 1October 2008, w.2by2holidays co uk Reproduced bypemission p36 Frorn'Childhood sweethearts to wedafter 45 years apart', 10 April 2004, Mthisishampshire.net. Reproduced by permissionofw thisishampshire net, a part ofNewsquest MediaGroup of Companies p39 STMNGE FRUIT Music andWords by Lewis Allan @ 1939 - Edward B Marks MusicCompany - Copyright renewed; extended tem ofcopyright derived llom lewis Allan assigned and effective

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